https://rd.uffs.edu.br/handle/prefix/62 2025-12-02T14:01:00Z https://rd.uffs.edu.br/handle/prefix/8935 Title: Investigação da meta 9 dos PMES da região imediata de Erechim: estudo da demanda da eja-alfabetização no município de Erechim Author: Ulkovski, Daiane First advisor: Voloski, Gilson Luis Publisher: Universidade Federal da Fronteira Sul Type: Monografia 2025-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8815 Title: A educação etnico racial e o documento orientador curricular: a (in)visibilidade da história de negros e negras no município de Erechim Author: Quintus, Daniella First advisor: Mattos, Renan Santos Abstract: This final paper of the Pedagogy Course analyzes ethnic-racial relations in the educational context of Erechim/RS, focusing on the Erechim Municipal Territory Guiding Document (DOTME, 2019). The study aims to understand how the municipal curriculum addresses (or silences) Afro-Brazilian history and culture in the Early Years of Elementary Education, identifying the pedagogical strategies developed and the obstacles to implementing Law 10,639/2003 in a city marked by European colonial narratives. The research was articulated around the concept of epistemicide, with the school as a paradoxical institution: while it reproduces racial hierarchies by neglecting African and indigenous knowledge, it can transform into an instrument of decolonization. The qualitative approach combined bibliographic research (laws, decolonial theories, studies about Erechim); document analysis (DOTME guidelines, municipal pedagogical projects, and review of secondary data) and bibliographic review with theorists such as Nilma Gomes (2017), Sueli Carneiro (2005), and bell hooks (2017). This work aims to break the silence about Black childhoods in Erechim, transforming the DOTME into a tool to combat racism and value Black culture. It advocates for a liberating education that names racism and allows Black children to see themselves as subjects of their own history, not as invisible. Throughout three chapters, we demonstrate how the DOTME, despite formally incorporating Laws 10,639/2003 and 11,645/2008, maintains a superficial approach to Afro-Brazilian culture, without connection to local resistance histories such as the Clube Treze de Maio (1949). It is concluded that anti-racist education in Erechim requires curricular revision with community participation; ongoing teacher training; production of didactic materials that confront historical silencing; and creation of monitoring mechanisms, transforming the curriculum from a maintenance instrument to a tool of emancipation. Publisher: Universidade Federal da Fronteira Sul Type: Monografia 2025-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8809 Title: Princípios estéticos e crianças: experiências pedagógicas do estágio curricular em educação infantil Author: Silva, Júlia Pöttker da First advisor: Souza, Flávia Burdzinski de Abstract: This Undergraduate Thesis was built around the theme of aesthetic principles and their relation to pedagogical practices in Early Childhood Education. The topic emerged from reflections during and after the Early Childhood Education Internship, carried out in the eighth semester of the Pedagogy Course the Universidade Federal da Fronteira Sul (UFFS), Campus Erechim/RS, with 3-and-4-year-old children at the São Cristóvão Municipal Early Childhood Education School in Erechim/RS. The research problem was: “How were aesthetic principles made manifest in the actions of the Early Childhood Education Internship with 3-and-4-year-old children?” Through this inquiry, it seeks to investigate the ways in which aesthetic principles are present in the pedagogical actions developed with children in the daily life of Early Childhood Education. To achieve the proposed objectives, a qualitative approach was employed, combining bibliographic and documentary research procedures with research with children. Discursive Textual Analysis (ATD) was used for data analysis. The findings were organized into four categories of analysis: sensitivity, creativity, playfulness, and artistic and cultural diversity, based on the assumptions of the aesthetic principles outlined in the National Curricular Guidelines for Early Childhood Education (DCNEI). The concluding considerations emphasize that the end of this research does not close the discussion but rather opens new paths for further investigations into aesthetics in Early Childhood Education, understood as a dynamic space where sensitivity, creativity, playfulness, and cultural diversity are essential to children’s full development. The theoretical research and the investigative process carried out with children during the internship demonstrated that immersive aesthetic experiences, integrated with play and interaction, promote meaningful learning, expand repertoires, strengthen children’s autonomy, and call for increasingly welcoming, creative pedagogical practices focused on children’s learning rights. Publisher: Universidade Federal da Fronteira Sul Type: Monografia 2025-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8803 Title: O yoga e a educação holística como caminhos de cuidado docente: uma abordagem integradora frente ao adoecimento no contexto escolar Author: Kammler, Laiane Carolina First advisor: Mohr, Naira Estela Roesler Abstract: This study investigates the impacts of teacher illness, especially those intensified after the COVID-19 pandemic, and proposes paths of resistance and reinvention through integrative practices within the school environment. It aims to understand how holistic education, in articulation with yoga, can function as a tool for well-being, self-care, and refuge for teachers, offering alternatives to the growing number of diseases related to exhaustion and lack of professional recognition. Based on a qualitative and transdisciplinary approach, the research conceives teacher health as a multifactorial phenomenon, influenced by issues of gender, subjectivity, and productivity-oriented educational models. Inspired by the ideas of Paulo Freire, bell hooks, Suely Rolnik, Rafael Yus, António Nóvoa, among others, it emphasizes the urgency of a teacher training that integrates body, mind, emotions, and spirituality. Yoga, as both philosophy and bodily practice, emerges as a concrete strategy of self-care and inner listening, promoting self-awareness, presence, and emotional strengthening. The study concludes that practices such as yoga should not be treated as complementary, but as structuring dimensions of a truly transformative education, encouraging the creation of projects that combine continuing education and comprehensive teacher care. Publisher: Universidade Federal da Fronteira Sul Type: Monografia 2025-07-01T00:00:00Z