This study aims to understand the perception of teachers from Cáceres, Mato Grosso, about Bolivian students from the 12 de Outubro State School, and also to observe how they perform their pedagogical practices. The problem of this study was to know how intercultural relations occur. The object was constructed from the selection of three spatial dimensions that are very distinct from each other - border, culture and school - having as its central element intercultural relations, that is, the action of subjects who weave unique ways of living and experiencing the world on a daily basis. The path taken to enter this universe was the dialogue with specialized bibliography, especially that which approaches the themes related to the border, the historicity of the occupation of this territory and that which deals with the school in its various dimensions; and, more acutely, that which refers to issues related to culture and interculturality, data collection through unstructured interviews. A second step was to think about the cultural connections established between students and teachers at the 12 de Outubro State School, with all its pedagogical apparatus, located in the Nova Esperança Settlement - an agro-village in that border region. At this point, the analyses of the relationships and daily coexistence of students from different “origins” (read: cultural diversity) in the school space came into play, which emerged through the weekly contact I established with them in that location and their narratives materialized in the observations and unstructured interviews I conducted. The result of this research was the perception of a rich cultural mosaic within the school space, and to transform this singularity into pedagogical action, I realize that the school community needs “training” on how to deal with this diversity, on how to approach and welcome these students and allow the possibility of exchanging knowledge without schooling. The need to implement existing public policies aimed at foreign immigrants' access to education was also highlighted, generating inclusive access with intercultural pedagogical practices. Some proposals are underway, such as offering Spanish language courses to the school community.

Em construção

The mental health of health students has been widely discussed due to the high prevalence of symptoms such as anxiety and depression. This study seeks to identify the prevalence of mental distress and the factors associated with the suffering of students of the Faculty of Health Sciences (FACIS) of the State University of Mato Grosso (UNEMAT), Cáceres Campus/MT, focusing on the first three semesters of undergraduate studies. This is a descriptive observational study, carried out from 2023 to 2024. The initial sample with 132 participants and another after two semesters, with 76 participants, were predominantly female, composed of young single people, without children, without disabilities and with a family income of up to 4 minimum wages. The results indicated that although the students had good academic performance and no risky behaviors, many reported mental health concerns, including frequent tiredness, decision-making difficulties, and mild symptoms of depression. There was an increase in the number of students with BMI outside the normal standards between assessments. Conditions related to academic stress and self-harm practices, although less frequent, were also observed. Lifestyle habits revealed inadequate sleep patterns (less than 6 hours per night), low physical activity, and mixed consumption of healthy and unhealthy foods. Factors such as household income and the presence of children showed significant associations with mental health, with students from lower incomes and those with children showing more symptoms of mental disorders. In addition, respect from teachers and peers, satisfaction with the study environment, and autonomy in studies were identified as crucial elements for emotional well-being. It was concluded that the prevalence of symptoms of mental disorders among university students was strongly associated with socioeconomic factors and the perception of the academic environment. Although most participants did not have severe academic difficulties, a welcoming and respectful study environment proved to be fundamental for emotional well-being. 

The motivation for women's unity is diverse, and many groups are being formed with the aim of promoting alternatives to overcome the limitations imposed by the structural patriarchal system. This research is based on the premise that feminist pedagogy manifests itself in multiple spaces where education takes place in a broad and decentralized manner. In the women's group "As Margaridas," pedagogy is observed through daily activities, the strengthening of female identity through financial independence, cooperative work, and extractivist practices. Thus, the objective was to understand the organizational pedagogical processes present in the activities carried out by the women of "As Margaridas," one of the four groups that make up the Regional Association of Extractivist Producers of the Pantanal (ARPEP). The qualitative research was grounded in historical-dialectical materialism and Decolonial Thought, using ethnography as a methodology, relying on the researcher’s experiences, dialogues, observations, and semi-structured interviews. The theoretical development and analyses were guided by authors such as Minayo (2001), Lüdke and André (2018), Brandão and Borges (2007), Schmidt (2006), Mattos (2011), Seluchinesk (2022), Bauer (2002), Zart (2020), Marx (1982), Quijano (2005), Walter Mignolo (2007), Nazareno (2013), Reyes (2016), María Lugones (2014, 2008), Stuart Hall (2006), Ribeiro (2017), Walsh (2013), Holks (2013), Ballestrin (2013), Verges (2020), Minoso, Correal, Muñoz (2014), Luz Ochoa (2007), Carneiro, Cejas, Lucumi (2021), Silva, Corrêa, and Negretto (2018), among others. Through this approach, we learned about stories of unity and resistance among these women who, faced with the need for financial strengthening, formed a support network, consolidating themselves as the group "As Margaridas." Joining other women’s groups, they formalized the ARPEP association, gaining greater autonomy to market their products through programs such as PAA and PNAE, as well as fairs and events. The study highlighted the connection between the women's work and non-formal education, present both in the interactions within the group itself and in exchanges with other collectives. This educational relationship also extends to formal schools, to which they supply bread and cookies derived from extractivism, ensuring healthy meals for children.

Physical Education within the scope of the National Common Curricular Base is included in the area of Languages and their Technologies, conceived as a curricular component that, according to the Mato Grosso Curricular Reference Document, studies the body culture of movement that is themed through body practices. More than teaching motor skills, the objective of Physical Education is to form conscious and critical citizens, and that human movement is not merely the movement of a part or the entire body – it will always have a cultural meaning. Consequently, each type of movement will always have a history and a meaning. The body culture of movement impacts not only the promotion of health, but also social interaction on various scales, as well as individual and collective expression. To this end, it is necessary to use methodological strategies applied to Physical Education concerned with the transmission and production of significant knowledge within the school process. In order to ask: What are the differences and similarities in the pedagogical perspectives and methodological strategies, regarding the curricular component of Physical Education, used by teachers in high school, in conventional and militarized public schools? Thus, the scope of the study is to compare the pedagogical perspectives and methodological strategies used by high school teachers, regarding the curricular component of Physical Education in the two models of public schools. The locus of the research includes two state public schools, located in the city of Cáceres-MT, one in the conventional model and the other militarized. The militarized public school and the conventional public school selected, in order to protect them, as well as the anonymity of the subjects assigned to them, were named Escola Estadual Marechal Rondon and Escola Estadual Paulo Freire, respectively, militarized public school and conventional public school. Located in the urban perimeter of the city, they have infrastructure to develop the discipline with quality and offer high school education. Four teachers with a degree in physical education agreed to participate in the research. Two data collection techniques were used: non-participant observation and structured interviews, with questions prepared based on observation. Data analysis was based on Laurence Bardin's content analysis, which allowed us to extract significant information and infer relevant knowledge for understanding the pedagogical practice of Physical Education developed in these two models of public schools in the state of Mato Grosso

The general objective of this research was to analyze and understand the movements and strategies of private-commercial capital towards basic education, focusing on the expansion of the Salta Educational Group in Mato Grosso. The aim was to identify which interests lie behind the shift of investment funds to basic education and how this movement has contributed to the process of financialization of basic education. To this end, three specific objectives were listed: 1) To analyze and characterize the forms of action in basic education adopted by the Salta Education holding in Brazil; 2) To verify how the Salta Group fits into the private-commercial process in Mato Grosso; 3) To map the institutions belonging to the Salta Educational Group in Mato Grosso. This is a qualitative research that included bibliographic and documentary research, with primary and secondary sources as the main sources; The primary sources consisted of data from the Basic Education Census, Microdata from the School Census found at the National Institute of Educational Studies and Research (INEP), and accounting reports and balance sheets from the Salta Group. Searches were conducted on institutional websites and social networks, and searches were also necessary on the electronic addresses of newspapers dedicated to the educational market and the main newspapers and economic sections in the country, such as Folha de S. Paulo, Valor Econômico, O Globo, among others. The secondary sources consisted of a review of the production on the subject, highlighting the following terms: raises education, financialization, commodification of education, basic education and privatization of education. The results indicate that the financialization of basic education in Mato Grosso reflects a national phenomenon in which large business groups expand their influence over private schools, transforming education into a profitable sector. This movement occurs in a context of precariousness of public education, driving the search for private alternatives by families. The incorporation of schools by conglomerates such as Grupo Salta Educacional demonstrates the growing presence of financial capital in the sector, prioritizing scalability and curricular standardization to the detriment of pedagogical diversity. The impacts of this process include the commodification of education, the segmentation of the education market and the widening of inequalities in access to quality education. While private schools invest in infrastructure and modern methodologies, the public network faces structural and financing difficulties. Thus, the financialization of basic education in Mato Grosso reinforces the need to regulate the activities of financial groups in the sector and public policies that guarantee the universalization of quality public education.

The present research has as its object of study the University Pedagogy and its impact on the academic performance of students. The general objective is to understand the perceptions of the professors who teach the Mathematics Degree at the State University of Mato Grosso (UNEMAT), Cáceres-MT Campus, regarding the influence of their University Pedagogy on the performance of students during the undergraduate course. The motivation for the study arises from the observations of the author, a graduate of the aforementioned degree, who noticed a low course completion rate. Thus, the research seeks to answer the following problem question: in the perception of the professors who teach, how has their University Pedagogy in the Mathematics Degree at UNEMAT, Cáceres-MT Campus, contributed to the performance of the students in the course? To this end, a qualitative methodological approach is used, with the aim of broadening the understanding of pedagogical practices in Higher Education and contributing to their improvement. The study is based on theoretical frameworks on University Pedagogy and Mathematics Education, with an emphasis on the relationship between teaching methodologies and academic performance. The research is structured in three phases: literature review, document analysis and semi-structured interviews with ten professors of the course. The results indicate that failure rates in several disciplines are high. Regarding the perception of professors about their University Pedagogy and student performance, it was found that most of the interviewees understand the concept of access as synonymous with admission, recognize their responsibilities in academic indexes, but also point out the influence of external factors on student performance. The professors highlight two main factors associated with failure: deficiencies in basic Mathematics concepts, originating from elementary and high school, and individual difficulties of students, such as the need to balance work and studies, in addition to the lack of time for academic dedication. In addition, they point out that ineffective teaching and assessment methodologies, combined with insufficient institutional support, aggravate the problem. Although there are student retention programs, they are not sufficient to fully meet the needs of students, nor do they replace income from formal employment. Given this scenario, teachers suggest the implementation of continuous strategies, especially in the initial disciplines, where failure rates are higher. Among the recommendations, the following stand out: monitoring student profiles to anticipate difficulties, investing in teacher pedagogical training, strengthening tutoring, and adopting more dynamic and inclusive teaching practices. It is concluded that improving academic performance in the Mathematics Degree course at UNEMAT/Cáceres – MT, requires joint efforts between the institution, teachers, and students, with an emphasis on retention policies, innovation in pedagogical practices, dialogic/reflective University Pedagogy, and academic support, aiming to reduce dropout rates and promote a more satisfactory academic trajectory.

This research was developed through the Postgraduate Program in Education (PPGEdu/UNEMAT), offered by the State University of Mato Grosso (UNEMAT). It is part of the research line Teacher Training, Policies and Pedagogical Practices, in the research field of Education Financing and Teacher Appreciation in the Municipality of Cáceres-MT. The present work aims to analyze the Financing of Public Basic Education in the Municipality of Cáceres-MT between 2019 and 2023, with the main aspect being the expenditure of education resources on teacher remuneration. through bibliographical and documentary research with the general objective of interpreting and analyzing whether there is a teacher appreciation policy in these documents and understanding how it is perceived in these documents. With a qualitative and quantitative approach, the research was based on documentary analysis, reports available on official websites, the National Institute of Studies and Educational Research Anísio Teixeira, the Transparency Portal of the Municipality of Cáceres, the Electronic Official Gazette of the Municipalities of Mato Grosso and the Information System on Public Budgets in Education (SIOPE); as well as structural changes and educational policies aimed at valuing teaching in the municipality of Cáceres that occurred in this historical series from 2019 to 2023 and also bibliographic research.This research examines teacher remuneration, through the Fund Policy, in the context of FUNDEB, the National Professional Salary Floor (PSPN) and the Position, Career and Salary Plan (PCCS), which are guarantors of teacher appreciation and promoters of educational quality, which has resulted in a series of actions by organized society, with a view to implementing these policies in the Municipality of Cáceres-MT.

