https://rd.uffs.edu.br/handle/prefix/4596 2026-08-21T08:48:01Z https://rd.uffs.edu.br/handle/prefix/9426 Título: Desafios, compreensões e contribuições da formação de professoras alfabetizadoras do norte do Rio Grande do Sul para as práticas pedagógicas Autor(es): Schuster, Sabrina Trevisan Primeiro Orientador: Paim, Marilane Maria Wolff Abstract/Resumen: This dissertation aims to investigate how first-grade elementary school teachers perceive the relationship between continuing education and literacy teaching practices, considering the challenges and contributions of this process to their teaching performance in a municipality in northern Rio Grande do Sul. To achieve this objective, the study sought to understand the theoretical foundations of literacy and reading comprehension, continuing teacher education, and pedagogical practices, as well as to analyze the contributions of training processes to teacher professional development and the improvement of teaching quality. This research is characterized as qualitative, encompassing bibliographic study, documentary research, and field research. The literature review was conducted using books, articles, dissertations, and theses, including productions located in the Brazilian Digital Library of Theses and Dissertations (BDTD), from 2014 to 2024. Official documents related to public policies on literacy and teacher training were also analyzed. The field research was developed through semi-structured interviews with three literacy teachers working in the 1st year of Elementary School in the Municipal Education Network. For data analysis, Textual Discursive Analysis (TDA) was used, based on Moraes and Galiazzi (2007) and Galiazzi and Sousa (2022). The analysis enabled the construction of six emerging categories: Weaving trajectories: the constitution of the literacy teacher; Stitching concepts: literacy, reading and writing skills, and the paths of the living word; Between letters, plans, and practices: the daily life of literacy; Teacher professional development: between daily reflection and collective training spaces; Being a literacy teacher: challenges in the school day; and Between experience and the collective: contributions to teacher professional development. The results show that continuing education, especially through study groups, constitutes an important space for learning, reflection, and the collective construction of knowledge. The teachers acknowledge that the exchange of experiences, collaborative planning, and reflection on practice strengthen their professional confidence and improve their teaching methods. It was also possible to identify that the teachers develop practices based on contextualizing learning, using concrete resources, valuing children's literature, and organizing routines and projects that are meaningful for the children. On the other hand, the research revealed challenges related to the heterogeneity of the classes, the children's attention and behavioral difficulties, the need for more individualized support, and the teachers' working conditions. Despite these difficulties, the participants demonstrate a reflective and committed attitude towards the children's learning, constantly seeking to redefine their pedagogical practices. It is concluded that ongoing professional development in context, linked to daily school life and based on peer collaboration, promotes teacher professional development, strengthens teacher autonomy, and contributes to the construction of more meaningful and contextualized literacy practices. As an educational product, a pedagogical notebook was developed for literacy teachers, with proposals aimed at reflecting on pedagogical practice and planning interventions that address the different learning levels present in the classroom. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2026-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9415 Título: Leitura e escrita na educação infantil: diretrizes da proposta de desenvolvimento profissional LEEI-Sul (2024/2025) e as concepções das docentes da microrregião de Presidente Castello Branco/SC Autor(es): Zanesco, Claucí Corradi Primeiro Orientador: Paim, Marilane Maria Wolff Abstract/Resumen: This research aims to analyze the convergences and divergences between the guidelines presented in the LEEI-South (2024/2025) professional development proposal and the conceptions of the participating teachers in the microregion of Presidente Castello Branco, Santa Catarina, Brazil. The research problem emerges from the researcher's educational practice, seeking to understand how continuing education can contribute to qualifying and redefining reading and writing practices in Early Childhood Education within a context of still fragile public policies. This study is justified by the understanding that, despite the contributions provided by the Reading and Writing in Early Childhood Education professional development proposal developed in Southern Brazil (LEEI-South 2024/2025), there are still tensions and discrepancies between teachers' conceptions and the proposal's guidelines. The research adopts a qualitative approach (Minayo, 1994), with an exploratory