https://rd.uffs.edu.br/handle/prefix/4597 2025-12-01T20:10:11Z https://rd.uffs.edu.br/handle/prefix/8963 Title: A educação integral nos documentos da Proposta Curricular de Santa Catarina: permanências e transformações à luz da teoria histórico-cultural Author: Pradeiczuk, Adelmo First advisor: Alves, Solange Maria Abstract: This master's thesis, developed in the Teacher Training: Educational Knowledge and Practices line of the Graduate Program in Education at the Federal University of Fronteira Sul (UFFS), is affiliated with the Vigotski School Study and Research Group and the matrix project: Human Development and Education from a Historical-Cultural Perspective. Its object of investigation is Integral Education in the documents of Proposta Curricular de Santa Catarina (PCSC), whose main theoretical and methodological contribution has, over the years, been to assume integral education as a prerequisite for broadening perspectives on integral human formation in schooling processes within the scope of basic education. In this context, the present study revisits the PCSC documents on integral education, with a view to highlighting the theme and formats adopted in the historical process between 1991 and 2020, contributing to the recovery of the debate on integral education in the state of Santa Catarina nowadays, with a view to generating critical dialogue and creating possible paths for integral full-time education based on the Vigotskian principles assumed by the document itself. It is in this context that the aim of this research lies, which seeks to investigate, analyze, and discuss: How is Integral Education understood and transformed throughout the documents of Proposta Curricular of Santa Catarina? The main aim is to analyze how integral education is presented in different PCSC documents from 1991 to 2020, and specific aims: to conceptualize Integral Education based on the literature on the subject; to highlight integral Education within the scope of HistoricalDialectical Materialism (HDM) and Historical-Cultural Theory (HCT); to discuss the PCSC documents within the regard of Integral Education. The concepts of Integral Education are analyzed from a historical-cultural perspective for two main reasons: i.) this perspective makes substantial contributions to teaching, learning, and human development, especially by considering the subject as a social being and culture as its historical production; ii) it has been, since the first PCSC document, the main theoretical and methodological basis. Based on a bibliographic and documental approach, this research was organized, in procedural terms, under the strategy of content analysis according to the stages proposed by Minayo (2001), oriented towards: a) pre-analysis, b) exploration of the material and processing of the results, c) inference and interpretation. In this regard, the research effort carried out made it possible to compile the material, with the bibliographic reference being the matrix, particularly on the theme of integral education in Marx and Gramsci, and commentators, scholars of the theme, such as: Newton Duarte, Ligia Marcia Martins, and Juares da Silva Thiesen. Within the scope of Vigotski and collaborators' THC (Duarte, Martins, Saviani, Libâneo, Thiesen, Frigotto, Arroyo, and others) who think about education based on more recent Marxist principles; PCSC documents between 1991 and 2020, the exploratory study of the material, whose analytical treatment resulted in interpretation and inference. Among the results achieved, it should be noted that the 1991 document is aligned with a critical-transformative perspective, affirming the integrality and historicity of the human being as the horizon of school education, from a Gramscian and Vigotskian perspective. The documents from 1998 and 2005, despite the intellectual effort to maintain the theoretical and methodological basis of a critical-transformative perspective, are crossed by contradictions arising from hegemonic disputes in the field of education, revealing the tension between the defense of an integral education, inspired by references from historicalcultural theory, and the pressure of educational policies aligned with neoliberal logic. The 2014 document also shows an attempt to revive dialogue with critical references and an intention to enhance cultural diversity, but this ends up being diluted in generic formulations that are poorly articulated with a solid conception of knowledge. This logic, however, changes in the most recent documents relating to preschool education, elementary school (early and late years) from 2019, and high school from 2020, in the state of Santa Catarina, as a result of adjustments made by the PCSC to the Base Nacional Comum Curricular (BNCC), which is generally associated with liberal perspectives on education aligned with market demands that assign schools the task of developing the skills and competencies required by such a societal logic. In this regard, I conclude that it is necessary to continue studies, expanding the relationship between guiding documents and pedagogical organization in schools, as a way of clarifying processes and strengthening the struggle for effective critical-transformative integral education. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8960 Title: Tecnoestresse ocupacional e sua relação com a integração da lousa digital: um recurso tecnológico previsto no Plano Estadual de Educação de Santa Catarina Author: Piovezan, Paulo Afonso First advisor: Scheffer, Nilce Fátima Abstract: This research is affiliated with the Graduate Program in Education (PPGE) at the Federal University of the Southern Border (UFFS), Chapecó/SC campus. It is affiliated with the Educational Policy Research Line and the GPTMEM Research Group. The study aims to analyze the effects of the implementation of Interactive Digital Whiteboards (IDBs) in the state education system of the municipality of Concórdia, Santa Catarina. This integration occurred between 2020 and 2025. The primary focus is on the relationship between IDBs and the specific nature of teacher technostress in the context of the New High School (NEM). The methodology adopted in this research is qualitative and was conducted through semi-structured interviews with teachers from four schools. The data were analyzed through thematic categories that contributed to the understanding of the phenomena investigated. The results highlighted three central axes of tension: implementation deficiencies, affecting 88% of respondents who reported