The present research aims to analyze how the term “skin-colored” pencil is constituted in children's imagination in an Early Childhood Education Center in the city of Araputanga-MT, 12 considering its various forms of reproduction of whitening in the educational space. With specific objectives, understanding the scope of teaching about ethnic-racial diversity in the CEI considering the LDB amended by Law 10,639/03, in addition to investigating whether the CEI environment offers a welcome to ethnic-racial diversity, and problematizing the colors used by children in skin coloring in illustrations of people or characters in CEI. We assume that children learn about the term “skin-colored” pencil before entering preschool and that this term is assimilated in the daycare space through educational practices. Thus, for the development of this study, a qualitative methodology was adopted, with a field research procedure, using data collection techniques as participant observation in a room with very young children, aged between three years and three. years and eleven months, a total of eleven children, in addition to an individualized and face-to-face semi-structured interview with the institution's teaching staff, totaling nine subjects and the field diary was used to support data collection. Regarding the organization, treatment, analysis and interpretation of the collected data, we adopted the content analysis technique of Laurence Bardin (2011) which, through a set of resources, gives us support to analyze the data. The work highlights the negative impacts that whitening patterns in their various representations cause in the construction of the identity and self-esteem of black children, addressing themes about the black population in Brazilian society, the child and its advances as a subject of rights and the access to early childhood education in Brazil, regarding ethnic-racial diversity in early childhood education, specificities of whitening in the educational space, the colors that constitute racism, Law 10,639/2003, the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for teaching Afro-Brazilian and African history and culture, antiracist education in early childhood, among others. From the initial analysis of the research, it is possible to state that very young children aged between 3 and 4 years already have an awareness of their skin tones, in addition to being able to make comparisons and differentiations regarding their skin color. skin. Therefore, as theoretical and conceptual support we sought authors who dialogue with the aforementioned theme, among which we can mention: Abramowicz and Oliveira (2012); Albuquerque and Filho (2006); Bento (2012, 2014); Cavalleiro (1998, 2001, 2003, 2021); Hofbauer (2006); Kuhlmann Jr. (2000, 2010); Martins (2017); Munanga (2004, 2020); Nascimento (1983, 2016); Rosemberg (2012); Santiago (2014); Trinidad (2012).

The National Program for Education in Agrarian Reform (PRONERA), brings a series of actions and dynamics in the training processes, through a dialogue on the construction of basic public policies for education as a public, free and universal right, with the The protagonists were the subjects of education, social movements, Agrarian Reform workers inserted in the rural context. In this sense, we aim to understand the training process of PRONERA in the conception of graduates of the courses Pedagogia da Terra and Agronomia dos Movimentos Sociais do Campo-CAMOSC, at Unemat, Cáceres-MT, to understand the meaning of social practices in education and organization in accordance with the technical and political dimension. Where, through research with a qualitative historical-dialectic approach, supported by research instruments: bibliographic, documentary, questionnaire and interviews with research participants, it allowed us to understand and discuss PRONERA courses, with regard to the process formation of this public policy in the conception of graduates of the Pedagogy of the Earth and CAMOSC courses. Seeking to, a) Understand the socio-historical context of the agrarian issue, the socio-political struggles in the conquest of land, public policies and rural education; b) The meaning of higher education for peasant subjects carried out in the Land Pedagogy and Agronomy courses at Unemat in accordance with PRONERA; c) And the implications of PRONERA on the technical and political performance of graduates of Higher Education courses, on social organization and on formal and non-formal education. Thus, the object allowed discussing the agrarian issue, productive modernization in the countryside, the legitimization of large estates by capital, adaptations in rural schools, education in agrarian reform and the historical process of the struggle for rural education and the construction of public policy PRONERA. In this way, we articulate them with the movements that demanded the earth pedagogy and CAMOSC courses at Unemat, problematizing the formative experiences of these courses in the eyes of the graduates who participated in the research. Preliminary analyzes indicate that the courses enabled new structures, such as the expansion of peasants' education, occupation of historically denied spaces, implication in the political and organizational engagement of settlements, which translates into resistance, from the perspective of critical pedagogies.

em construçao

This research addresses the theme of Education Privatization based on the study of the Social Impact Contract (CIS) of Fundação Getúlio Vargas (FGV-DIAN), adopted in the state public education network of Mato Grosso from 2021, and has the general objective understand how the Social Impact Contract has been operationalized in the state public education network of Mato Grosso. It is part of the research line: Teacher Training, Pedagogical Policies and Practices of the Postgraduate Program in Education (PPGEdu), at the State University of Mato Grosso - UNEMAT Jane Vanini University Campus, Cáceres/MT. Given the imposed educational context, it is relevant to problematize the privatization process implemented by the State Department of Education (SEDUC-MT) from 2021 onwards. The situation presented reinforces the neoliberal and neoconservative ideals, implemented in the state's public education network, Therefore, we seek to answer the following question: How has the Social Impact Contract signed through the FGV-DIAN consortium with the State Department of Education of Mato Grosso been implemented? This research is bibliographic and documentary, with a qualitative approach, with a critical theoretical-methodological focus, based on historical-dialectic materialism. The primary data were collected on the Transparency Portal, FGV and SEDUC website and the secondary data were collected from academic sources available in the Capes Theses and Dissertation Catalog, the SciELO database, the Revista Brasileira de Educação, and FINEDUCA and official websites of IBGE and TCE with a time frame from 2015 to 2022. The research results indicate that the CIS materialized in the public state network of Mato Grosso is a new form of privatization of education, which reconfigures pedagogical practice within schools, inferring new remodeling both in the teacher's didactic-methodological perspective and in their continued training. The search for better rates in external evaluations was the main objective of this contract. Its goal is to improve the state's IDEB, placing it in 5th place in the national ranking. We also point out that one of the indicators used by CIS in implementing the Structured Education System (SEE) in the state's public education network is the Teaching Learning Process Indicator - IPEA. These criteria are used by FGV-DIAN to measure the quality of teaching and learning in the network's schools for a period of five years. The study shows that the CIS does not present a specific order for this type of bidding in Brazil, and thus seeks its implementation in existing laws such as 8.666/1993. To achieve the Contract in the state, the public administration issued some decrees, ordinances and laws that could support its execution. We emphasize that the financial amount spent by the public authorities for the development of this CIS effective from 2021 to 2026 is R$549,258,043.32. This type of contract is a new administrative instrument used by public authorities in some parts of the world, however there are Brazilian efforts to regulate it.

This study presents as a title “the pedagogical practice of the teacher in elementary school: assistive technology as an inclusion resource in education”, integrates the line of research training of teachers, policies and pedagogical practices, linked to the postgraduate program in EDUCATION-PPGEDU of the State University of Mato Grosso- UNEMAT- Campus-Caceres/MT. Several questions arose about the teacher's pedagogical practice: How is the teacher's pedagogical practice being developed in the process of inclusion of the student with disabilities in regular education? What are the benefits that the TA can offer for the realization of student learning with disabilities? What resources can contribute to the autonomy of student learning with disabilities? This study is qualitative and is aligned with the case study methodology, methodological procedures were used: data survey and analysis, through questionnaire with open and closed questions that guided the semi-structured interviews, observations of pedagogical practices of the participating teachers in the common classroom and in the multifunctional resources room with a student with physical disabilities. The research was conducted at a Basic Education School of the municipal network of Cuiabá/MT. As for research results, according to the interviews of the teachers, it is important to note that in the teachers' view, inclusion is important for socialization and also for the global development of children with disabilities, but that the school is not prepared to receive students with Disability, because it lacks resources, teacher education. We detected through the speeches of the teachers in which they were unanimous in saying that there is a lack of specific training about the deficiencies for teachers who work in the common classroom, a training that addresses concrete cases, cases of classroom experience, in Common classroom lacks affordable materials, furniture, the physical structure of the room does not meet the specificity of the student with physical disabilities. As for teachers' planning there is no agreement on their lines, we understand that the difficulty in articulation between them is due to lack of time and time available so that they could plan together, and their hours are on different days, not allowing Their articulation through planning that would be an important moment for the articulation between them to happen, and at the same time hinders the guidance and monitoring by the SRM teacher. In our observation we noticed a concern on the part of the common room teacher in the inclusion of the student with physical disabilities in the activities, through the diversification of methodological strategies, such as dialogical and interactive class, technological resource, we also observe that the student, once in contact with The technological appeal was aroused more interest in the activity. In the SRM we observe certain limitations that make it difficult for the student to access TA as: the adapted chair is not suitable for the student size, the height of the psychomotric panel prevents the student's access to their resources. Research is believed to bring relevant contributions to the process of including students with physical disabilities in the classroom and also students with other disabilities.

This dissertation work is part of the research line Teacher Training, Policies and Pedagogical Practices, of the Postgraduate Program in Education - PPGEdu – Master's in Education, offered at the State University of Mato Grosso – UNEMAT, university campus of Cáceres /MT, whose research object is the Initial Training of the Teacher who teaches Mathematics in the initial years of Elementary School at UNEMAT/Cáceres. The research question is: How does the initial training curriculum for pedagogues prepare them to teach Mathematics in the initial years of Elementary School, from the perspective of students and teachers who train the Full Degree in Pedagogy course, offered at UNEMAT/Cáceres? The general objective is to understand the articulation of specific and pedagogical knowledge of Mathematics training for the initial years of elementary school in the initial training curriculum of pedagogues, from the perspective of students and teachers. ) of Pedagogy at UNEMAT/Cáceres. The research methodology has a qualitative approach, characterized as a Case Study with Research-training strategies. In this sense, bibliographic research and documentary analysis were used as methodological procedures. Field research procedures were also used, through conversation circles and questionnaires. The locus of the research is the Full Degree course in Pedagogy, at the State University of Mato Grosso (UNEMAT), University Campus “Jane Vanini”, in the municipality of Cáceres-MT. The subjects participating in the research are organized into two groups, namely: those of the teachers who train the Pedagogy course who are involved with Mathematics training and responsible for the subjects of Mathematics Contents and Methodologies for the Beginning of Schooling I and II and Supervised Curricular Internships and students in the last spheres of training (7th and 8th) of the same course. Como instrumentos de produção de dados, utilizou-se um questionário que subsidiou a constituição do perfil dos participantes e rodas de conversas com ambos os grupos de participantes, aos quais possibilitaram a produção de conhecimentos sobre o processo de formação Matemática inicial do(a) Pedagogo(a). Os dados foram organizados em eixos/categorias, com base no referencial teórico adotado e na aplicação da técnica de análise de conteúdo proposta por Bardin (2016). Espera-se que que a pesquisa contribua para a formação inicial dos(as) professores(as) que ensinam Matemática nos anos iniciais do Ensino Fundamental e de forma a movimentar o currículo no interior dessa licenciatura pelos estudantes e docentes participantes na pesquisa.

This dissertation is the result of the study carried out in the line of research Teacher Training, Policies and Pedagogical Practices, of the Postgraduate Program in Education – Masters in Education, at the State University of Mato Grosso (UNEMAT), linked to the Research Group Access and Permanence in Higher Education (GPAPES), whose theme refers to the permanence of students with disabilities entering Higher Education, having as its locus the UNEMAT campus in Cáceres-MT, anchored in the theoretical contributions of Boaventura (2019); Freitas (2010) Gamboa (2012), Lima (2011), Leite (2005), among others. The research sought to answer the following problem: How do permanence policies within the scope of Unemat enable the permanence of disabled academics at the “Jane Vanini” University Campus entering through the PCD quota system? Thus, the main objective of this work was to analyze the permanence of students at the “Jane Vanini” University campus UNEMAT/Cáceres-MT, entering the Disability Inclusion Program (COTAS) in 2019, seeking to understand their trajectories during the course. . The research has a qualitative approach with an emphasis on the perceptions of the interviewed subjects when analyzing the data and information collected about their trajectories. Data collection was carried out at the Unemat Academic Secretariat and, when necessary, we used the Academic System (SIGAA). The mapping of Unemat's access and permanence policies was carried out based on documentary sources in the Unemat Dean's Offices. The students' perceptions were collected through semi-structured interviews. The research was organized into five complementary stages that helped in the data collection process, initially identifying students who entered through PCD quotas in 2019 to monitor their trajectories; the mapping of UNEMAT's Stay Policies was carried out; the next stage was the preparation of a Production Balance in the CAPES Bank of Theses and Dissertations on the topic; the fourth stage was to conduct interviews with students entering in 2019 under the PCD quotas at the Jane Vanini/Cáceres-MT Campus and, subsequently, we carried out the systematization, organization and analysis of the data. The results indicated that 07 (seven) students entered in 2019 under the PCD quotas, of which 01 (one) dropped out of the course and 01 (one) believes that they do not qualify as disabled. This study is ongoing and the results should be presented during qualification.

