https://rd.uffs.edu.br/handle/prefix/62 Sun, 30 Aug 2026 02:38:19 GMT 2026-08-30T02:38:19Z https://rd.uffs.edu.br/handle/prefix/9503 Title: Contribuições, desafios e tensões da avaliação em larga escala no contexto da educação básica Author: Moura, Jaqueline Neto de First advisor: Santos, Almir Paulo dos Abstract: Large-scale assessments have become important instruments of Brazilian educational policy, producing indicators of educational quality and supporting actions aimed at monitoring education systems and formulating educational policies. However, their presence in the school context prompts reflection on both their contributions and the challenges associated with interpreting and using their results in light of the diversity of learning processes. In this regard, this research stems from questions arising from teaching practice in the Early Years of Elementary Education and aims to analyze the discourses of researchers in the field of educational assessment regarding the implications of large-scale assessments in the school context, as presented in professional development videos available on the YouTube platform. The study is characterized as qualitative documentary research, with three videos featuring researchers who discuss large-scale assessments in continuing professional development settings designed for teachers, school administrators, and pedagogical coordinators serving as the sources of analysis. The theoretical framework is based on discussions concerning the historical development of large-scale assessments in Brazil, their implications for school organization, and pedagogical conceptions of educational assessment. Data were analyzed using the Content Analysis technique proposed by Bardin (2016). The findings highlight the duality inherent in large-scale assessments, revealing both their potential and their limitations within the educational context. As diagnostic instruments, they enable the production of indicators of educational reality, highlight educational inequalities and learning difficulties, contribute to the formulation of educational policies, and support reflection on pedagogical practices. However, they also present limitations, as they do not fully encompass the diversity of students, potentially reducing the understanding of educational quality to numerical indicators while overlooking aspects that extend beyond the results of standardized tests. It is concluded that large-scale assessments can serve as important instruments for reflection and educational planning, provided that their results are analyzed critically, taking into account students' diverse learning trajectories, needs, and learning contexts. Publisher: Universidade Federal da Fronteira Sul Type: Monografia Wed, 01 Jul 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9503 2026-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9456 Title: Educação infantil e crianças indígenas Kaingang: gīr sī my ge kej fã ēg vī kī Author: Padilha, Ana Carolina Fortes First advisor: Irgang, Silvania Regina Pellenz Abstract: El presente trabajo de fin de grado, titulado “Educación Infantil y niños indígenas Kaingang”, “GĪR SĪ MY GE KEJ FÃ ĒG VĪ KĪ”, tiene como objetivo general investigar qué han aportado las producciones científicas sobre la educación infantil para niños indígenas en su propio contexto, haciendo énfasis en las especificidades del pueblo Kaingang. Como objetivos específicos, se buscó analizar la educación indígena en el ámbito de la educación infantil según la legislación; conocer las investigaciones que abordan la educación infantil en contextos indígenas; y reflexionar sobre el lugar que ocupa el niño indígena en la escuela de educación infantil. La investigación adopta un enfoque cualitativo, por ser el más adecuado para comprender las experiencias culturales y educativas vividas por los niños Kaingang, y se fundamenta metodológicamente en Minayo (2009). Asimismo, se llevó a cabo una investigación bibliográfica y documental (Severino, 2007) con el fin de exponer lo que ya se ha producido, así como los enfoques y los silencios de la legislación respecto al niño indígena en la educación infantil (LDBEN, 1996; BNCCEI, 2017). Autores y autoras como Baniwa et al. (2023), Ortis (2024), Pinho (2018), Ferreira (2014), Almeida (2021), Mello (2019), Belz (2008) y Salmazio (2018), entre otros, fueron fundamentales para la elaboración de esta investigación. Las producciones científicas halladas en el repositorio CAPES sirvieron de base para el análisis interpretativo de los datos, partiendo de una recopilación de 24 trabajos académicos; de ellos, solo cinco —cuatro tesis de maestría y una tesis doctoral— abordan directamente la temática de la infancia Kaingang en la Educación Infantil. Los resultados del análisis evidencian la urgencia de una Educación Infantil que reconozca y valore las formas propias de ser, aprender y vivir de los niños indígenas, señalando al mismo tiempo los desafíos que enfrentan las escuelas en cuanto a la formación docente, los materiales didácticos y la integración de la cultura local en el currículo escolar. El análisis revela también que, si bien existen aportes relevantes, aún persisten vacíos significativos respecto a la presencia de los niños indígenas en la producción académica y en las políticas públicas educativas. Se