insufficient and generic training, Work overload, according to the interviewees, resulted in an average increase of five hours per week dedicated to filling out platforms, and teaching frustration, with 91% of respondents using less than 30% of the LDIs' functionalities. A vicious cycle was observed, with only 9% of teachers reporting having participated in practical training, resulting in underutilization of resources. This consequently led to anxiety about results and feelings of incompetence. Paradoxically, 91% of teachers recognized the pedagogical potential of LDIs. However, they emphasized that their effectiveness depends on reducing bureaucratic tasks, contextualized teacher training, and a stable technological infrastructure. Evidence suggests that, although LDIs are an innovative technology, their implementation occurred under a technocratic logic, disconnected from the real working conditions of teachers. Technostress emerged not as resistance to technology per se, but as a consequence of public policies that prioritized equipment acquisition over building a sustainable ecosystem of technological integration. Given this scenario, it is recommended that the program be restructured, focusing on offering personalized continuing education, improving the interfaces of the platforms used, and creating pedagogical support groups organized by field of knowledge within the regional education departments. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8941 Title: Caminhos para “viver Videira”: profanar, reconhecer e ressignificar Author: Caregnato, Milena First advisor: Picoli, Bruno Antonio Abstract: This work focuses on the construction of the historical memory of the city of Videira and how it is transmitted in formal, non-formal, and informal educational spaces, that is, how the city of Videira "tells itself." The research problem, based on the analysis of hegemonic narratives that structure Videira's identity through its spaces, focuses on investigating the role of schools and teachers as agents of the desacralization of these spaces. The main objective is to understand how these historical discourses are elaborated, disseminated, and naturalized, as well as to reflect on the role of education, particularly that of schools and teachers, in recognizing, deconstructing, and resignifying these narratives—issues that need to be considered in teacher training. To achieve this, a qualitative and phenomenological approach was adopted, based on Plá (2022), grounded in the analysis of Videira as a public and educational space. Two main locations in the city served as sources for constructing the analysis: the historical mural that is part of the landscape of the former Railway Station and the only museum in the city, the Museu do Vinho Mario Pellegrin. The development and analysis of the sources were supported by a literature review based on education theorists Masschelein (2021), Larrosa (2021), Arendt (2016), and Biesta (2018), as well as historical memory theorists Quijano (2005), Dussel (2005), and Benjamin (1940). Additionally, decolonial authors, such as Krenak (2020), Azevedo (2023), and Adichie (2019), were also utilized. The research revealed that Videira's official history sustains an identity centered around the figure of the European immigrant, while invisibilizing and/or misrepresenting the diversity of subjects who contributed to the region’s development. However, it is argued that schools can act as a time-space of desacralization (Agamben, 2007) of these colonized and crystallized narratives, enabling a more plural and critical memory. Thus, this study contributes to reflecting on the role of history in shaping local identities and valuing multiple perspectives in the construction of collective memory, discussions that are essential for responsible teaching practice and crucial in teacher training. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8940 Title: Deficiência intelectual: políticas educacionais de formação continuada de professores em Santa Catarina Author: Dall’soto, Carla Roberta First advisor: Gräff, Patrícia Abstract: This research aims to analyze continuing education policies for teachers in Santa Catarina, Brazil, who work with people with intellectual disabilities. The research aimed to answer the following question: How is intellectual disability described in continuing education policies for teachers in Santa Catarina? This research is characterized by a post-critical epistemological approach, with a qualitative approach, using bibliographical and documentary research as research support. The analyses undertaken are based on Foucaultian studies in education, highlighting discourse and standardization as theoretical and methodological tools. The documentary corpus consists of national educational policies from the state of Santa Catarina and continuing education courses for Basic Education teachers working in the regular school system, with an emphasis on intellectual disability. The analytical exercise undertaken on the materials enabled the understanding that continuing education policies for teachers continue to be supported by the clinical/medical model of disability. The work consists of two central focuses of analysis: 1) the influence of the clinical/medical model on continuing teacher education. This focus unfolds into three complementary emphases: a) clinical practice in the management of training pathways, which references the findings of training proposals, which approximate a clinical/medical perspective on intellectual disability; b) clinical and social models of disabilities, which addresses the two models of understanding disability in relation to educational inclusion; and c) clinical practice and early childhood, which analyzes proposals specifically directed at early stimulation work. The second focus addresses 2) Support Professionals and Training and Control: bodies with intellectual disabilities problematizing the prescription of practices to be, in some way, worked with people with intellectual disabilities, in order to minimize what is perceived as their intellectual impairment. It is concluded that contemporary educational policies for continuing teacher education barely recognize people with intellectual disabilities based on their difference as potential and seek to normalize these bodies. The educational policies analyzed act as power strategies that produce not only what can be said about disability, but also who can speak and from what place. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z