This is an investigation into "Teachers’ perceptions of the presence of indigenous Cinta Larga students in an urban school in Juína-MT. " The aim of this study is to talk to teachers in order to understand how they think about and carry out the process of welcoming and keeping Cinta Larga students in the school where they work. The methodology used in this research is based on a qualitative approach, in which the collection, analysis and systematization of data is based on ethnographic studies. As a strategy for data collection, a prior conversation was held with the teachers in which they were all informed about the topic and objective of the research. Afterwards, each teacher received a script of questions that could be answered in writing or orally. The teachers who took part in this study were teachers who teach 8th grade at the Tiradentes Military School in Juína, MT. The results obtained, according to the answers given by the teachers, show that neither the school nor the teachers were prepared to receive indigenous students. Thus, in addition to the explicit statements about the lack of training, it was also possible to observe that the teachers' statements show signs of inequality, prejudice, discrimination and a lack of planning to meet the needs of indigenous students in terms of access and permanence. The teachers also mention that the limitations in terms of training to include indigenous students extend to other school spaces. Based on these statements, it is possible to conclude that it is urgent and necessary to reorganize the school as a whole, in order to bring in elements of an inclusive intercultural perspective, with support strategies so that the presence of these students is re-signified by the entire school community.

This dissertation is part of the theme of municipalization of elementary education and is linked to the research line Teacher Training, Policies and Pedagogical Practices of the Postgraduate Program in Education at the State University of Mato Grosso, and has as its theme: reordering of the initial years of elementary education and the transfer of responsibilities from the state entity to the municipalities of Mato Grosso, from 2015 to 2022. The general objective of the study is to analyze the process of implementation and implementation of the municipalization policy, configured as resizing and reordering , from the initial years of elementary education in the municipal public education networks of Mato Grosso, in view of adherence to Decree nº 723/2020 GS/SEDUC/MT. The research problem was outlined based on the question: How did the municipalities of Mato Grosso adhere to Decree nº 723/2020 GS/SEDUC/MT and how did the municipalization of the initial years of primary education change the educational offer and the capacity of teaching professionals? This is a research with a qualitative-quantitative, documentary and field approach, carried out in the following institutions and entities: Legislative Assembly of MT, State Department of Education of Mato Grosso (SEDUC-MT), Union of Workers in Public Education of Mato Grosso (SINTEP-MT), Municipal Education Departments of City Halls that adhered to Decree 723/2020/GS/SEDUC/MT. The collection of primary data as documents took place on official websites such as: the transparency portal, Official Gazette of the municipalities, Official Gazette of the State of Mato Grosso, National Institute of Studies and Research Anísio Teixeira (INEP), and questionnaire with semi-open questions applied through Google Forms to municipal managers who adhered to the proposal, as well as a script of semi-structured questions applied to subjects from SEDUC, Legislative Assembly of Mato Grosso, Union of Workers in Public Education of Mato Grosso (SINTEP). The study had as its theoretical source dialectical historical materialism, as a conception of reality and the world, ensuring the principle that reality exists independently of the consciousness we have of it and that, therefore, material conditions determine the consciousness with which we appropriate of this reality. Partial results of the research indicate that from the analysis of documents and responses to the questionnaire, as well as the interview, we evidence that the municipalization policy arising from Decree nº 723/2020 was not discussed, nor was the target audience heard, contradicting the principles the publicity of the facts, causing social, economic and affective disorders in the student life of students and in the professional life of teachers, both in the initial and final years.

This research arose from the significant changes that have occurred in the organization of curricula, following the approval of the National Common Curricular Base. In the scope of School Physical Education, we come across new indicators, which represent an advance in terms of access to a diversity of bodily practices, organized into thematic units and objects of knowledge, as well as in the pedagogical treatment of objects of knowledge, taking into account the dimensions of knowledge. Understanding the importance of sport as a sociocultural phenomenon, we dedicated ourselves to investigating how degree courses in Physical Education, from public institutions in the state of Mato Grosso, have included sport in their initial training after the approval and implementation of the National Common Curricular Base in the school curriculum. . Therefore, our object of study is the relationship between sport in initial training and sport as an object of knowledge in school physical education. This is qualitative research, where we use bibliographic and documentary research procedures. To obtain the data that make up the research, we used the Pedagogical Projects of Physical Education Courses, in person, from public institutions in Mato Grosso. We seek to meet the following specific objectives: a) identify which sports are present in the curriculum of Physical Education courses; b) analyze how sport is presented in the pedagogical projects of Physical Education courses; c) understand the interrelationship between sport in the initial training of Physical Education teachers and sport at school. Five pedagogical projects from the degree course in Physical Education, from public institutions in the state of Mato Grosso, are part of this research. The data obtained was analyzed following content analysis techniques (BARDIN, 2016), organized into categories created a priori, namely: Update of Pedagogical Projects for Degree courses; Professional profile of the graduate; Sport in initial training for Physical Education teachers; Theoretical-didactic knowledge of the sport. From data analysis, we identified a gap between policies aimed at Basic Education and Teacher Training, being marked by time frames and actions that do not occur in harmony, as well as gaps relating to sport, such as disciplines being identified by terms used in the BNCC, however the syllabus does not present a study regarding the characteristics of the category, that is, it does not include the “internal logic of sports”. Another significant finding was the absence of the categories of precision sports and field and cue sports, in most of the courses investigated, consequently this can reverberate in the teaching of sport at school. In view of the results obtained, we consider that the sport presented in initial training courses for Physical Education teachers needs to direct the pedagogical approach to sport, taking into account what is required by the BNCC, as essential learning, corroborating so that sport can effectively be developed in different dimensions, as well as making it possible to expand the repertoire of experiences focused on sport.

The object of research is university pedagogy and preceptorship in the bachelor's degree in nursing at the State University of Mato Grosso (UNEMAT), University Campus “Jane Vanini”, Cáceres/MT. University Pedagogy, in this research, supports discussions on nurse training through supervised internship, which at UNEMAT/Cáceres began to be offered in the preceptorship format from 2018, in the Supervised Internship I and II disciplines, therefore , recently. In 2020, with Covid-19, its offer was interrupted due to security measures both at the university level and in the health service. In 2022, upon the return of face-to-face activities, changes took place bringing impacts to the university pedagogy of training health professionals. Considering the new scenarios and relationships between institutions and professionals, the question is: How did the COVID-19 pandemic reflect on the relationships between the University and the Health Service, through the preceptorship of the Nursing course at UNEMAT/Cáceres, in the view of students in training, university professors and nurse preceptors? The general objective is to understand the effects of the COVID-19 pandemic on relations between the University and the Health Service, through preceptorship of the Nursing course at UNEMAT/Cáceres. The research will have a quantitative-qualitative approach of the Case Study type, having as its locus the Nursing course at UNEMAT/Cáceres, within it the Supervised Internship I and II disciplines, and as participating subjects students in training, university teachers and preceptors involved with preceptorship in the years 2019, 2022 and 2023. The procedures adopted were bibliographic, documentary and field research, with data obtained through document analysis, questionnaires and semi-structured interviews. Invitations were sent via institutional email with clarifications related to the development of the research. After prior authorization and signature of the TCLE, primary data were collected by applying an online questionnaire containing closed and open questions, as well as applying a face-to-face or online interview, which were recorded and later transcribed. The following analytical procedures were applied to closed questions: qualitative analyzes and quantitative analyses. The Statistical Package for the Social Sciences (SPSS, version 21.0) was used. The open questions were categorized and analyzed using the content analysis technique as a theoretical contribution.

The purpose of this dissertation is to discuss the issue of professional valuation of the teaching career, having as object of study the financial transfers originating from the Basic Education Maintenance and Development Fund – FUNDEB. In this perspective, the research presented here performs a case study in the municipality of Nova Olímpia - MT, located 157.60 km from the capital Cuiabá, with an estimated population of 21 thousand inhabitants. Quantitatively, the research investigates how the teaching career in basic education, in the municipality in question, has been grounded in recent years. Nova Olímpia has a total of 10 educational institutions, distributed among four State Schools, four Municipal Schools, a day care center and a Special Education Center. In this way, the circumspection of the way in which the teaching career is valued in its various areas (workday, salary transfers, career plan, among other specificities) is investigated and outlined under a social and political basis, in view of the guidelines that govern teaching career in public education. As a theoretical contribution, we will primarily use Stephen BALL (2001), Odorico Ferreira CARDOSO NETO (2004), Sérgio Pinto MARTINS (2007), RIBEIRO, Josete Maria Cangussú & FIGUEIREDO, Geni Conceição (2020), as well as legislative and political documents that govern the rights of basic education professionals.

This study investigates public policies and pedagogical practices in the literacy process in schools located in the Brazil-Bolivia border area, in Mato Grosso, with emphasis on the Nossa Senhora Aparecida Municipal Schools, in Cáceres/MT, and Cristóbal Colón, in San Mathias/BO. A documentary analysis of educational policies aimed at these schools was carried out, considering Brazilian educational legislation and the Bolivian plurinational educational system, both within the context of Mercosur. The initiatives of the Mercosur Educational Sector and the Intercultural Border Schools Program (PEIF) were also analyzed, with the aim of identifying instruments and resources that promote inclusive pedagogical practices, respecting the cultural and linguistic identities of border students. The research, with a qualitative approach and ethnographic character, is based on the critical analysis of discourse from a decolonial perspective, using bibliographic and documentary survey and analysis, combined with field research with participant observation techniques and interviews and data triangulation. The results show that, despite the initiatives of intercultural and bilingual education, these policies are not applied effectively to the schools on the border in the municipality of Cáceres in Mato Grosso and San Mathias in the department of Santa Cruz, contributing to the fragility of the educational services provided to local communities. It is also concluded that, in addition to adequate public policies, there is a need for continuing education projects that contemplate the cultural and linguistic specificities of the border regions, for the development of pedagogical practices that develop interculturality that values the empowerment of communities and the integration of traditional knowledge and mother tongues in the school curriculum.

The present study aims to analyze the teaching work using Digital Information and Communication Technologies (TDIC) resources in High School and the impacts that Emergency Remote Teaching (ERE) could cause in Access to Higher Education. -qualitative, we developed this case study in five stages: a) preparation of the Production Balance, carried out with the Bank of Theses and Dissertations of CAPES; b) literature review to provide a theoretical basis for the research theme; c) document analysis of the Pedagogical Political Project of the school unit participating in the research, LDB nº 9.394/96, BNCC (2018), among other laws, ordinances and decrees that were important to understand the problem and the scenario addressed; d) collection of teachers' opinions; e) data analysis. Field research was carried out by applying a questionnaire to teachers who taught in the 3rd year of high school in the 2021 school year at the public school Escola Estadual André Antônio Maggi, in the municipality of Sapezal/MT. As a result, based on the perception of teachers, it can be concluded that Emergency Remote Teaching provided teachers with the understanding that teaching work can be combined with digital technological resources of communication and information, with the aim of academic ascension on the part of students, who the physical universe of the classroom can be transferred to the virtual universe, which we had immeasurable losses during this period. The study also shows us a negative perspective on the learning of students in the classroom of the future, and that the lack of objective conditions that make it possible to carry out quality work in secondary education also affects the subjective conditions for entering higher education.

