https://rd.uffs.edu.br/handle/prefix/4594 2026-05-28T21:11:11Z https://rd.uffs.edu.br/handle/prefix/9238 Título: Entre normas e desvios: um estudo sobre o tempo livre na residência estudantil do IFRS - Campus Sertão Autor(es): Rossi, Fabiano Primeiro Orientador: Loro, Alexandre Paulo Abstract/Resumen: This research investigates the social practices of deviance occurring during the free time of resident students at IFRS – Campus Sertão, analyzing how these experiences manifest within the institution's daily life. Considering the Student Residence of IFRS – Campus Sertão as a strategic space for ensuring the retention of youth in integrated high school implies recognizing that, by inhabiting these facilities, students access a set of extracurricular activities fundamental to their development. The methodology is qualitative and exploratory. For data collection, bibliographic and documentary research were employed, focusing on the 'State of the Art' and the institution’s official records regarding deviant practices among resident students. Regarding the results, the analyzed documents indicate that free time assumes an ambivalent character within the institutional context: while formally recognized as a creative dimension of daily life, it is simultaneously treated as a space of potential inclination toward deviant practices. In conclusion, it is understood that standardized social practices cannot be fully controlled, given that free time is a fertile ground for the emergence of deviance. Such occurrences are relevant elements in not only technical but also identity formation, permeated by creative and playful dimensions. The study, therefore, reaffirms the need for socio-educational approaches that recognize the complexity of youth and daily life as a legitimate space for the production of knowledge, meanings, and learning Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2026-02-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9171 Título: O espaço, o saber e o pertencer: a presença indígena na Universidade Federal da Fronteira Sul (UFFS) - Campus Erechim Autor(es): Pavan, Kelly Primeiro Orientador: Loro, Alexandre Paulo Abstract/Resumen: This dissertation investigates the relationship between architecture, Indigenous student permanence, and the production of belonging within the university space, taking as its central case the proposal of “Nosso Lugar – Centro de Acolhimento e Alternância” at the Federal University of the Southern Frontier (UFFS), Erechim Campus. The study is grounded in the understanding that policies aimed at expanding access to higher education, although essential, become insufficient when they are not accompanied by spatial policies capable of materializing care, listening, and recognition. Within this perspective, the research seeks to understand how architectural space can act as an active instance of experience, participating in the construction of bonds, identity, and conditions for the permanence of Indigenous students in the university. The research adopts a qualitative and interdisciplinary approach, combining bibliographic review, documentary and institutional analysis, reference studies of architectural projects, and an interpretative reading of the empirical case. The theoretical framework brings together authors who discuss space, dwelling, experience, identity, and the production of space, from which analytical categories are developed to support a sensitive reading of the architectural proposal. The results indicate that design choices such as the valorization of courtyards, verandas, collective kitchens, flexible spaces, welcoming materialities, and possibilities for appropriation and personalization contribute to the configuration of architectures that foster greater permanence, recognize differences, and sustain collective ways of living. It is concluded that architecture, rather than merely providing physical support, constitutes a fundamental dimension of Indigenous permanence policies, asserting itself as a means of producing belonging, visibility, and presence within the university space. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2026-02-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9136 Título: Formação de enfermeiros docentes e seus conhecimentos pedagógicos Autor(es): Marca, Eliomar Pereira Primeiro Orientador: Loss, Adriana Salete Abstract/Resumen: The pedagogical training of nurse educators has become a relevant theme in the field of Nursing Education, especially considering that teaching is often not an initial career choice in these professionals’ trajectories. In this context, the research problem that guided this study was: what are nurse educators’ perceptions regarding their academic training and the development of pedagogical competencies for teaching in Nursing? The general objective was to analyze the process of pedagogical training of nurse educators and the pedagogical knowledge mobilized in teaching practice, considering their formative trajectories, professional experiences, and institutional contexts, from an interdisciplinary perspective that articulates education, health, and the human sciences. This is a descriptive-exploratory study with a qualitative approach, conducted in four educational institutions located in a municipality in northern Rio Grande do Sul, Brazil. Data production occurred through the application of a structured questionnaire answered by 19 nurse educators and the conduction of structured interviews with six participants, selected according to the stages of the teaching career, based on Huberman’s professional life cycle model. Data obtained from the semi-structured questionnaire were analyzed through descriptive organization and qualitative interpretation of the responses, including the systematization of information and identification of thematic recurrences. Data from the structured interviews were subjected to thematic content analysis, according to Bardin’s framework. The results showed that teaching in Nursing is often constructed as an unplanned career path, marked by the centrality of clinical practice and by gaps in initial pedagogical training. It was observed that nurse educators’ pedagogical knowledge is predominantly developed through teaching practice itself, through experience, reflection on practice, and interaction with other educators, revealing initial insecurities, challenges in the construction of teaching identity, and individual coping strategies in the absence of systematic pedagogical training and continuous institutional support. It is concluded that the pedagogical training of nurse educators is configured as a progressive, situated, and interdisciplinary process, strongly conditioned by professional trajectories and institutional conditions, highlighting the need for teacher education policies that more consistently integrate pedagogical knowledge into Nursing education. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9083 Título: “A maioria das coisas daqui para mim é inútil”: reverberações do aparato conceitual do PISA/OCDE nas reformas educacionais brasileiras do século XXI e nos sentidos atribuídos à escolarização por jovens de um município da região norte do RS Autor(es): Onyszko, Marina Fátima Primeiro Orientador: Ribeiro Júnior, Halferd Carlos Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2025-12-01T00:00:00Z