defiende la necesidad de construir una escuela que valore la lengua materna, las narrativas orales, las prácticas comunitarias y la pertenencia étnica como fundamentos de un currículo intercultural y bilingüe. Por último, el trabajo reafirma el compromiso con una educación que respeta, escucha y fortalece las identidades indígenas desde los primeros años de vida, contribuyendo a la formación docente, a la formulación de políticas públicas y al fortalecimiento de la cultura Kaingang. Publisher: Universidade Federal da Fronteira Sul Type: Monografia Wed, 01 Jul 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9456 2026-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9455 Title: Mulheres Kaingangs e a universidade: um encontro desafiador Author: Pinto, Lucimara First advisor: Mohr, Naira Estela Roesler Abstract: This study addresses the challenges faced by Kaingang Indigenous women in accessing and remaining in higher education, focusing on students at the Federal University of Fronteira Sul (UFFS), Erechim campus. The research adopts an intersectional approach, considering the inequalities of gender, ethnicity, and social class. The study starts from the reality of Kaingang women who live between cultural traditions and the need to enter an academic environment historically marked by exclusion. These women face an overload of responsibilities, such as childcare, domestic tasks, and community obligations, in addition to geographical distance, economic difficulties, racism, and sexism both within universities and in their communities. UFFS has access and retention policies, such as the Indigenous Access and Permanence Program (PIN), but limitations remain regarding infrastructure, psychosocial support, and the appreciation of traditional knowledge. The absence of childcare facilities, materials in Indigenous languages, and support for student mothers are some of the obstacles to academic retention. Despite these barriers, many Kaingang women demonstrate resilience, forming support networks and becoming leaders in social and educational movements. Education is viewed by them not only as a personal project, but also as a collective one, aimed at strengthening their culture and community. The study concludes that it is urgent to expand inclusive policies that respect cultural diversity and promote gender equity, valuing Indigenous knowledge and ensuring real conditions for these women to remain in and develop within higher education. Publisher: Universidade Federal da Fronteira Sul Type: Monografia Wed, 01 Jul 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9455 2026-07-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9438 Title: Os projetos de investigação nos anos iniciais: escutar e valorizar as infâncias Author: Meng, Laura Christina Hagers First advisor: Souza, Flávia Burdzinski de Abstract: This Undergraduate Thesis aimed to investigate how investigation projects developed with Elementary School children can contribute to the constitution of a school curriculum that values childhoods and the children’s participation. This objective was formulated by the following research question: “How can investigation projects in the early years of Elementary School serve as a possibility for learning, listening, and valuing childhoods?” Based on the qualitative approach premises, the research used bibliographic research and documental analysis as its procedures. The bibliographic research consisted of a literature review of men and women authors who contributed to the theoretical framework of the investigated theme. The documental analysis was developed based on legislations and normative documents that guide the early years of Elementary School curricula, as well as pedagogical documents made by 3rd-grade children from a private school classroom, during the development of a human body project. The data collected were analyzed based on the Content Analysis method of Bardin (1977). The study was organized in three chapters. The first one shows the methodological procedures of the research. The second one aimed to investigate how children and childhoods are portrayed throughout history and also explores the early years of Elementary School curricular organization, emphasizing a rupture in the continuity between Early Childhood Education and Elementary School. The third chapter presents the projects as a methodological strategy capable of thinking about the continuity of children's learnings and their participation in the curricular organization. Aside from this, when narrating the development of the human body project, it highlights its importance in ensuring the hundred languages of children. Based on the data analysis, the research showed that the investigation projects developed with children allow a more meaningful learning, given that the children’s curiosities and interests are given prominence. To constitute curricula that look at projects as a learning possibility, it is necessary that teachers and researchers keep on changing their pedagogical practices and developing academic research that deepens the investigation of this theme, as well as the Elementary School curricular structures. Publisher: Universidade Federal da Fronteira Sul Type: Monografia Fri, 01 May 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9438 2026-05-01T00:00:00Z