This research aims to understand the intercultural relations and the pedagogical practices of Ethnomathematics carried out in the adjacent rooms of the State School Conquista D’Oeste and the Nutajensu Municipal School in the interior of Aldeia Sararé with the Katitaurlu people. It was developed within the qualitative and phenomenological approach, with listening and conversation circles. The research methodology is part of a qualitative approach based on studies by Santos Filho (2000), Triviños (1987) and Minayo (2008). The theoretical foundation related to Ethnomathematics is based on D'Ambrósio (2004), in relation to the study focused on decoloniality, we rely on Quijano (2005) and Mignolo (2008). The collaborators of the research are the teachers who work in the classroom, indigenous leaders and students. It was observed through the research that the Katitaurlu people maintain their identity and culture in a valued and experienced way within the village; that the municipal indigenous school and the adjacent classrooms of the state school are conquests of the people through intercultural negotiations. There is a desire to strengthen a curriculum that meets the needs of the Katitaurlu people. It is identified that the curriculum is in constant transformation and it is a challenge for mathematical ethnoknowledge to be effectively worked on in the school space. It was possible to identify mathematical concepts present in the art, painting and technologies of the people, they are present in several spaces, whether they are schools or in the spaces of living and coexistence of the Katitaurlu people. In this regard, we identified that the mathematical knowledge of the Katitaurlu people and its application in the classroom is part of thinking/rethinking the culture of these people, seeking to understand its complexity and, at the same time, simplicity in the face of the application given by them on a daily basis.

The objective of this dissertation, whose theme is “Aesthetics of the Existences of Young Pantanal People and Curriculum: between swamps and ties”, is to problematize how the practices and customs of the life of young Pantanal people move the school environment and constitute ties with the curriculum. This is a qualitative research, carried out through a process of cartographic and bibliographic investigation of knowledge and practices, experiences, anxieties, rumors, events, common in the lives of young people from the Pantanal. It makes use of the philosophical concept of cartography developed by the French philosophers Félix Guattari and Gilles Deleuze (2011), using it as a basic methodological procedure, whose central proposal is to build other analytical webs about the reality that surrounds us, through the apprehension and understanding of the events that are presented to us daily in the school space. We used the application of a questionnaire, direct observation and conversations with 30 young people, inhabitants of rural, riverside and quilombola communities, who attend high school, at Escola Estadual Dom Francisco de Aquino Correa, located in the District of Cangas, Poconé-MT. During the research, it was possible to perceive the immanent relationships between the aesthetics of the young Pantanal people's existence and their ties with the school curriculum, in their numerous textures and between the lines, mapped in the answers to the questionnaire, in the conversations and observed pedagogical practices.

Em construção

This dissertation is part of the line of research Teacher Training, Policies and Pedagogical Practices, of the Graduate Program in Education (PPGEdu) – Master in Education, of the State University of Mato Grosso (UNEMAT), whose object of study is the Professional Development of Trainer Teachers of the Degree in Mathematics (UNEMAT/Cáceres), through the implementation of Resolution CNE/CP nº 2/2019 – BNC-Formação. It starts with the theoretical assumptions of University Pedagogy, with the following axes of discussion: (I) Professional Development of Teacher Trainers and (II) Curriculum for the Training of Mathematics Teachers. The research question is: how was the Professional Development of Teacher Trainers driven by the process of curricular reformulation of the Degree in Mathematics - UNEMAT/Cáceres, in the period 2020/2021, through the implementation of the BNC-Training? And the general objective is to understand how the Professional Development of Teacher Trainers was moved by the curricular reformulation of the course, through the implementation of the BNC-Training. It is a research with a qualitative approach, of the case study type, in which bibliographical, documental and field research procedures are adopted. The empirical data collection instruments were: a characterization questionnaire, to outline the subjects' profile, and semi-structured interviews, carried out with five effective teacher trainers at the Faculty of Exact and Technological Sciences (FACET/UNEMAT/CACERES). The data were analyzed based on Bardin's (2016) content analysis technique, and showed what other researchers assert about the need to discuss the professional development of teacher educators, and also made it possible to understand under what conditions the implementation took place. of the resolution and the impasses faced by the professionals, evidenced some power disputes and divergences of conceptions. It is concluded that the discussion process on the PPC 2021 proposal was configured as a curricular reformulation, with some changes in the framework of disciplines and their workloads. On the other hand, the data collected in the interviews showed the way in which the teacher educators developed despite not agreeing with a reformulation at that time, when considering that their university pedagogies were moved in the process and that professional development is subjective and depends on the teacher's role.

Esta pesquisa, intitulada “PNAIC: Narrativas de Formação e Atuação de Professores Alfabetizadores no Município de Juara/MT”, vincula-se ao Programa de Pós-graduação Stricto Sensu, Mestrado em Educação (PPGEdu), Linha de pesquisa: Formação de Professores, Políticas e Práticas Pedagógicas da UNEMAT, campus Cáceres/MT. Teve como objetivo geral compreender, a partir dos relatos dos professores (as) alfabetizadores (as) que participaram das formações ofertadas pelo PNAIC no período de 2013 a 2018, sobre suas experiências de formação, atuação e práticas pedagógicas a fim de analisar se nestes relatos reverberam orientações conceituais e metodológicas orientadas, recomendadas e incentivadas pelo referido Programa.  abordagem metodológica de cunho qualitativo, utilizou como procedimentos: pesquisa bibliográfica; análise documental; questionário e entrevista semiestruturada. A elaboração das seções teóricas   ancorou-se em fontes bibliográficas sobre a temática em questão. Os sujeitos da pesquisa de campo foram oito professores alfabetizadores das escolas públicas de Juara-MT, que aceitaram conceder as entrevistas via google meet. Para análise das entrevistas, as narrativas foram organizadas em categorias, pautada nas orientações metodológicas da Análise de Conteúdo. O PNAIC se firmou enquanto importante política de formação continuada para o alcance dos objetivos de aprendizagem para cada fase de desenvolvimento, ao propiciar uma formação reflexiva sobre o currículo, os instrumentos de avaliação e a Organização do Trabalho Pedagógico (OTP). O Programa tinha por objetivo contribuir com as práticas do professor alfabetizador, na perspectiva do letramento, de forma interdisciplinar, por meio de aprendizagens significativas. Neste sentido, as considerações finais da pesquisa indicam a partir das narrativas dos(as) professores(as) alfabetizadores(as), que as metodologias propostas pelo Programa foram incorporadas às práticas pedagógicas, mesmo após o término das formações, conforme relataram os professores entrevistados. Desta feita, as contribuições dos entrevistados reiteram o alcance do PNAIC para a formação continuada do professor alfabetizador.

Technological evolution has brought to humanity facilities for communication, work and entertainment. In this way, a new generation emerges, which evolves along with technologies, modifying the way of communication, thinking and acting, changing the traditional methods of learning, as well as changing the way children play. Playful games and manual work are the most affected, as they are being forgotten, due to the adults' lack of time to accompany and teach, because [the games] need to be taught, a role that the media are occupying. Digital media are being used to fill this lack of attention. In this way, children are exchanging playful games for electronic games, drawings, films, among many other options that digital media propose. In this research, I will try to understand the effects of digital media on the behavior of elementary school students, as we know that it is at this stage that the maturation process begins. Buddemeier (2010) warns against the early use of these new technologies, as it can lead to a blockage in linguistic abilities, which, once obstructed, cannot be recovered.

em construção

This research was developed in the Graduate Program in Education (PPGEdu) – Academic Masters in Education, at the State University of Mato Grosso (UNEMAT), in the line of research Teacher Training, Policies and Pedagogical Practices. The general objective is to analyze the impacts on the professional development of university professors who manage UNEMAT's institutional trajectory and as a problem question: To what extent does UNEMAT's institutional trajectory impact the professional development of university professors and managers between the years 1993 to 2022? This is a qualitative research, with an analytical character, based on the theoretical perspective of Oral History, in which we use bibliographical, documental and field research procedures. The locus of investigation is UNEMAT and the research subjects are university professors who have held the positions of Rector, Vice-Rector and Pro-rectors of the core activities (Teaching, Research and Extension) of that institution. For data collection we used questionnaires and semi-structured interviews. Our research sample consisted of 14 teacher managers who participated in the interviews. With this research we intend to enable the expansion of knowledge about University Pedagogy in the relationship between the institutional development of UNEMAT.

This study is the result of research carried out in the Graduate Program in Education (PPGEdu), at the University of the State of Mato (UNEMAT) campus in Cáceres, in the line of research: Education and Diversity and has as its research focus training in solidary economy developed by the Center for Studies and Praxiologies of the University and the World of Work (Núcleo Unitrabalho). The general objective was to understand how the process of training in solidarity economy with the methodology of Solidarity Incubation carried out by the Unitrabalho Nucleus in the National Program of Incubators of Solidarity Cooperatives (PRONINC) influenced the social production of knowledge in the perception of educators? In order to achieve this objective, we carried out a reflective analysis of the training activities carried out by the Núcleo Unitrabalho linked to PRONINC, we investigated the method of planning and organization of training, as well as, we understood the solidarity incubation in the process of organization of solidary and sustainable economic enterprises and, with this we understand the process of mobilization and organization finally, we carried out an analysis of the interaction between the production of scientific knowledge and the praxis of the undertakings with a view to the Social Production of Knowledge in the view of the educators. This study was based on the following authors: Culti (2006), El Andaloussi (2004), Freire (1984), Morin (1981), Tiriba (2019), Singer (2003) and Zart (2011; 2013 ; 2018; 2019). The approach is centered on qualitative research, characterized as action-research, in this sense, we use participant observation, document analysis, literature review, characterization questionnaire, semi-structured interviews as research instruments. The study contributed significantly to the development of the proposed research, providing a theoretical-methodological deepening in relation to the social production of knowledge that takes place during the investigated training activities. In this way, the research was carried out with the collaborators (teachers, technicians and scholarship holders) of Núcleo Unitrabalho and with members of groups, associations and cooperatives that participated in some of the training actions carried out by Núcleo Unitrabalho in the period de (2014 – 2017) as educators conducting the training workshops.

This dissertation is the result of the research “RELIGIOUS/SPIRITUAL SUBJECTIVATION IN SCHOOL SPACE-TIME: PROBLEMATIZATIONS FROM THIRD YEAR HIGH SCHOOL STUDENTS” produced in the academic master’s program in education at the State University of Mato Grosso (PPGEdu/UNEMAT) and aimed to problematize relations of knowledge-power and truth present in discursive and non-discursive practices of the various religiosities/spiritualities assumed by students in the Third Year of High School João Evaristo Curvo, in the municipality of Jauru/MT. I analyzed religious/spiritual and educational discursive regimes, based on central concepts from the work of French philosopher Michel Foucault (1979; 1984; 1996; 1999; 2008), such as knowledge-power-truth and subjectivation. The research also has as theoretical intercessors Nietzsche (2015; 2017; 2019; 2022), Deleuze and Guattari (1995), Deleuze and Parnet (1998), Larrosa (1994), Veiga-Neto (2016) and Fisher (2001; 2012). I used some tools made available by these authors to produce, initially, a cartographic exercise of Foucauldian concepts in order to understand the relationships of being-knowledge, being-power, and modes of subjectivation, to think later, as the belonging of a subject to a A certain religious/spiritual orientation moves discursive regimes and games of truth in their school experiences. I carried out an archaeogenealogical exercise, analyzing the following discursive practices: letters from the Jesuit Father Manoel da Nóbrega, Transcripts of Public Hearing No. 17, held by the Federal Supreme Court Minister Luís Roberto Barroso on July 15, 2015 and national and state educational documents from Mato Grosso. This exercise pointed out encounters, permanences, ruptures, conditions of possibilities for the emergence of discourses regarding education, school, religion, religiosity and spirituality. These theoretical-methodological tools also allowed me to problematize how discursive control mechanisms come into play in the order of discourse, selecting and excluding, in knowledge-power relations, statements that objectify, conform, standardize and produce disciplined subjects. The empirical research with students was carried out using as instruments a Spiritual Well-Being Scale (EBE) questionnaire and an unstructured interview script to understand how the discourses that circulate in these spaces affect their bodies and minds, constituting them as subjects endowed with morality. I concluded that the knowledge-power that circulates in religious spaces is productive and can be perceived in the school experiences of Third Year High School students, the subjects researched here.

