https://rd.uffs.edu.br/handle/prefix/4597 Fri, 04 Sep 2026 04:24:27 GMT 2026-09-04T04:24:27Z https://rd.uffs.edu.br/handle/prefix/9560 Title: Educação integral em tempo integral e desenvolvimento humano histórico-cultural Author: Schonhorst, Maiara First advisor: Alves, Solange Maria Abstract: Affiliated with the research line Teacher Education: Educational Knowledge and Practices and with GEPEVI – Vygotsky School Study and Research Group, and funded by FAPESC – Research and Innovation Support Foundation of the State of Santa Catarina, the present study is developed along the following lines: Grounded in the Cultural-Historical Theory of human development (CHT), for which school education constitutes a privileged locus for the "development of theoretical thinking" as a phenomenon exclusive to the human species, the present research took as its main context school education organized from the perspective of full-time integral education within the early years of elementary school and, in this scenario, sought to examine the relationship between such a context and the formation of theoretical-conceptual thinking in children attending a fifth grade of elementary school. Accordingly, it adopted the following problematizing question as its reference: How does the development of theoretical-conceptual thinking occur from the perspective of the Cultural-Historical Theory, and what implications arise from it for school pedagogical praxis in a context of full-time integral education? In terms of its object, the study was guided by the general objective of characterizing the development of theoretical-conceptual thinking from the perspective of the CHT and the implications arising from it for school pedagogical praxis in a context of full-time integral education. Stemming from this object, the investigation was oriented by research questions such as: I.) What is conceptual thinking and how does its development occur within the scope of the Cultural-Historical Theory? II.) What implications arise from it for pedagogical practice within the scope of full-time integral education? III.) Does the microgenetic analysis of the records produced by the students reveal indications of the development of conceptual thinking, in consonance with the Cultural-Historical Theory? These questions, arising from the main problem, also constituted the specific objectives of the reported research, oriented toward: I.) understanding and systematizing the definition of conceptual thinking according to the foundations of the Cultural-Historical Theory; II.) analyzing the implications of the concept of conceptual thinking, as defined by the Cultural-Historical Theory, for pedagogical practice; III.) identifying indications of such development in a context of full-time integral education, in children attending a fifth grade of elementary school. In methodological terms, the study finds in historical-dialectical materialism the theoretical-epistemological foundation that sustains the collection of empirical data, the analysis, and the systematization arising from the research findings. Consistent with this foundation, the research procedures are anchored in the microgenetic approach to investigation, oriented toward singular processes of learning and development of complex, typically human modes of thinking—which, within the theoretical-methodological scope that supports us, constitutes the fundamental role of school education. Thus, two data collection instruments were privileged: a.) a notebook distributed to each student, in which they recorded their understandings and learning about the content under study at that moment; and b.) my active observation, both in the classroom and in spaces outside it, with the intention of identifying changes in social practices resulting from the ongoing studies, which, at the time of data collection, were centered on the concepts of cooperation and diversity. The results achieved through this movement allow us to infer that: I.) scientific concepts do not emerge spontaneously from social practice or from the children's immediate needs; II.) the microgenetic analysis of the individual learning notebooks and of the narratives produced revealed a mode of thinking situated predominantly at the stage of generalization by pseudoconcepts; III.) a recurrent mismatch between discourse and practice persists. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9560 2026-01-01T00:00:00Z 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 Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9453 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 Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9447 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 Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9429 2026-01-01T00:00:00Z