https://rd.uffs.edu.br/handle/prefix/4596 Sat, 29 Aug 2026 03:56:26 GMT 2026-08-29T03:56:26Z https://rd.uffs.edu.br/handle/prefix/9496 Title: Dança e educação estética: coreografia de uma vida revista em perspectiva de formação e autoformação Author: Mendes, Jacqueline First advisor: Bagnara, Ivan Carlos Abstract: Dance has accompanied humanity throughout its history, serving as a language that connects human beings to their deepest emotions, promoting movement, transformation, and meaningful experiences for those who engage with it. Starting from this understanding and articulating this premise with dance education, this study focuses on the training and self-training processes of dance teachers, considering the possible paths that can be taken in building an education geared towards sensitivity, which goes beyond the prism of technical-instrumental training or the mere reproduction of preestablished patterns. Within this scope, the research has the general objective of understanding how experiential knowledge can contribute to the improvement of educational processes that focus on teaching dance from the perspective of aesthetic education. Thus, we intend here to value the teaching knowledge produced in everyday life, recognizing it as legitimate and significant for teacher training and work, especially when it is influenced by aesthetic and bodily experience. This is a qualitative research study, with an autoethnographic approach, which takes the researcher's experience as a field of investigation. The data were produced through the writing of pedagogical letters, which were subsequently analyzed using hermeneutics, seeking to understand the meanings attributed to formative experiences, experiential knowledge, and educational practices in dance. The research demonstrated that experiential knowledge plays a central role in enhancing educational processes in dance when guided by the perspective of aesthetic education. We found that the connection between initial training, continuing education, and critical analysis of one's own practice fostered a shift from a purely technical logic to a teaching approach that understands dance instruction as a sensitive, ethical, and creative experience. We have shown that attitudes such as attentive listening, dialogue, valuing expressiveness, and the ability to learn from everyday challenges constitute an essential practical-reflective repertoire for professional performance. Furthermore, the research highlighted that aesthetic education broadens the meaning of pedagogical practice by recognizing the body, sensitivity, and experience as fundamental formative dimensions, reaffirming dance as a language capable of producing knowledge, strengthening bonds, and contributing to the integral formation of critical, sensitive individuals aware of their place in the world. Thus, we conclude that dance constitutes a powerful formative field for reinventing pedagogical practices and ways of teaching, learning, and existing in education. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação Sun, 01 Feb 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9496 2026-02-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9468 Title: Aprendizagem significativa das operações matemáticas: uma proposta de ensino gamificada baseada na resolução de problemas Author: Coldebella, Leandra Christina First advisor: Pasa, Bárbara Cristina Abstract: The teaching of Mathematics in the early years of elementary education constitutes one of the pillars of school education, as the understanding of basic mathematical operations influences the development of competencies essential for learning subsequent mathematical content and for students' performance in different everyday situations. However, the results of both internal and external assessments reveal persistent difficulties in learning these contents, associated, among other factors, with the predominance of traditional teaching methodologies, the insufficient articulation between theory and pedagogical practice, and students' lack of motivation toward school activities. In this context, the present research addresses the teaching of basic mathematical operations in the fifth year of elementary education through gamification and Problem Solving, grounded in the perspective of Meaningful Learning. The general objective was to investigate the potentialities and limitations of a teaching proposal for basic mathematical operations structured according to the principles of gamification, in which the activities consist of Problem-Solving tasks, considering the perspective of Meaningful Learning and intended for fifth-grade elementary school students. Methodologically, this is a qualitative, exploratory, and bibliographic study developed through the survey, systematization, and critical analysis of the scientific literature on gamification, Problem Solving, the Theory of Conceptual Fields, and the Theory of Meaningful Learning, seeking to establish relationships among these theoretical frameworks and their potential contributions to Mathematics teaching. The results indicate that the integration of gamification and Problem Solving has the potential to promote greater student engagement, participation, and protagonism, fostering the attribution of meaning to mathematical concepts and the construction of meaningful learning. As its scientific and pedagogical contribution, the research proposes an Educational Product in the form of a Pedagogical Handbook consisting of a Gamified Didactic Sequence for teaching basic mathematical operations, providing a theoretically grounded resource that can be implemented in school contexts while broadening discussions on innovative methodologies for Mathematics teaching from the perspective of Meaningful Learning. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação Wed, 01 Jul 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9468 2026-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9426 Title: Desafios, compreensões e contribuições da formação de professoras alfabetizadoras do norte do Rio Grande do Sul para as práticas pedagógicas Author: Schuster, Sabrina Trevisan First advisor: Paim, Marilane Maria Wolff Abstract: 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. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação Wed, 01 Jul 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9426 2026-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9415 Title: 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 Author: Zanesco, Claucí Corradi First advisor: Paim, Marilane Maria Wolff Abstract: 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. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação Mon, 01 Jun 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9415 2026-06-01T00:00:00Z