The professional performance of Physical Education teachers/Coaches has received attention in numerous national and international investigations, focusing on the construction of their professional practice and/or on how they learned to develop the skills considered necessary for the exercise of the profession. The investigations carried out so far indicate that learning takes place in different contexts, environments and situations. The interaction between these factors can influence the development and construction of pedagogical practice, making it a socially constructed practice. Thus, this research aimed to understand the relationship between pedagogical practice and the perception of the learning process of physical education professionals who work with the athletics modality. This is an exploratory qualitative research. Twelve school-level athletics coaches from the state of Mato Grosso participated in the research in the first stage of collection, and 09 coaches participated in the interview. The instrument used for data collection was a semi-structured questionnaire developed for this research and applied in the form of an interview. The dissertation is structured in three chapters, as follows: I- The introduction, which offers elements that allow us to understand the directions of the research; II- We approach the pedagogical practice, which allow us to dialogue about the teaching intention and professional learning, in order to explain how the teacher learns to teach; III – Results, analysis and discussion of interviews with teachers/coaches. It was possible to verify that knowledge related to human/motor development and general aspects of training are the most valued among these professionals. The teachers/coaches related their experiences as ex-athletes of the modality and dialogues with other coaches as the main ways of acquiring fundamental knowledge and skills for the exercise of the profession. The teachers/coaches demonstrated pedagogical intentionality when reporting how they build the teaching-learning process of their students/athletes. However, the way they apply and develop these practices is directly related to their trajectories as athletes, and in a few cases it is related to the dialogue with other teachers/coaches, which raises an alert for possible repetitions of outdated methods and techniques. . As practical implications, it is important that teachers/coaches seek current and consistent references to support their pedagogical practice. Finally, in relation to pedagogical practice, it is possible to affirm that there is a direct relationship based on experience as ex-athletes and on the relationship with more experienced coaches/teachers in the modality.

This research aims to map the municipalities of the State of Mato Grosso to identify which adopted Private Teaching Systems-SPE for preschool, in the period 2015-2019. This time frame is carried out taking into account that it covers two municipal administrations prior to the pandemic. This dissertation is also linked to the project “analysis of the incidence of private actors in the Mato Grosso state education system for educational provision”, coordinated by the researcher Dr. Theresa Maria de Freitas Adrião and financed in part by the National Council for Scientific and Technological Development -CNPQ. It dialogues with previous research on the subject, especially with Adrião (et al 2009), who will also help in the characterization of this type of incidence in Mato Grosso municipalities, as identifying the companies that sell pedagogical designs to municipal education networks integrates the data analyzed in this study, whose set will contribute to the understanding of the objective and specific conditions in which the interests of the field of business and corporations are presented in the education of municipal schools in the state of Mato Grosso, also dialogues with works carried out on the theme for other contexts. This dissertation takes a quanti-qualitative approach, with documentary research in primary sources, as well as bibliographical reviews on curriculum privatization. It is developed in two sessions before presenting the data resulting from the investigation, initially discussing the scenario of contemporary capitalism in which education is inserted, as well as the insertion of business groups in the public sector in privatization processes. Subsequently, teaching in the state of Mato Grosso and characteristics of the intermediate regions of the state are presented, and then, in session three, the data collected up to the qualification phase will be presented, which demonstrate so far the significant presence of business groups in basic education in Mato Grosso that act in the dimension of the curriculum and mainly in Early Childhood Education.

Research problem: What are higher education student’s self-efficacy beliefs and how do they relate to problem-coping strategies and indicators of psychological distress? Objective: To analyze the self-efficacy indicators perceived by higher education students and their relationship with coping strategies and psychological distress. Materials and methods: This is an epidemiological survey with a survey design, carried out with students at the Universidade do Estado de Mato Grosso in the period 2017 and 2018. Data were collected through an online self-administered questionnaire that was sent in the students' emails, containing sociodemographic issues, life habits and academic factors. The Hospital Anxiety and Depression Scale was used to assess the students' psychological distress indicators, and the Coping Strategies Inventory was used to assess coping strategies. The Perceived Self-Efficacy scale was used to assess the beliefs that the individual has about their ability to successfully perform a given activity. These data were analyzed using descriptive and inferential statistics. To calculate associations between sociodemographic variables and associated factors, the Mann-Whitney U test and the Kruskal-Wallis one-way ANOVA H test were used, and between psychological distress, coping, self-efficacy and associated factors, and Spearman's Correlation, all at a significance level of 5%, using the SPSS 25.0 statistical program. And for association between the categorical variables, the Multiple Correspondence Analysis was used in the program RStudio 4.1.2. Results: 669 students participated in the research. The dimensions of self-efficacy were proportional to each other and to the approach and negative coping strategies with avoidance. The best perceptions of initiative self-efficacy were in students who did not practice physical activity (3.31), did not use tobacco (3.25) and never failed (3.24). For effort, students who presented symptoms suggestive of depression (3.21) and did not use alcohol (3.20) and for persistence, were heterosexual students (2.44) and did not use tobacco (2.44). Studying 3 hours or more outside class was significant in all dimensions (3.32, 3.22 and 2.47, respectively). And that there were characteristics of the student, the course, performance and contentment and life habits and studies that were associated with the probable diagnoses of anxiety and/or depression and that self-efficacy was a mediator of the diagnoses. Final considerations: The factors female gender, age group between 24 and 29 years old, being part of other campuses, of courses other than health courses, final stage of the course, not practicing physical activity were academic factors that were associated with both the probable diagnosis of anxiety, how much depression. And that there is a need to implement psychological assistance actions with an emphasis on self-efficacy and programs aimed at the practice of physical activity for students since the beginning of graduation and for the entire academic community.

In an intercultural perspective, this dissertation presents a homology of information and
perspectives with the objective of collaborating with the decolonial debate in museum and
indigenist institutional spaces. For this, the research sought to understand the Vale do Arinos
Museum, (from its indigenist field), a regional institution of the municipal public
administration of Juara-MT, and its relational and political architecture with the indigenous
peoples Apiaká, Kayabi, Munduruku and Rikbaktsa, ancestral ethnic groups that make up the
management of the museum institution through the Board of Trustees. For the necessary
deepening, the research sought to problematize the coloniality of power, its ontological
dimension and the racialized thinking of non-indigenous society against the decolonial
postures and textures of these peoples from the invasion and expropriation of their ancestral
territories to the present. The research also sought to analyze which decolonial praxis are
possible based on the museum's social equipment, its educational space and its intercultural
relations with these different peoples. This research was based on the paradigm of scientific,
political and educational investigation about everything that could impact, in one way or
another, original peoples who are vulnerable groups who historically suffer from the welfare
protection of a positivist nature from colonial institutions. The methodological horizon of the
research was qualitative. The techniques for collecting information from the subjects
participating in the research were dialogic, open, face-to-face and via digital information and
communication technologies. We also use the technique of document analysis, empirical
research and the participation of direct and indirect collaborators.

A presente pesquisa tem como tema as contribuições do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), para a formação de professores alfabetizadores. Seu objetivo é analisar como aconteceram os desdobramentos das ações realizadas por meio dos subprojetos Pibid, da UNEMAT, curso de Pedagogia, campus de Juara, em relação ao processo de formação inicial e continuada de professores dos anos iniciais. Este objetivo pretende responder as seguintes questões problematizadoras: As ações realizadas pelos subprojetos Pibid, do curso de Pedagogia da UNEMAT, ofertado no campus de Juara, que incluiu a formação continuada realizada pelas coordenadoras de área mensalmente, favoreceram a formação inicial dos acadêmicos que desenvolveram suas atividades em salas de aulas dos anos iniciais do ensino fundamental, acerca das especificidades requeridas ao pedagogo para atuar nas turmas que compõem o fundamental I? Estas ações contribuíram com a formação continuada dos professores coordenadores de área e professores supervisores? Em quais dimensões? A pesquisa é orientada pela abordagem qualitativa, pautada nos pressupostos metodológicos do estudo de caso. Como procedimento técnico, adotou-se a pesquisa bibliográfica e a pesquisa de campo. Na pesquisa de campo foi realizado o levantamento de dados a partir de entrevistas estruturadas com o objetivo de analisar as contribuições do subprojeto Pibid, desenvolvido na UNEMAT, campus de Juara MT, curso de pedagogia, no processo de elaboração e reelaboração de conhecimentos inerentes ao processo de alfabetização e letramento de seis Coordenadoras, doze Professoras Supervisoras e quarenta e dois bolsistas de Iniciação à Docência (ID). Com esta pesquisa, foi possível compreender como o Pibid, enquanto uma política pública voltada para a formação inicial de professores, contribuiu no processo formativo de todos os participantes da pesquisa.

This research analyzed the performance of Fundação Victor Civita (FVC) in state education in Mato Grosso, from 2005 to 2018. The data came from the inter-institutional research carried out by GREPPE under the coordination of Prof. Dr. Theresa Adrião (“Analysis of the mapping of basic education privatization strategies in Brazil: actors, programs and consequences for public education” funded by Fapesp, Process 2019/12230). The study assumed that the Fundação Victor Civita in state education in Mato Grosso worked according to the theoretical framework of philanthrocapitalism or the practice of risk philanthropy: financed by private social investment and operated by programs implemented in public education systems that demand results in expectation. of advantages for businesses in the educational field (ADRIÃO, 2015; 2018; 2021). This dissertation adopts a qualitative approach, based on documental research in primary sources - institutional websites and official databases - and secondary sources resulting from the aforementioned research. Based on theoretical studies and data analysis, the profile and form of action of FVC in the period from 2005 to 2018 are presented. As a result, it was identified that the incidence of the Foundation expresses mercantile relations with different levels of government :- Federal government, through Grupo Abril's educational segment, which sold publications aimed at education professionals and teaching materials. In these terms, the main action strategy of the FVC with the education of mato Grosso did not configure itself as risk philanthropy, since it was based on the commodification of cuuricular input

The present study is the result of research carried out in the Postgraduate Program in Education of the University of the State of Mato Grosso-UNEMAT, in the line of research: Education and Diversity, with the theme "The cooperative of solidary and sustainable consumption - COOPERSSOL as a pedagogical space of education for prosumers”. The cooperative is headquartered at Travessa dos Cururus, nº 99, Bairro Cavalhada, municipality of Cáceres/MT. Its objective was: to analyze how the prosumer relationship develops in the commercialization process in pedagogical practices in the experiences of solidary and sustainable consumption in the context of the consumer cooperative, seeking to answer the question investigated in this research: How the involvement of producers/consumers in the cooperative of Does Solidary and Sustainable Consumption constitute a pedagogical practice capable of promoting changes in social practices of consumption and production in the generation of prosumer culture? This study was based on the following authors: Andaloussi (2004), Costa (2015), Cruz-Moreira (2003), Cunha (2003), Dal Ri (1999), Freire (2005; 2015; 2017), Faria (2005), Gadotti (1986; 2009), Gamboa (1988), Ianni (1984), Lage (2008), Mance (2000), Machado (2010), Manacorda (1991), Marx (2008), Melo (2012), Neto (2016), Praxedes (2009), Singer (2013), Thiollent (2002; 2019), Tiriba (2006; 2012), Zart (2012; 2013; 2014; 2016; 2019). It is a research with a qualitative approach, with an epistemological perspective of research-action-participant aiming at the transformation of systematized knowledge from the reality and social production of knowledge of the research subjects. Online conversation circles were carried out using the goole meet application, questionnaires were applied through google formes and online interviews via goole meet and whatsapp and face-to-face observation with the appropriate distancing rules, using masks and gel alcohol, to collect the data, analyzed in historical and dialectical thematic processes that relate the parts to the whole to understand the multiple determinations of the research object. The data produced were coded and interpreted according to thematic axes based on the perceptions of the world learned in conversation circles, in the questionnaires and in the interviews. In the analysis it was found that the space of COOPERSSOL has been constituted as a place of dialogues, interactions, learning and propagation of a culture of transformation of the reality of each person and of collectively, the educational processes, of reflection lead to concrete actions of taking of awareness of responsibility and commitment to the productive groups of family, indigenous and quilombola agriculture, and to the solidarity economy, enabled the social production of knowledge, in a dialogical and dialectical process between popular and scientific knowledge. The analysis showed that the cooperative is a space for meeting, resistance and mobilization for people and in times of a pandemic with social distance they remained integrated, encouraged and in a movement of articulation and solidarity with each other. In vivid expression of the human values of solidarity, cooperation, mutual help, organization and resistance to external threats to political processes of self-organization. It is concluded that the subjects involved in this movement with whom we carried out the research are experiencing praxis that place them in contexts of action and transformation of themselves and the material historical reality in which they are inserted.

