https://rd.uffs.edu.br/handle/prefix/4594 2025-12-06T11:08:00Z https://rd.uffs.edu.br/handle/prefix/8955 Title: Juventude e inserção no mercado de trabalho: análise do caso dos egressos de cursos de graduação da UFFS – Campus Erechim Author: Salvador, Verônica da Silva First advisor: Silva, Luis Fernando Santos Corrêa da Abstract: The present study addresses the theme “Youth and Integration into the Labor Market: An Analysis of the Case of Graduates from UFFS – Erechim Campus.” The research focuses on alumni from two undergraduate programs at UFFS, namely Pedagogy (Licentiate) and Architecture and Urbanism (Bachelor’s degree). For the purposes of this study, graduates are considered young if they fall within the age range of 15 to 29 at the time of degree completion, within a temporal scope of eight years, covering the period from 2015 to 2022. The primary objective of this investigation is to understand the conditions under which graduates from UFFS – Erechim Campus enter the labor market upon completing higher education. The research problem is articulated around identifying the determining factors, opportunities, and barriers encountered by young alumni from UFFS – Erechim in their professional integration. Situated within an interdisciplinary program, the study draws upon the interconnection of multiple fields and areas of knowledge, fostering reflections that contribute to broader perspectives and the formulation of potential solutions to the issues under examination. The methodological approach is rooted in qualitative research, employing semi-structured interviews as the primary data collection technique and content analysis as proposed by Laurence Bardin. The analysis of the empirical material revealed that the transition from higher education to the labor market among young graduates constitutes a complex process involving diverse trajectories. Three transition categories were identified: Labor Continuity, characterized by maintaining employment held prior to graduation, closely linked to technical training, with graduates emphasizing the value of theoretical and academic preparation while pursuing professional development; Formative Adherence, the most representative category, in which graduates acknowledge the importance of internships and theoretical training, seek both personal and financial recognition in their profession, and underscore the need for greater practical experience during their studies; and Occupational Redirection, in which graduates opt for professional engagement in areas outside their original degree field, seeking either greater personal alignment or financial viability. The demand for more practical activities throughout the undergraduate experience was highlighted across all three categories as a central challenge for professional transition, evidencing a recurring structural gap in the academic–labor interface. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-10-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8930 Title: Do texto ao contexto do livro didático de Matemática no Ensino Médio: apropriações para a Educação Financeira Author: Schons, Fernanda da Silva First advisor: Richter, Adriana Abstract: Thinking Financial Education as a contribution to critical and emancipatory citizenship means positioning it as a path to question and transgress the power relations that sustain the systems of oppression reified in neoliberal society. From this perspective, this dissertation aims to understand the possibilities of appropriating high school mathematics textbook for critical and emancipatory citizenship through Financial Education. The study begins with the observation that reforms, such as the High School Reform (Law 13.415/2017), the restructuring of the Programa Nacional do Livro e do Material Didático (PNLD) and the approval of the Base Nacional Comum Curricular (BNCC), have contributed to the dissemination of neoliberal ideology, transforming education into a commodity and subjects into passive consumers and flexible workers subject to the demands of capital. These reforms uncritically incorporate the assumptions of the Organisation for Economic Co-operation and Development (OECD), reinforcing a hegemonic and instrumental view of Financial Education. Given this overview, this qualitative interdisciplinary research begins by criticizing the offensives that place education as a mechanism for reproducing social inequalities. To this end, it draws on the theoretical contributions of textbook scholars, Paulo Freire’s Pedagogy, Critical Mathematics Education and authors who comprehend Financial Education as a way to human emancipation and the formation of critical citizenship. Initially, a bibliographic survey was conducted, followed by a literature review covering the aforementioned theoretical fields. The fieldwork took place at a state public school in Erechim, Rio Grande do Sul, with mathematics teachers and second-year high school students. The empirical material consisted of a documentary analysis of the textbook Matemática em contextos: Estatística e Matemática financeira (Editora Ática, PNLD 2021), which was being used by the research subjects; a questionnaire with open-ended questions was administered to the participating teachers; and a workshop in which, perceiving the classroom as a landscape of investigation, the participating students and their Math teacher were invited to question and investigate financial situations presented in the aforementioned textbook, thus emerging generative themes of new problematizations. Data analysis was organized into three categories: the approach to financial situations presented in the textbook; the teaching praxis developed based on the textbook’s content; and classroom interactions through the exploration of the propositions conveyed in the textbook. The results indicate that the approach to Financial Education as presented in the textbook under analysis represents an insufficient opportunity for the critical and citizenship development of the subjects; teaching praxis poses a challenge, both for critical appropriation of the textbook and for an inquiring look at issues related to Financial Education; and the classroom space, when guided by a problematizing perspective, can favor the appropriation of such material for critical, citizenship and emancipatory Financial Education. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-08-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8928 Title: (I)migração e cidadania: interfaces entre educação superior, trabalho e gênero na perspectiva de estudantes haitianos na Universidade Federal da Fronteira Sul Author: Flora, Juliana Della First advisor: Silva, Luis Fernando Santos Corrêa da Abstract: Public universities, as spaces for education in the broadest sense, based on the pillars of teaching, extension, and research, play an important role in Brazilian migration/ immigration dynamics, as in the case of the Universidade Federal da Fronteira Sul (UFFS), which, since 2013, has promoted actions aimed at the immigrant public, culminating in the creation of the Access and Permanence Program for Immigrant Students (Pró-Imigrante). This study sought to understand the impact of this program's policies, paying special attention to gender issues. Its main objective was to analyze how UFFS's access and retention policies contribute to Haitian immigrants' access to citizenship, considering the interaction between higher education, the world of work, and gender constraints. To address this issue in depth, essential concepts such as citizenship were mobilized, with the central concept being the point of convergence that unites the issues of migration/immigration, work, education, and gender within a context of universal rights and global equality. The concepts of work, education, and gender were addressed as structural dimensions of the migratory experience, which, when interrelated, directly influence the concrete possibilities for immigrants' social and economic integration. Work was understood not only as a means of subsistence, but also as a space for the affirmation of rights and the construction of social belonging. Education, in turn, was analyzed as an instrument of social mobility, with the university being one of the main vectors for promoting citizenship. Gender, as an analytical category, made it possible to highlight the specific inequalities experienced by men and women in the migratory process, showing how different social roles and expectations impact access to public policies and fundamental rights. Thus, using a qualitative approach, the development of this research was divided into three main stages: the first consisted of a literature review; the second involved data collection through interviews with Haitian students at UFFS campi in Chapecó (SC) and Erechim (RS), using a semi-structured script; and, in the third stage, the data collected was analyzed using the Content Analysis method (Bardin, 2016). The research found that migration/immigration in the contemporary world is a complex, multifaceted, and current phenomenon, requiring its study to be approached in an intersectional and interdisciplinary manner. The interviews revealed that the main causes of Haitian migration to Brazil, for the group interviewed, were access to higher education and the search for better living conditions. In addition, the research highlighted barriers faced by Haitian students, such as language, low socioeconomic assistance, long working hours incompatible with study schedules, communication failures between UFFS and the target audience (immigrants), prejudice, the type of work offered to immigrants in the region, low wages, difficulty in obtaining internships, and the tendency of companies to reject students when hiring. When looking at the issue of gender, the research revealed that pregnancy and young children are an even greater impediment for migrant/immigrant women in terms of job opportunities and access to and retention in higher education at UFFS. Finally, the research pointed to UFFS as a promoter of access to partial citizenship, still under construction, for the group surveyed and confirmed the need to develop effective public policies that involve the entire university community and society as a whole, recognizing the importance of giving a voice to those who have historically been excluded from positions of prestige and power, both in academia and in the world of work, and the indispensability of critically and constantly analyzing the mechanisms and programs for access to higher education. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-08-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8896 Title: Metodologias ativas na educação superior: uma análise histórica, contextual e jurídica das práticas educativas e da responsabilidade civil das instituições de educação superior no Brasil Author: Biasus, Alessandra Regina First advisor: Pereira, Thiago Ingrassia Abstract: Education is a vital human right essential to achieving social justice, but its application, especially in higher education, faces numerous challenges. Teaching methods have evolved from traditional pedagogy, centered on the teacher and passive student learning, to a new pedagogy that values school as a space for equality and learning to learn, culminating in a technocratic pedagogy focused on learning by doing and the development of competent and productive individuals. Beginning in the 1970s, the shift away from project-based learning and the rise of the internet led to the development of distance learning. In the 21st century, active methodologies, such as problem-based learning and flipped classrooms, have become prominent, focusing on student-centered learning. This study aims to answer the question of whether higher education institutions can be held legally liable for failing to apply active methodologies, based on doctrine, legislation, and the case law of Brazilian higher courts.Some active teaching methods will be analyzed, the (im)possibility of civil liability of institutions regarding their poor implementation, and the need for continuous education of teachers. The research will employ bibliographic, exploratory, documentary and jurisprudential hermeneutics to analyze the existing literature and identify the (im)possibility of civil liability of higher education institutions for the poor application of active methodologies, through the qualitative approach method. This research method is essential for qualitative studies in education and in human sciences, guiding research and ensuring academic integrity through adequate instructions. The conclusion will summarize the findings and offer recommendations for future research in the field of education as a way to strengthen citizenship, focusing on the use of active methodologies and the possible civil liability of higher education institutions for failure to apply such methodologies, maintaining an interdisciplinary dialogue between education, citizenship, and law. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-10-01T00:00:00Z