character, using bibliographic, documentary, and field research procedures. The bibliographic research is based on the production of the State of Knowledge on the topic (Morosini; Kohls-Santos; Bittencourt, 2021) and on the theoretical review organized into three axes: childhood and language (Benjamin, 1994; 2002; Corsaro, 2011; Bakhtin, 1981; 2003; Vygotsky, 2007; 2008; 2010; Souza, 2010, among others); reading and writing in Early Childhood Education (Corsino, 2015; Baptista, 2010; Brandão and Leal, 2010, among others); and continuing teacher education (Freire, 1989; 1996; 1997; 2001; 2013; Nóvoa, 2007; 2009; 2019; 2023; Kramer and Nunes, 2007; Gatti, 1996; 2008; 2014, among others). The documentary study includes the legislation and the materials of the LEEI-South proposal (2024/2025) and the LEEI Notebooks Collection (2016). Data were collected through a questionnaire developed in Google Forms and administered to teachers participating in the LEEI-South (2024/2025) professional development proposal in the microregion of Presidente Castello Branco, Santa Catarina, Brazil. Data analysis was conducted using Discursive Textual Analysis (Moraes; Galiazzi, 2016). Among the main results, convergences stand out in the understanding of a dialogical, reflective, and continuous education that values collaborative work and the exchange of experiences in the construction of teachers' knowledge. The findings also highlight the importance of alignment between institutional documents and the proposal's guidelines, as well as the redefinition of practices, pedagogical intentionality in the construction of reading and writing as social and cultural practices, and the appreciation of interactions, play, literature, and multiple languages in everyday pedagogical practice. Regarding the divergences, weaknesses were identified in the continuity of professional development processes, the coexistence of different conceptions of reading and writing in guiding documents, and external pressure for the early introduction of literacy and preparation for Elementary Education. It is concluded that there is a need to strengthen permanent and articulated public policies for continuing education that promote collective spaces for dialogue and reflection aimed at constructing practices that recognize children as subjects of rights, culture, and language. Thus, this study contributes to the qualification and redefinition of pedagogical practices related to reading and writing in Early Childhood Education. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2026-06-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9382 Título: Inteligência artificial no ensino de física: compreensões de professores do Ensino Médio em uma instituição de educação profissional e tecnológica de Santa Catarina Autor(es): Hack, Gizela Vanessa Primeiro Orientador: Pasa, Bárbara Cristina Abstract/Resumen: The increasingintegrationofArtificialIntelligence(AI)intodifferentsocialandeducational contexts hasbroughtabouttransformationsinthewaysofteachingandlearning,thus requiringteacherstodevelopnewunderstandingsregardingthetechnologicalappropriationof these resourcesintheirpedagogicalpractices.Therefore,thisresearchsoughttoanswerthe following problem:“HowdohighschoolPhysicsteachersfromaProfessionaland TechnologicalEducationInstitutioninSantaCatarinaunderstandandperceivepossibilities for incorporatingAIintotheirpedagogicalpractices?”.Inviewofthisquestion,theresearch aimed toinvestigatetheunderstandingsofhighschoolPhysicsteachers,workingatthe InstitutoFederalCatarinense- Campus Concórdia, regardingthetechnologicalappropriation of AIintheirpedagogicalpractices.Theresearchadoptedaqualitativeexploratoryapproach, with bibliographicandfieldresearchprocedures.Thebibliographicresearchwasbasedonthe production ofaSystematicLiteratureReviewandonthetheoreticalrevieworganizedinto two axes:AIandPhysicsteachereducation,complementedbythechallengesofthis curricularcomponent.Datacollectionwascarriedoutthroughaquestionnaire,developed using Google Forms and senttotheteachersparticipatingintheresearch.Dataanalysiswas conducted basedonCreswell(2021)andwiththeassistanceofthe ATLAS.tisoftware. Among the mainresults,teachers’perceptionsregardingthepotentialofAIforpersonalizedteaching, the diversificationofpedagogicalstrategies,andsupportforlessonplanningstoodout,aswell as thechallengesrelatedtoteachereducation,ethicalissues,andthecriticalandconscioususe of thesetechnologiesintheeducationalcontext.Thefinalconsiderationsshowthatthe appropriationofAIinPhysicsteachingrequirescontinuousprocessesofteachereducation, reflection,andethicaluseoftechnologies,fosteringinnovativeandcontextualized pedagogical practices.Asaresultoftheresearch,theeducationalproductentitled“AI + Physics: TeacherTrainingfortheNewEraofEducation” wasdeveloped,constitutedasa proposal forpedagogicaltrainingaimedatpromotingthetechnologicalappropriationofAI within Physicsteachingpedagogicalpractices,contributingtotheexpansionofdidactic possibilities and the improvement of teaching practice. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação 2026-07-01T00:00:00Z 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