The research entitled Emergency Remote Teaching: The challenges in the terminality of Basic Education and the impact on Admission to Higher Education, was presented to the Graduate Program in Education - PPGEdu of the University of the State of Mato Grosso - UNEMAT, linked to the line of research Training of Teachers, Pedagogical Policies and Practices, correlated to the Research Group on Access and Permanence in Higher Education – GPAPES of UNEMAT. It aimed to understand the main challenges faced by students in the 3rd year of High School (EM) with the implementation of Emergency Remote Teaching (ERE) in the pandemic academic year of 2020 and what were the implications for entering Higher Education (ES) in Brazil. calendar year 2021. Thus, we used as a research method a case study with quantitative and qualitative approaches in the EE teaching unit “Onze de Março”, in the municipality of Cáceres, which only serves EM students. To support the research, a questionnaire with 36 questions was used as a data collection instrument, with 05 (five) open and 31 (thirty-one) closed, which addressed the socioeconomic profile, type of admission to higher education, type of HEI, courses , among other perspectives, being applied to 47 (forty-seven) students of the 52 entering the HE, regardless of the type of HEI (public or private) and the face-to-face, blended or distance learning modality, in the 2021 calendar year. Based on the references contained in the data from the EB Census, the Continuous Pnad (IBGE), reports prepared by the UN, UNESCO, UNICEF and other official sources, it was possible to perceive that the ERE had a direct impact, mainly on students enrolled in Basic Education ( EB) descendants of families belonging to social classes with lower purchasing power. Still, through the Normative Instructions, Ordinances, Decrees, as well as other official communications, it was noted a slowness on the part of the State in promoting some form of assistance to the school community, which contributed to this pandemic period increasing the social abyss even more. between the ruling class (elite) and the dominated class (workers).

This dissertation is part of the line of research Teacher Training, Policies and Pedagogical Practices, of the Graduate Program in Education – Masters in Education, at the Universidade do Estado de Mato Grosso. Its central theme is "Inclusive Education in Pandemic Times". In this research, we sought to know how inclusive education happened in the period of the pandemic, in the city of Cáceres/MT. With the following guiding questions: how did inclusive education happen in a time of pandemic? What are the perspectives that parents and teachers have on the subject of this research and its importance for the process of social inclusion? This is a qualitative research, having as an approach the principles of hermeneutic phenomenology, based on Bicudo (1990, 2000, 2011). Documentary and bibliographic research were carried out for its development. As an instrument for data collection, a semi-structured interview was applied, and the result was later understood through the research subjects' reports. The research subjects were: 04 mothers and 03 teaching professionals, totaling 07 interviewees, who were characterized with codenames, in order to preserve their identities. The research has as theoretical reference, the main authors: Lucinda Dias (1995), Mantoan (2003; 2006), Morin (1998; 2003, 2011), Sassaki (1997; 2010), Stainback; Stainback (1999); Rosely Aparecida Romanelli (2015; 2017), as well as authors from other lines of thought who contributed to our research. With the research carried out, it was possible to identify that inclusive education still experiences difficulties of inclusion in face-to-face teaching, and with the pandemic, the excluding and segregationist process led to setbacks in the teaching/learning of all students, especially students with disabilities. With the end of the research, it is intended to encourage debates about the inclusion of children with disabilities in regular education and the appreciation of their abilities and potential, as well as to think of teaching strategies that are consistent with the real needs of each individual.

This research aimed to understand the influence of Waldorf pedagogy practices on human development, highlighting the support for the Rubicon crisis. The initial intention was to find out if this pedagogical proposal brings answers to the social needs of the emergence of a new model of human being capable of building improvements for the world from the strengthening of the "I" through the school reality. The context of the research took place in a class of the 4th year of Elementary School at a Waldorf school in the city of Cuiabá in the state of Mato Grosso. The participating subjects are three class teachers, two mothers and three students, all involved with the 4th year process. The collection was carried out through semi-structured interviews, as the research is qualitative. The theoretical contribution was based on Anthroposophy, a spiritual science developed by Rudolf Steiner that underlies the Waldorf pedagogy. His works: The art of education: the general study of man, a basis for pedagogy (1988), The healthy development of the human being (2008) The art of education II – Methodology and didactics in Waldorf teaching (1992), Contou- supported by authors within this approach such as Rosely Romanelli through her works A Pedagogia Waldorf -Cultura, Organization and Social Dynamics (2017) and A Pedagogia Waldorf - Formation Humana e Arte (2018); Rudolf Lanz Waldorf Pedagogy – Path to a more humane teaching (2005 ); Bernard Lievegoed Unraveling Growth (1994); Elaine Marasca: Health is learned, education is healing – From Waldorf Pedagogy to Salutogenesis (2009); Koepke The Child at Nine (2014); Tobias Richter Pedagogical Purpose and Teaching Goals of a Waldorf School (2002); FEWB – Federation of Waldorf Schools in Brazil – For the structure of teaching from 1st to 8th year in Waldorf Schools (1999). The methodological basis was guided by Hermeneutic Phenomenology with the author Viggiani Bicudo Phenomenology – confrontations and advances (2000) and Qualitative research – According to the phenomenological view (2011). The research contributions show the strengthening of children involved in the Rubicon crisis from the experience of the Waldorf Pedagogy curriculum practices, revealing that the schooling process promotes health from the development of an "I" that is directed towards self-reliance. Realization. It also revealed that this pedagogy is effective from the personal development of the teacher who involves students and families in the process. We found that the experience of the Waldorf school can favor the emergence of sensitive and active adults for the transformation of a new social reality.

The research in question is linked to the line of research “Training Teachers, Policies and Pedagogical Practices”, of the Graduate Program in Education offered by the University of the State of Mato Grosso (UNEMAT), Cáceres campus. The subject addressed is the educational trajectory of the condemned women, based on the following questions: How, before the application of the sentence of conviction, did the school trajectory (educational experiences) of the condemned women take place? What factors influenced the educational trajectory and what are the expectations that these women have, in relation to the right of access, permanence and completion of the desired formal education, after serving their sentences? For this purpose, we outline the general objective in order to understand the school trajectory of convicted women who were excluded from the right to access, permanence and completion of mandatory and desirable levels of formal education, in the period considered regular, before application of the sentence of conviction. We carried out a descriptive research with a qualitative approach, which made use of interviews carried out with an audience that was in the Female Public Prison in Cáceres/MT. The criteria established for the interview were to be convicted women, Brazilian, residing in the city of Cáceres, aged between 18 and 45 years, with schooling time between zero and nine years of attendance in Elementary School, which was added to the criteria of the prison authority who organized the interview, that is, women who showed good behavior, who would not offer risks, who were in the cells closest to the prison administration and, thus, allowed us to interview only five women when our initial proposal was 10 women. The interview with the five women took place in a single day. After reading, systematization and analysis using Laurence Bar-din's Content Analysis technique, three Registration Units/Categories were maintained: deviation of the studies due to the influence of third parties; regret for having stopped studying and; enthusiasm for the possibility of resuming studies in the prison unit. We conclude that the school trajectory of all women re-edits conflicts that the school and the family of the most impoverished and unassisted social strata cannot resolve. The women interviewed dropped out of school as a result of different external factors: friends, pregnancy, rebelliousness, bullying and even the family. All of them recognize education as a possibility of insertion in the social environment and in the world of work, despite mentioning the incentive of remission of sentence for the study and work they perform. They showed a desire to continue their studies after serving their sentences, to attend higher education, to have a profession and a dignified life.

This research indicates and analyzes data referring to the attendance of early childhood education in private institutions contracted by municipalities in Mato Grosso. The general objective was to investigate the existence of transfer of resources from the Fund for Maintenance and Development of Basic Education and Valorisation of Education Professionals (Fundeb) for the provision of early childhood education (day care and pre-school) by a private provider in municipalities of Mato Grosso. Grosso, in the period 2015 – 2020. Data for analysis were obtained through consultations on the National Fund for the Development of Education (FNDE) portal. This is an exploratory documentary-based research in primary and secondary sources, with a quantitative-qualitative approach. The study starts from the statement by Corrêa and Adrião (2010) and Borghi et. Al (2014), that the presence of the private sector in the provision of early childhood education was strengthened through agreements as a result of the low cost of care, and that this practice was enhanced with the creation of the Basic Education Maintenance and Development Fund and Valuing Education Professionals (Fundeb), which allows for the consolidation of agreements in private sector institutions. The results analyzed so far allowed us to identify that the agreement policy has been adopted in greater concentration in the intermediate geographic region of Cuiabá, which holds 75% of the partner institutions located by the research. On the other hand, in the intermediate region of Cáceres, no agreement was found for this teaching stage. The intermediate regions of Barra do Garças, Rondonópolis and Sinop together add up to 25%.

Quality assessment policies are result of a construction process, with advances and setbacks, in which they sometimes figure as an emancipatory action, result of a collective construction, sometimes they yield to market exigency and reinforce the controlling, regulatory and authoritarian bias of the State. The evaluation of higher education is regulated by Law No. 10,861, of April 14, 2004, which determines the Sinaes guidelines, composed of institutional evaluation, evaluation of undergraduate courses and the performance of its students. In this assessment, the State uses quality indicators to assign concepts to undergraduate courses, these indicators are more directed to assess the final product. In this context, this study sought to analyze the quality of undergraduate teaching at public universities in the Midwest, as measured by MEC through the Conceito Enade, IDD and CPC, and their correlations with the quality indicators of the undergraduate teaching process discussed in the literature. For that, it was used as quanti-qualitative methodology, to build a production balance that, together with the literature and the legislation, helped in the construction of the quality indicators referenced in the process of graduation teaching. After this construction, were mapped concurrently the results of six public universities in the Midwest region of Brazil in the product indicators (used by Sinaes in the conceptualization of the courses) and in the built process indicators. Then, the results of these quality indicators were correlated by the Person coefficient. The results pointed to a divergent trend in 90.28% of the analyzes, only 7 out of 72 correlations were positive and significant. Therewith, reinforces the idea that the State should re-discuss its way of evaluating, to cover both the quality of the product and the quality of the undergraduate teaching process, leading higher education towards emancipation and social transformation, for that, one must understand the plurality of the sense of quality and that the evaluation based mostly on indicators and national exams does not reflect the real quality of the education offered. 

The objective of this dissertation is to think of Environmental Education as an aesthetics of
existence experienced in NEPBIO – Experimental Nucleus of Permaculture and
Bioconstruction of Cáceres –, which constitutes the subjects who transit and participate in its
workshops there. The question is: how discursive and non-discursive practices move in an
institution of government of oneself and others, in relation to Environmental Education, and
produce other aesthetics of existence, which go against the capitalistic project of society?
Cartography, methodological inspiration for the research, is conceived as a composition of
arranged maps permeated by encounters, affections, sensibilities, images, thoughts,
sensitizations, potencies, forces, reverberations, etc. Thus, this dissertation proposed to
compose maps, following NEPBIO's Environmental Education movements. The analyzes are
carried out with inspiration from the archaeological-genealogical studies developed by
Foucault, especially in relation to the concepts of: self-care, self-knowledge, governmentality,
self-government, government of others, self-technology, aesthetics of existence. The concepts
of Environmental Education and Permaculture are approached, also performing an
archaeological-genealogical exercise. In the end, it is concluded that NEPBIO's Environmental
Education practices can be conceived as aesthetics of other existences, in relation to that
required by the capitalistic production model, promoting other "ways of being a subject" and
other "ways of living": other aesthetics of existence.

