https://rd.uffs.edu.br/handle/prefix/4597 2026-09-02T17:21:27Z https://rd.uffs.edu.br/handle/prefix/9453 Title: A política institucional da Universidade Federal da Fronteira Sul-UFFS para imigrantes Author: Marmentini, Eloisa Rodrigues First advisor: Santos, Claudecir dos Abstract: This study analyzes the institutional policy of the Federal University of the Southern Frontier (UFFS) aimed at welcoming and retaining immigrant students, with emphasis on the PRÓ- IMIGRANTE Program, established by Resolution nº 16/CONSUNI/UFFS/2019. The research is based on the contemporary context of international migratory flows to Brazil, intensified since 2010, which brought populations mainly from Venezuela, Haiti, and Bolivia, demanding effective inclusion strategies from the Brazilian State and its institutions. In this scenario, UFFS, located in a border region and with a social mission focused on democratizing higher education, emerges as a strategic space for the enforcement of immigrants’ educational rights. The central research problem consists of understanding to what extent the institutional policy of the university has been effective in promoting access and retention of migrant students, considering their linguistic, cultural, economic, and psychosocial challenges. The study adopts a qualitative approach, combining bibliographical and documentary analysis with the application of a questionnaire to students enrolled in the program, articulating theory, legislation, and lived experiences. The investigation is grounded in national and international legal frameworks, such as the 1988 Federal Constitution, Law nº 9.474/1997 (Refugee Statute), and Law nº 13.445/2017 (Migration Law), which guarantee universal access to education. In addition, theoretical contributions on immigration from the perspective of human rights, interculturality, and social justice are mobilized, highlighting the tensions between normative advances and the practical obstacles faced in the academic environment. Findings also point to the need to expand the active participation of immigrant students in the formulation and evaluation of policies, in order to strengthen their protagonism and ensure greater alignment with their real demands. The study concludes that UFFS’s policy presents relevant achievements by formally recognizing the rights of migrants and implementing mechanisms of inclusion in higher education, but still faces structural and operational limitations that compromise its full effectiveness. This research contributes to the national debate on educational public policies for migrant populations and to the reflection on the social role of public universities in contexts of cultural diversity and international mobility, offering insights for institutional improvement and the development of more inclusive and sustainable practices. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9447 Title: "Os jovens do ensino médio, que é minha grande preocupação”: o educativo nas ocupações secundaristas de São Paulo em 2015 Author: Cacau, Aryel Lamed David First advisor: Picoli, Bruno Antonio Abstract: In 2015, the state of São Paulo was the scene of a widespread secondary school student uprising, marked by the occupation of 213 public schools in opposition to the so-called "School Reorganization," an educational reform proposed by the state government that would impact thousands of students. This qualitative research seeks to answer the question: what is the educational aspect in the relationships involving the subjects of the school reorganization in the state of São Paulo in 2015 and its unfolding consequences? Therefore, we establish two main dynamics: the educational aspect present in the reform, and the educational aspect present in the relationships of the students involved in the political action. To answer this question, we begin with the historical analysis of the events, to then make a theoretical analysis anchored in a post-critical perspective through authors such as Sebastián Plá (2022), Walter Benjamin (1987), Jorge Larrosa (2018), Luiz Carlos de Freitas (2018), and Ricardo Timm de Souza (2020). The reorganization of schools is understood as a “non-project” that operates based on the pretensed totalizing rationality of neoliberalism, and establishes it as a distinct educational phenomenon, mobilizing values, discourses, and practices that changes the worldview of the affected subjects. In parallel, the educational potential of the school occupations is analyzed and understood as resistance practices that produces experiences through collectivity, making possible other ways of perceiving and intervening in the world beyond the logics imposed by neoliberalism. The study uses bibliographic, documentary, and media sources, including news reports, materials produced by the students themselves on social media, and the book Escolas de Luta (Campos, Medeiros, and Ribeiro, 2016), which compiles interviews and accounts fundamental to understanding the dynamics and meanings of the secondary school student struggle against the reform implemented during the Alckmin government (2014–2018). Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9429 Title: A permanência de estudantes autistas no ensino superior: práticas de governamento Author: Brito, Iago Silva First advisor: Gräff, Patrícia Abstract: This research analyzes educational policies focused on the access and retention of autistic students in Higher Education, utilizing a post-critical epistemological framework with an emphasis on Foucaultian studies. It employs governmentality as a tool-concept to understand how knowledge and norms guide institutional practices. The central objective is to examine legal documents, guidelines, and policies published between 1988 and 2025 that regulate access and, primarily, the retention of these students, articulating these analyses with experiences narrated by autistic university students on social media. The results indicate that while extensive legislation regarding access exists, a rationality anchored in the knowledge of clinical governmentality prevails, producing significant gaps in retention conditions. The research highlights that the university space, historically governed by norms prioritizing medical knowledge, remains structured by regulatory practices that undermine the visibility of the subject of rights in Higher Education. It is observed that, in the governmentality of these students, practices emerge that articulate education, clinization, and power, demonstrating how clinical knowledge and norms guide institutional practices and regulate bodies within the university context. The study concludes that Higher Education remains structured by regulatory practices that give little consideration to the diversity of learning modes, evidencing a lack of support, inclusion, and academic retention. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9337 Title: Educação infantil no município de Chapecó-SC: continuidades e mudanças na história das propostas pedagógicas Author: Munzi, Amanda de Sá First advisor: Alves, Solange Maria Abstract: La presente disertación, vinculada a la línea de “Formación de profesores, conocimiento y prácticas educativas” de la Maestría en Educación de la Universidade Federal da Fronteira Sul, al Grupo de Estudios e Investigación Escuela de Vigotski - GEPEVI y al proyecto de investigación Educación y Desarrollo Humano desde la Perspectiva Histórico-Cultural, presenta la síntesis posible, resultado de una investigación que se ocupó de analizar las concepciones de niño, infancia y práctica docente que orientaron los Proyectos Político- Pedagógicos (PPP) y los Currículos Base de la Educación Infantil (CBEI) de la red municipal de Chapecó a lo largo de los últimos 20 años, con foco en la Educación Infantil. En este sentido, tuvo como objetivo principal: analizar las concepciones de niño, infancia y práctica docente presentes en los Proyectos Político-Pedagógicos de la educación escolar del municipio de Chapecó a lo largo de los últimos 20 años. El abordaje del objeto y del objetivo se orientó mediante el análisis documental, guiado por los presupuestos del método del Materialismo Histórico-Dialéctico (MHD) y de la Teoría Histórico-Cultural (THC), comprendiendo el objeto como un fenómeno histórico y en constante movimiento. Bajo esta orientación, se realizó una investigación documental con análisis de contenido de 13 documentos, entre revistas educativas, Proyectos Político-Pedagógicos y Currículos para la educación municipal publicados entre 1998 y 2024. Los resultados demuestran que la trayectoria de la Educación Infantil en Chapecó pasó por transformaciones significativas: desde un carácter asistencialista y de subsistencia básica en la década de 1980, avanzando hacia la institucionalización de la modalidad bajo la perspectiva de la Educación Popular (influenciada por Paulo Freire) entre 1997 y 2004, hasta la estructuración de currículos basados en la THC y, más recientemente, alineados con la Base Nacional Común Curricular (BNCC). Los análisis revelan que, aunque los Currículos Base de la Educación Municipal actuales (2019 y 2023) incorporan el protagonismo infantil y la escucha activa como ejes centrales, el papel del profesor permanece fundamental como mediador entre el niño y el conocimiento históricamente producido, con el objetivo de promover el desarrollo integral en la primera infancia. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2026-01-01T00:00:00Z