https://rd.uffs.edu.br/handle/prefix/4597 Thu, 28 May 2026 02:43:05 GMT 2026-05-28T02:43:05Z https://rd.uffs.edu.br/handle/prefix/9337 Título: Educação infantil no município de Chapecó-SC: continuidades e mudanças na história das propostas pedagógicas Autor(es): Munzi, Amanda de Sá Primeiro Orientador: Alves, Solange Maria Abstract/Resumen: 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. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9337 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9288 Título: Escola sem partido: para além do dispositivo jurídico Autor(es): Martins, Jean Carlos Primeiro Orientador: Neitzel, Odair Abstract/Resumen: The Escola Sem Partido (School Without Party) movement emerges in the Brazilian educational landscape as a discourse that claims political and ideological neutrality in teaching, presenting itself as a response to alleged practices of indoctrination in schools. Beyond a bill proposal or political movement, this dissertation investigates Escola Sem Partido as a discourse that operates within the educational field, producing normative, institutional, and pedagogical effects, especially within the state school system of Santa Catarina. The general objective of this research is to analyze how the discourse of Escola Sem Partido impacts education, focusing on its effects on teaching, pedagogical practices, and institutional relations. More specifically, the study examines the historical and political conditions of possibility that enabled the emergence of this discourse, emphasizing the convergence between neoliberal rationality and neoconservative moralism; analyzes the main discursive axes mobilized by the movement, such as neutrality, surveillance, and teacher accountability; and identifies forms of resistance and reconfiguration of pedagogical work in response to these pressures. The theoretical framework is grounded in Michel Foucault’s contributions on discourse, power, and conditions of possibility, articulated with analyses of neoliberalism as a political rationality and neoconservatism as a moral rationality. Methodologically, the research adopts a qualitative approach, based on bibliographic and documentary analysis, examining theoretical works, documents, legislation, media materials, and public statements related to Escola Sem Partido. By understanding the movement as a discourse and a dispositive of control over teaching, this study contributes to a critical reading of contemporary disputes surrounding public education and the role of teachers in the Brazilian context. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9288 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9161 Título: Educação e democracia: a cultura política entre os estudantes universitários Autor(es): Andrade, Luiz Fernando Johann Primeiro Orientador: Trevisol, Joviles Vitório Abstract/Resumen: In recent decades, the advancement of neoliberal and neoconservative policies throughout the West has challenged democratic norms, reintroducing the necessity to re-examine, among other topics, the role of schools and universities within this turbulent landscape. Given this context, this study aimed to analyze the relationship between education and democracy through a study on the political culture of young university students. Methodologically, this is a descriptive study of a quantitative and qualitative nature that combines bibliographic research with an intersectional survey administered in the second semester of 2024 to 168 students at a federal public university located in Southern Brazil (Universidade Federal da Fronteira Sul, Chapecó campus). Data analysis involved the use of descriptive statistics and content analysis, grounded in the concept of political culture. Among the main results, the research revealed: (i) the coexistence of elements of subject culture and participant culture among the students; (ii) a foundation based on a conception of democracy closer to a political regime than to a system of government; (iii) a contrast between high levels of support for democracy and low rates of political participation among youth; (iv) a limited impact of political parties on final voting decisions; and (v) that young people hold a positive perception regarding the role of schools and universities in democratic education, though this view is tempered by criticisms of the university institution itself. Finally, the study argues that education based on democratic experiences appears to be key to fostering political culture among young people. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9161 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9160 Título: A educação superior no contexto do Plano Nacional de Educação: análise das dinâmicas no município de Chapecó (2014-2024) Autor(es): Silva, Ana Cristina da Primeiro Orientador: Trevisol, Joviles Vitório Abstract/Resumen: This dissertation analyzes the dynamics of higher education development in the district of Chapecó, within the context of national policies established by the National Education Plan (PNE), during the period from 2014 to 2024. Chapecó, a medium-sized city, stands out as the main city of the Santa Catarina`s west, both for its economic development and population growth, positioning itself as a strategic space for understanding the impacts of educational policies on the expansion of higher education. The study aims to: i) understand the dynamics of higher education development in Chapecó within the context of policies and targets established by the PNE 2014-2024; ii) identify the main institutional actors (public, community- based, and private) that have exercised leadership in the process of higher education expansion since the creation of Fundeste, in 1970, until 2024; iii) systematize indicators of higher education in Chapecó regarding the profile of HEIs, teaching modalities, administrative categories, courses, enrollments, graduates, etc.; iv) profile the students of higher education regarding age group, race, social condition, gender, and profile faculty members in terms of qualifications and age group; v) analyze the evolution of distance education modality in the provision of undergraduate courses and enrollments in Chapecó. In methodological terms, the research can be defined as descriptive, integrating the qualitative and the quantitative research as one. The quantitative data used were obtained and systematized from the INEP Higher Education Census databases. These data were consolidated into a dimensional database, where descriptive and inferential statistical analysis techniques were applied, as well as time series analyses, enabling a quantitative investigation that supported critical interpretations. Bibliographic and documentary research was conducted through books, articles, theses, dissertations, reports, documents, and information obtained from institutional websites. The research demonstrated, among other results, an increase of 183.3% in the number of HEIs; the number of undergraduate courses jumped from 217, in 2014, to 1,365, in 2024, distributed in 110 face-to-face modality and 1,255 in distance education. Among the most wanted courses, Law stands out in face-to-face modality, and Pedagogy in distance education modality. The total number of enrollments increased from 17,610, in 2014, to 26,328, in 2024, representing an increase of approximately 49.5% in this period. In 2024, the distribution among modalities reveals that 58.3% of enrollments were concentrated in face-to-face education, while 41.6% corresponded to distance education modality. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9160 2025-01-01T00:00:00Z