This dissertation, entitled "Violence against children and adolescents: the perception of biological science teachers in public elementary schools in the city of Cáceres/MT", aims to understand the perception of Biological Science teachers and pedagogical actions of state and municipal public schools in Cáceres-MT, in the fight against Sexual Violence against children and adolescents (VCCA), especially the problem related to sexual violence. Its theme is violence against children and adolescents (VCCA), aiming to analyze the discourse of Biological Science teachers, from public schools in Cáceres-MT, on violence that affects students, the role of the school and the teaching of Biological Sciences, specifically on the issue of sexual violence against children and adolescents (VSCA). Initially, a survey was carried out in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD), in the time frame from 2010 to 2019, using the descriptors: "violence against children and adolescents" and "sexual violence". For data collection, documental sources and interviews with the Biological Sciences teachers of the investigated schools were used. The Guardian Council registry book, made by schools, in the last five years, on reported cases of violence against children and adolescents and cases of sexual violence enabled the identification of the neighborhood with the highest incidence and, consequently, the schools, defining them as places to search. Two public schools were selected and are located in southeastern districts of the city of Cáceres/MT, being identified by pseudonyms. Also as a documental source, access was requested to the registration notebooks, the political pedagogical project and the continuing education project of the selected schools, and access to the lesson plan and annual planning of the Biological Sciences teachers. Interviews were carried out in the universe of Biological Sciences teachers from the two selected schools, totaling four interviewed subjects. For the systematization and analysis procedure, we used Maria Aparecida Bicudo's phenomenological method. Through the units of meaning and meaning of significant subjects, we emphasize the research process on the role of the school in confronting violence against children and adolescents, and the teaching of Biological Sciences on the issue of sexual violence. Given the report of significant subjects, we can analyze that they treat the topic "sexual violence" as a complex and controversial issue to work as content in the Biological Sciences discipline, but emphasize that sexual education can contribute to the knowledge of students about the prevention of sexual violence. Teachers work with sexual violence spontaneously, when students learn of any case of sexual violence at school, this is the right time to address the subject in the classroom. 

This dissertation is part of an investigation in the field of education, in the thematic field of gender studies with peasant women and men from rural settlements located on the Brazil-Bolivia border, in the municipality of Cáceres-MT. The research problem consisted in understanding: how are educational practices concerning the gendering processes in social relations between women and men constituted in rural settlements? The general objective was to analyze the gendering educational processes of women and men (the permitted and the prohibited) in their social relations in/from the countryside on the Brazil-Bolivia Border. The theoretical basis was based on the concepts of territory and border by authors Saquet and Gallo (2010); Ferreira and Suttana (2012); Garcia (2017); Haesbaert (2020). Rural Education in the authors Caldart (2008, 2010); Molina and Freitas (2011). Throughout the dissertation, an attempt was made to establish a dialogue with the concepts of Social and Sexual Division of Labor by the authors Rua and Abramovay (2000); Kergoat (2009); Korol (2016); Federici (2018). Gender and Patriarchy with authors Scott (1995); Louro (1997, 2001, 2008); Hooks (2017, 2019); Tiburi (2018). The methodological path followed the qualitative research approach according to Minayo (1994) and the descriptive research type based on Gil (2008). A field research was carried out and, regarding the data collection technique, we adopted a semi-structured interview with peasant women who live and (re)exist in the territory of settlements on the Brazil-Bolivia border. As a strategy to face the COVID-19 pandemic context, we built the research sample using the snowball technique (VINUTO, 2014). The fieldwork consisted of interviews with 11 peasants, 8 women and 3 men, through the Google Meet platform, and the analytical procedure took place through narrative analysis (DUARTE, 2004). Thus, we identified that this field is configured as a territory of reproduction and peasant resistance. The results indicate that there is a division and differentiation between genders, in which work in the house is assigned to women and work in the fields is assigned to men. It is recognized that there are women present in farm functions, but their work is seen as “help” to men and an extension of domestic work, therefore unpaid. These distinctions also permeate the relationships established within the schools and leisure spaces in the settlements, through naturalized views on gender relations that make women invisible. The study sought to question these established limiting power structures and proposes a dialogue on the subject in training and education spaces. Education includes the potential for the exchange of different perspectives, for new learning on the way to crossing, perhaps transcending, frontiers of thoughts and practices that are considered definitive and excluding. The role of research participants was perceived, in addition to the questions causing their reflection on the issue, they were committed to bringing other people to answer the survey, highlighting the need to dialogue more about the theme with the school, with the community and with society, in the sense of recognizing and valuing the people, mainly the women of that territory.

The present research, entitled "Children's Education of Pantaneira Children in the Quilombola Community of Chumbo de Poconé - MT" aims to understand the meanings of specific pedagogical relationships to the development of the constitution of collective Pantaneira/Quilombola identity of children enrolled in the Children's Education Center Vovó Theophilia. It sought to identify which elements of quilombola and Pantanal culture children from early childhood education experience in their daily lives and how they are meant in the development of pedagogical practices. It assumes that Early Childhood Education is a right for all Brazilian children from 0 to 6 years of age. The qualitative approach research, in the theoretical-methodological perspective “Meanings Network” (ROSSETTI-FERREIRA et. All. 2004) was carried out at the Vovó Teófila Child Education Center in the Quilombola do Chumbo Community in the municipality of Poconé-MT, in the period of February to October 2020, divided into three complementary stages: participant observation with records in a field notebook, footage and photographs; analysis of the Pedagogical Political Project of the Child Education Institution; and conducting interviews with teachers, pedagogical coordinator, school director, pedagogical support professionals and community elders. The research subjects were the director, pedagogical coordinator, teachers, administrative support staff, 128 children from kindergarten, 03 community elders. The main theorists who made possible the weaving of a network of meanings attributed to early childhood education of quilombola/pantaneira children were: Bakhtin (1981, 1997, 1999), Barbosa (2008), Blabla (1998), Castilho (2011, 2019), Ceswell (2010), Charlot (2000, 2011, 2013), Ferreira (2014), Freire (1996, 2000, 2006), Hall (2006), Libâneo (2008), Minayo (2010), Moura (1997), Munanga (2006 ), Pasuch (2005, 2012), Piaget (1987), Tiriba (2016, 2018), Valsiner (1987,1997). Vygotsky (1991; 1993), Wallon (in Werebe & NadelBrulfert,1986), and, National Curriculum Guidelines for Early Childhood Education (2009), Common National Curriculum Base (2018), National Curriculum Guidelines for Quilombola Education (2012), Curriculum Guidelines Nationals for the Education of Ethnic-Racial Relations and for the teaching of Afro-Brazilian and African History and Culture (2009). The information shows us how important it is to work diversity with children in early childhood education so that from an early age they feel loved, love each other and begin to develop a sense of belonging as well as respect for their origin and identity. The community's concern and collective struggle for public policies that guarantee quality early childhood education for all children enrolled in quilombola schools is noticeable. This research is of great social and academic relevance, it will greatly contribute to future research on quilombola childhood education. 

This dissertation, developed in the Graduate Program in Education - PPGEdu - Master's in Education, at the State University of Mato Grosso - UNEMAT, in the research line Teacher Training, Policies and Pedagogical Practices, is delimited in the scope of Higher Education and University Pedagogy, having as object of investigation the training trajectory of Mathematics graduates from a State University. Based on the theoretical assumptions of Bitencourt (2014, 2017), Bolzan and Isaia (2006; 2010), Couto (1198, 2010, 2006, 2016), Cunha (1198, 2010, 2006, 2016), Figuera (2014), Freire (1975, 1981, 1983, 1991, 1996, 2006), Gatti (2010, 2019), Marcelo García (1999; 2009), Morosini (2006, 2007), Sandri (2017), Saviani (2009, 2017, 2020), Soares (2009), Tardifi (2002, 2014), Zabalza (2004), among others, this research discusses the interrelationships, teaching/learning, University Pedagogy/training processes, personal dimension/professional dimension, teaching/learning, University/school, imbricated in the initial training of mathematics teachers. Under the general objective: To signify University Pedagogies in the training trajectory of Mathematics graduates at UNEMAT - "Jane Vanini" University Campus in Cáceres, it sought to answer the problem question: What is the significance of University Pedagogy in the training trajectories of Mathematics graduates at UNEMAT - "Jane Vanini" University Campus in Cáceres? This is a qualitative research, explanatory in nature, case study type, supported by the methodological procedures of bibliographic, documentary and field research. The data production instruments were: questionnaire prepared in Google Forms and semi-structured interview. The research was carried out with five Mathematics graduates, selected according to pre-established criteria. The data produced were categorized and analyzed, using Bardin's (2016) content analysis technique. The research results emerged from the triangulation of the theoretical framework, documentary data and empirical data, in the construct of the central category of analysis, Training Trajectory of Mathematics graduates, composed of three categorical dimensions entitled: Training project of the undergraduate course in mathematics locus of the study; University Pedagogies: the necessary reinvention, and University Pedagogies and the Professional Teaching Identity of the graduates. In these, we highlight the conceptions of education and training defended by UNEMAT and by the undergraduate course in mathematics, as well as that their training projects transit between the dichotomous rationalities of technical-instrumental and practical-reflective, perceived by the graduates, also in the University Pedagogies concretized in the training processes experienced and experienced in their training trajectories in the aforementioned undergraduate course. Such evidence, among others, allowed us to infer that the significance of University Pedagogy in the training trajectories of Mathematics graduates at UNEMAT - "Jane Vanini" University Campus in Cáceres is individual and unique, however university teaching presents itself as a decisive element in/for the mental representation that the graduates, future teachers, constitute in the interrelationship of their subjectivities and the training processes experienced and experienced in their initial training and that shape/transform their conceptions of education, which will permeate the teaching-learning processes, which they, as future teachers, will then be in the role of teachers.

The present dissertation of Master in Education aims to analyze the constitutive relationships
of the continuous education process specific for the Pedagogical Coordination of the Municipal
Schools of Early Childhood Education of Primavera do Leste – MT. The question that ran
through the research was: How the constitutive relationships of the formative process can to
collaborate for the construction of the professional identity of the Pedagogical Coordination?
The research is based on the need to offer the specific continuous education for the Pedagogical
Coordination in Early Childhood Education schools, this one that is the articulator of the
Pedagogical Proposal of the school, responsible for the continuous education of teachers and
contributing to the consolidation of the Early Childhood Education Policy of the city of
Primavera do Leste. The locus of the research was the continuous education group of the
Pedagogical Coordination of Early Childhood Education.The research had the participation of
21 subjects, being 16 Pedagogical Coordinators of the EMEI, 3 Pedagogical Coordinators and
1 Coordinator of the Formation of the SME and the Municipal Secretary of Education of the
city. The methodology for data analysis is supported by the theoretical-methodological
perspective of the Meanings Network (ROSSETTI-FERREIRA et al., 2004), of the qualitative
type, based on the need for a formative process built with the subjects, in a process of dialogic
relationship (BAKHTIN, 2006) and on the assumptions of "Collaborative Research"
(DESGAGNÉ, 2017). In moments that complement each other in Bibliographic Research and
Documentary Research. The empirical research was carried out at different and complementary
moments that began with the meeting with an invitation to the subjects. Then, the constitution
of a specific study group for the Pedagogical Coordination of the EMEI in moments of studies,
discussions and reflections. With the collaboration of the subjects, the formative needs were
raised, studied in 6 formative meetings, constituting the records in "Field Diary"
(FALKEMBACH, 1987), of the speeches and listening of the subjects, complemented with the
interviews. The meetings and interviews were recorded using a virtual platform video recorder
and a voice recorder. The theoretical interlocutors were organized as follows: to dialogue about
Early Childhood Education we base ourselves on: Barbosa (2009 and 2016); Oliveira (2009
and 2010), Pasuch (2005 and 2012), Rossetti-Ferreira et al. (2004); about continuous education
Freire (2001 and 2002), Imbernón (2011 and 2016) and Nóvoa (2007); in relation to the
Pedagogical Coordination Placco (2003), Placco, Souza and Almeida (2012), Vasconcelos
(2009 and 2019) among others. At the same time, deepened the studies in the documents of the
DCNEI (2009) and on PMEI/PVA (2016). Data analysis reveals that most professionals, when
they assume the Pedagogical Coordination, do not have experience or specific prior formation
that contributes to the development of the function. The subjects participating in the research
apprehend the need for specific formation for their role, those who are in the process of
internalizing the conceptions of Early Childhood Education and with difficulties and insecurity
to conduct pedagogical practices in EMEI. We can affirm that the construction of their identity
gains meanings in a specific formative process for the function, in a space of dialogic and
collaborative relationships that consider the individual and collective histories of the subjects,
where they build meanings of their own professional identity.

