https://rd.uffs.edu.br/handle/prefix/4596 2026-05-28T21:53:09Z https://rd.uffs.edu.br/handle/prefix/9071 Título: Trilhas interpretativas: contribuições para a educação ambiental crítica Autor(es): Oliveira, Tatiane Marmentini de Primeiro Orientador: Ody, Leandro Carlos Abstract/Resumen: Interpretive trails represent an effective strategy for implementing Critical Environmental Education (CEE), fostering meaningful interactions between humans and nature, while also facilitating the construction of context-based knowledge rooted in lived experience. We argue that CEE must be integrated into both formal and non-formal educational contexts, as well as across various spheres of social life, in response to contemporary environmental challenges that directly affect human existence. This study, conducted within the framework of the Professional Graduate Program in Education (PPGPE) at the Federal University of Fronteira Sul (UFFS) – Erechim Campus, under Research Line 2: Non-formal Education Research – Political-Social Practices, sought to address the following research question: How can the methodology of Critical Environmental Education, implemented through the interpretive trail in the UFFS Forest – Erechim Campus, contribute to the development of critical environmental education practices? The primary objective was to contribute to the organization of CEE practices at the UFFS Forest through the implementation of an interpretive trail, by identifying key principles and themes that support the development of contextualized educational practices grounded in a critical perspective. A qualitative methodological approach was adopted. Data collection procedures included bibliographic research and fieldwork, employing observation and semi-structured interviews. Findings indicate that CEE, when applied through the interpretive trail, enhances individuals' sense of place and fosters deeper connections with nature and its interrelationships. The approach also promotes the recognition of local identity, history, and traditional knowledge. Problematizing these elements facilitates the transition from a naïve to a critical consciousness, thereby stimulating reflective and critical thinking—both of which are essential for initiating transformative changes in human–nature relations. Furthermore, the study identified and contextualized four thematic axes representative of the local reality, which can serve as a foundation for CEE practices along the trail. We contend that by emphasizing locally relevant themes and adopting pedagogical practices aligned with critical environmental education methodologies, it is possible to contribute meaningfully to addressing the environmental crisis and fostering the construction of a new, more sustainable socio-environmental reality. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2025-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9031 Título: Tecnologias digitais e a documentação pedagógica: perspectivas e desafios do e-portfólio na escola municipal de educação infantil Estevam Carraro – Erechim/RS Autor(es): Rossioli, Lucivane Maria Primeiro Orientador: Scheffer, Nilce Fátima Abstract/Resumen: This research was developed in the Professional Master's program in Education at the Federal University of Southern Border – Erechim Campus, linked to Research Line 1: Pedagogical Processes, Policies and Educational Management. The study focuses on pedagogical documentation in Early Childhood Education, emphasizing the construction of the e-portfolio as an evaluative instrument. The investigation was conducted in a school of the Municipal Public Network of Erechim/RS, involving early childhood educators in a process of continued formation. The methodological approach adopted was exploratory, using Focus Groups as data collection instruments, alongside a Field Diary and questionnaires, with the aim of understanding teachers' conceptions regarding the use of the e-portfolio, their doubts, challenges, and possibilities in its construction. The theoretical foundation is anchored in authors who discuss early childhood pedagogy, such as Loris Malaguzzi, Paulo Fochi, Sonia Kramer, and scholars of the Reggio Emilia approach, as well as authors who address pedagogical documentation as a reflective and communicative practice. In the field of educational technologies, the research engages with authors such as Moran (2013), Kenski (2012), and Valente (2002), who discuss the use of digital media in the pedagogical context. The use of Google Sites, a free platform from Google Workspace for Education, has proven to be viable and accessible, allowing teachers to create personalized digital portfolios, incorporating texts, images, videos, and children's records. The links generated when publishing the portfolios allowed for sharing with families, enhancing communication and involvement in the school community. The data analysis was carried out based on the content categories proposed by Bardin (2016), revealing that the digital portfolio, when constructed with intention, promotes a formative, sensitive, and individualized assessment. The teachers participating in the research demonstrated active involvement in the construction of the e-portfolios, reflecting on their practices and reorganizing the records based on the experiences lived by the children. The educational coordinator played a key role as a facilitator of training and a mediator of reflective processes. It is concluded that the digital portfolio should not be understood as a simple collection of activities, but as a space for listening, reflection, and meaning-making, aligned with the school's educational project and the multiple languages of childhood. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2025-10-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8994 Título: Educação ambiental crítica na trilha: documento orientador para monitores. Autor(es): Oliveira, Tatiane Marmentini de Primeiro Orientador: Ody, Leandro Carlos Instituição: Universidade Federal da Fronteira Sul Tipo: Produto Educacional 2025-12-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8988 Título: Reflexões democráticas para formação de diretores escolares Autor(es): Demarco, Gabriella Galvagna Primeiro Orientador: Pierozan, Sandra Simone Hopner Instituição: Universidade Federal da Fronteira Sul Tipo: Produto Educacional 2025-11-01T00:00:00Z