The historical, cultural, political, economic and social context of Colombia has led the population to a life marked by all kinds of violence, including those against the basic rights of women.

This dissertation is part of the line of research Teacher Training, Policies and Pedagogical Practices, of the Graduate Program in Education – Masters in Education, at the Universidade do Estado de Mato Grosso, its theme is Cartoon in child development. It is also part of the Waldorf Pedagogy Research Group, registered with the DGP-CNPq, in the project The influence of the media on the cognitive development of children and young people. The northern problem of the investigation was: How can the cartoon question of the child and inhibit the development? As a general objective, it is intended to verify the development of the influence of the media and the cartoon in childhood, identifying the factors that can affect the first effects in the child's development process. The dissertation was structured from the accomplishment of a qualitative research, with the production of comprehensive analysis and phenomenological approach. The data collection instruments were semi-structured, interview wheel and observation of four videos available on the YouTube platform referring to Waldorf Pedagogy in relation to child development. The analysis was based on Bicudo (2000; 2011). Throughout the development it was observed that the theoretical foundations of Waldorf Pedagogy through the Buddmeier phenomenon (2007) of the author's 2010 research, portrayed the effects that involvement the media, affecting the human being, mainly portrayed the effects that involvement the media, affecting the human being, especially the report of the child's integral development. With the accomplishment of the research, the screen of the cartoons is presented, that the child develops and different possibilities of experiencing its senses, from people who live with people, in addition to the imitation of characters, interfering with playing and in the imagination, vital, pure and true function that emerges from the child. The harnessed data indicate that cartoons can generate healthy development, making healthy development impossible.

The research aimed to identify and understand the initiatives that the municipality of Cáceres
has developed to meet the IDEB and target 7 of the PNE 2014-2024. It is a qualitative,
documental and bibliographical research, having as locus the Municipal Education Department
of Cáceres - SME; it consisted of conducting a semi-structured interview applied to the subjects
who participated in the elaboration, monitoring and evaluation of the Municipal Plan of Cáceres
and monitoring the implementation of programs by private organizations by the SME, aimed at
achieving the IDEB and improving the educational quality of the municipal network. , analyzed
in the light of Bardin's (1979) content analysis. Among the authors selected for the
methodological theoretical contribution that supported the analyses, the following stand out:
dialectical research (GAMBOA, 2006; CURY, 2000); crises of capital and alternatives to
overcome it, conception and role of the State after neoliberal reforms (NETTO, 2012;
MESZÁROS, 2002, 2011; CHESNAIS, 2009, 2013; COSTA, 2011, 2019; LIBÂNEO;
OLIVEIRA; TOSCHI 2012; ANDERSON, 1995; BORÓN, 1999; POCHMANN, 2013, 2017),
on Neodevelopmentalism in Brazil (CÊPEDA, 2012;, FIORI, 2019), Quality and educational
evaluation (GENTILI, 1996), (FREITAS, 2018), (SORDI, 2012), Educational planning and
national plans (FONSECA, 2013; FERREIRA, 2013; DOURADO, 2010, 2011, 2019) ,
Privatization of the curriculum (ADRIÃO, 2009, 2016, 2018). Documents relating to the
preparation and approval of the Municipal Education Plan of Cáceres - PME were analyzed, as
well as monitoring and evaluation processes in 2017. We sought to investigate the relationship
with the goal of quality proposed in the National Education Plan - PNE (2014-2024) and the
actions of the SME. The results found so far indicate that the approval of the PME occurred
through clashes, vetoes and conflicts, and that the SME, in the name of educational quality
focused on improving the indicators, has opted for the privatization of the curriculum and
management of the municipal network. of teaching, by adopting the material used in early
childhood education by the company Positivo and the advice on school management by the
Aviva Escola project, by the company Falconi. In addition to accountability politics by
approving municipal laws No. 2.694, on October 9, 2018 and No. 2.700, on October 29, 2018,
making the school and teaching work responsible for learning and quality of education. Such
initiatives have been strengthening the educational market to the detriment of democratic local
school management and the right to knowledge via a diversified curriculum; the municipality
seeks to meet SME's Target 7, that is, reach the projected IDEB by 2021, through the imposition
and execution of projects external to the local reality, of a neotechnicist character, in order to
contribute to the privatization of education.

This study is the result of the learning process experienced in the Graduate Program in Education - PPGEdu - UNEMAT, from 2019 to 2021 It is in line with the Research Line "Education and Diversity", and it is named "The implementation of public policies for young people and adults in rural education: the protagonism of rural subjects throughout national history, based on a bibliographical review", and aims to answer the following problem-question: What do the theoretical references and legal texts, when it comes to the implementation of public policies for young people and adults under rural education throughout national history and what is the role of rural subjects in the making of those policies? It had as main goal comprehending the implementation of Public Policies for the Education of Youth and Adults in the environment of rural education and the role of rural subjects in the construction of those policies throughout national history. The work itself presents thoughts on public policies for Rural Education, from its historical context, indicating the evolutionary process of the Education of Youth and Adults (EJA), while problematizing governmental actions towards subjects and schools from Rural Areas. The research is characterized as bibliographical and documentary and the data collection means adopted were theses, dissertations, articles, and legal documents, general and specific for Brazilian education, EJA and Rural Areas Education. The study reinforces the importance of EJA, Rural Education and their subjects as agents of change. It indicates an evolution, when considering the construction of specific policies for rural education, and for Education of Youth and Adults (EJA) in recent years, which have been the target of many governmental actions and programs. This study also highlighted the importance of the struggle and demands of subjects who live and resist in rural areas, and the mobilization of social movements in those achievements, once they are result of the protagonism of those subjects and movements in the making of public policies, directed to both EJA and the education of rural areas. 

In this dissertation, the research subject matter is the University Pedagogies and the Teachers Professional Development in the Graduation Program in Education in the University of the State of Mato Grosso – UNEMAT, Cáceres Campus – MT. It falls within the research line: Education of Teachers, Pedagogical Policies and Practices of the PPGEdu – Master in Education whose problem issue is the following: How do the teachers accredited in the PPGEdu/UNEMAT evidence their Professional Development in the Graduation during the 10 years of this program? To substantiate this study, it has been adopted the authors Marcelo García (1999; 2009), Zabalza (2004), Cunha (2009; 2010), Bitencourt (2014; 2017), Bitencourt e Krahe (2014), Galvão (2019), Bolzan, Isaia (2006; 2010), Soares (2009), Morosini (2006), Nóvoa (1995), Imbernón (2010), Machado (2015), Selbach (2015), Anastasiou (2003), among others.The general objective focuses on understanding how the PPGEdu/UNEMAT teachers evidence their Professional Development in the Graduation during the 10 years of this program by taking the University Pedagogies into consideration. It is a research of qualitative approach outlined as a Study Case with methodological procedures of bibliographic, documental, and field search. The instruments for data collection comprised semi-structured reflexive interviews with five teachers, all of them accredited in the PPGEdu/UNEMAT either in the first or in the second accreditation in 2010 and 2013 respectively, teachers with longer time of performance in the program and who underwent the management. The data were categorized and analyzed with grounds on the technique of content analysis of Bardin (1997). The results have demonstrated that there is no uniqueness of pedagogy, on the contrary, the university configures itself as a plural space. Thus, one can infer that there is a conception and the practice of multiple pedagogies that feed the teaching practice and that we understand the University Pedagogies as a space of movement of interactions and teaching learning. Thus, upon analyzing a time cut-off of the PPGEdu–UNEMAT program since its creation in 2010 until the year 2020, one observes that the teachers have constructed and re-constructed themselves as they progressed in learning whether in their teaching, research, extension, management and guidance activities or in the remaining ones upon which they have had direct influence during their Professional Development in the graduation program and so they evidenced growth and maturity at this High Education level with repercussions on it. 

The present dissertation was developed in the Research Line of Teacher Training, Policies and Pedagogical Practices of the Graduate Program in Education at the State University of Mato Grosso (UNEMAT), is linked to the Research Group on Access and Permanence in Higher Education - GPAPES of UNEMAT, has as object of study the permanence in the higher education and as a problem issue: What are the interfering factors for the permanence of students entering the UNEMAT entrance exam in the baccalaureate courses offered at the Campus Jane Vanini / Cáceres, graduating in 2019/1? The research entitled: Factors of permanence of students from the Jane Vanini Campus - Unemat / Cáceres municipality of Cáceres, at the “Jane Vanini” University Campus of the State University of Mato Grosso (UNEMAT). The general objective of this investigation is to analyze the interfering factors for the permanence of incoming students through the UNEMAT entrance exam in the baccalaureate courses offered at the Jane Vanini / Cáceres Campus, concluded in 2019/1. We opted for na investigation quantitative and qualitative, developed in three stages: preparation of the Production Balance, carried out together the CAPES Thesis and Dissertation Bank; IES documentary analysis - resolutions, decrees, ordinances and PPCs of courses; data from the UNEMAT Statistical Yearbook (2014 to 2018), as well as data from the Academic Support Secretariat - SAA; and field research carried out through the applying a questionnaire to the graduates of the 2019/1 baccalaureate courses. The study involved as subjects the students of the Bachelor's courses: Agronomy, Biological Sciences, Sciences Accounting, Computer Science, Law and Nursing, registered in the last semestre of each course, entering the UNEMAT 2014/2 entrance exam and concluding 2019/1. We use as theoretical framework to provide an overview of issues related to permanence in education higher education in Brazil and specifically at UNEMAT, research carried out by the GPAPES / UNEMAT - Research group on Access and Permanence in Higher Education, the know: Barbosa (2013), Borges (2017), Nodari (2016), Neves (2019) and Souza (2019), as well as, Silva and Nogueira (2011), Ristoff (2008,2014), Romanelli (2010), Souza (2013), Primão (2015), Silva and Veloso (2012,2013) and others. The obtained data allowed to outline a profile corresponding to the students from the Jane Vanini campus courses - UNEMAT / Cáceres who were completing the courses in the minimum time foreseen in the pedagogical projects of the courses and listing factors that, according to them, interfere with their permanence in graduation. 

One of the great historical challenges of Waldorf Schools is their management process. Rudolf
Steiner, its creator, left some principles and guidelines about the topic. The problem is that
many people in anthroposophical movement have distorted these principles, sometimes due to
misinterpretation, and propagated ways to manage the school as if it were Steiner's legacy. The
creator himself had little experience of this process, since he died 6 years after the activities of
the first Waldorf school began. Moreover, in the late 1990s and early 2000s, many schools went
through serious financial, relationship and power struggles, due to the implementation of this
propagated management model. The Federation of Waldorf Schools in Brazil, concerned with
the situation, created the Padew, Articulated Program for the Development of Waldorf Schools,
to assist these schools. Also, in 2006 and 2007, was performed the Congress about Governance
at Waldorf Schools, in which the issue of servant leadership was discussed, supported by an
organic organogram and positions held with a focus on competencies. Therefore, the purpose
of this research was to evaluate the effective impact of this congress in a participating school
and to carry out a bibliographic study, in order to conceptually analyze this effectiveness. In
addition to it, management methods and models have been proposed, as well as governance
principles that fit the anthroposophical principles (or at least that do not hurt them), so that a
model that brings effectiveness to schools can be materialized. On top of that, the bonding
agent, who gives unity, is the servant leadership, because it protects the mission, organizes the
positions so that one serves the other (and does not use the other), from the most strategic to the
most operational (and not the other way around, as is commonly seen in organizations) and,
primarily, have as premise of relationships the agapes love, unconditional (the one that allows
you to dislike someone, but still respect him). In the analysis of the researched school, it can be
observed that it sought, and seeks, its own management model, but there is still a lack of
administrative knowledge to implement some models presented here and which can bring more
effectiveness in its results, such as the implementation of the strategic management model based
on the Balanced Scorecard. It became evident that the Congress had a great value for reflections
on its processes and its civil way of existing as an enterprise. Even more, this made the school
overcome the strong crisis that affected it, and today it has a much larger number of students
than before.