Dissertações/Teses

2024
Dissertações
1
  • Daiany Pereira
  • DIVERSIDADE ÉTNICO-RACIAL E BRANQUEAMENTO NO ESPAÇO DA EDUCAÇÃO INFANTIL: ANÁLISE SOBRE A CONSTITUIÇÃO DO TERMO LÁPIS “COR DE PELE”

  • Orientador : PAULO ALBERTO DOS SANTOS VIEIRA
  • Data: 22/02/2024


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  • 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).

2
  • JUCILEIDE ALVES RIBEIRO
  •  

    Pedagogia do trabalho associado e a educação do campo na comunidade quilombola de São Benedito Poconé-MT 

  • Orientador : LAUDEMIR LUIZ ZART
  • Data: 22/02/2024


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  • The present dissertation, entitled Pedagogy of Associated Work and Rural Education in the Quilombola Community of São Benedito Poconé-MT, enrolled in the Education and Diversity research line, of the Postgraduate Program in Education (PPGEdu - UNEMAT), aims to general understand how in Rural Education, the knowledge of Associate work produced in the experience of the farinheira São Benedito is interconnected in the curriculum when conducting teaching in the 8th and 9th year classes of elementary school at the Antônio Maria de Almeida Municipal School. The research methodology focuses on epistemological references from a historical-dialectic (HD) perspective, based on qualitative research, of a bibliographic, documentary, field nature, specifically with action research. The research instruments were conversation circles, questionnaires, interviews and participant observation. Regarding the characterization of the community, 24 students, 12 members of the association and 02 educators who teach in the classes studied responded to the questionnaire. The conversation circle was organized with the participation of association members. Five educators, 12 members of the association, and 12 8th and 9th year students participated in the interviews. 24 students participated in the dialogued class. The data produced was interpreted based on content analysis. We found that the school community represented by parents, students and members of the association does not participate in the construction of the Political-Pedagogical Project (PPP), which is built by education professionals, under the guidance of the municipal education department. The dialogues promoted understanding of the need for community involvement in discussions and the school's pedagogical construction. In relation to work, we evidence that peasants work collectively, organized based on the concept of associated work, which represents an alternative for promoting good living, cooperation and solidarity. We highlight the need for reflections in relation to the curriculum and pedagogical practices developed in the rural school as a way of articulating the knowledge of the work experience associated with the school curriculum. We understand that structuring educational activities based on the principles of Rural Education has been an approach that educators at the institution have considered, but has not yet been widely incorporated into pedagogical practices in a significant way.

3
  • JENILSON DE AGUIAR BIANO
  • PROCESSO FORMATIVO NO PRONERA: UM OLHAR DE EGRESSOS/AS DOS CURSOS PEDAGOGIA DA TERRA (1999-2003) E AGRONOMIA DOS MOVIMENTOS SOCIAIS DO CAMPO (2005-2010) NA UNEMAT

  • Orientador : LAUDEMIR LUIZ ZART
  • Data: 23/02/2024


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  •  

    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.

4
  • VANILZA DE AGUIAR BIANO
  • A REPRESENTAÇÃO DE PERSONAGENS NEGRAS EM LENDAS DE CÂMARA CASCUDO: UMA ANÁLISE DA PERCEPÇÃO DE ESTUDANTES DO 7º ANO EM UMA ESCOLA PÚBLICA DO MATO GROSSO

  • Orientador : PAULO ALBERTO DOS SANTOS VIEIRA
  • Data: 29/02/2024


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  • This research aims to analyze the perception of students from a school in Mato Grosso about the representation of black characters in the legends: Romãozinho, and Negrinho do Pastoreio from the work Lendas Brasileiras by Luís da Câmara Cascudo. It is a research that brings a qualitative approach, basic nature, classified according to the objectives as an explanatory research with application of the focus group technique. And it seeks to discuss the students' perception from the storytelling process about the black characters inserted in them, thus reflecting the place of black characters in the representation regime presented by Hall (2016). The research addresses the trajectory of Brazilian folklore, discussing from the etymology of the word to its insertion in the field of Science. It deals with the concept of folklore, emphasizes the persistence of folklorists in preserving traditional cultures, deals with the traditions of Brazilian folklore and social representations in the universe of the social imaginary, as well as Brazilian popular culture in the view of Abreu (2003), Burke (2010) and Ortiz (1992), associated with the question of identity. The legend genre is conceptualized according to Rocco (1996), Coelho (1993) and Cascudo (1984). In addition, it discusses the concepts of perception, representation and folklore and correlates it to ethnic-racial issues.

5
  • Marina da Costa Azevedo
  • EDUCAÇÃO FÍSICA XAVANTE: UM OLHAR A PARTIR DA ESCOLA MUNICIPAL INDÍGENA SANTA CLARA –  CAMPINÁPOLIS/MT

  • Orientador : ALCEU ZOIA
  • Data: 14/03/2024


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  • em construçao

6
  • Géssica Souza Lacerda
  • INTERAÇÕES PEDAGÓGICAS ENTRE O ENSINAR E O FAZER DA EDUCAÇÃO AMBIENTAL POR MORADORES DO ASSENTAMENTO ROSELI NUNES

  • Orientador : ROSANE DUARTE ROSA SELUCHINESK
  • Data: 22/03/2024


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  • This work presupposes that Environmental Education must be understood as a process of building values, knowledge and skills for the conservation of the environment to be studied and practiced in all spaces and times as an integral part of human knowledge. Therefore, the purpose of this study was to look at this process in settlements, observing the concepts and actions of the subjects, in this case teachers and settlers, who live in the Roseli Nunes settlement, located in the Municipality of Mirassol do Oeste-MT. The research aimed to analyze how the content covered in the classroom reflects on the practices and attitudes of the people who live in this settlement. The adopted methodology is guided by qualitative research based on the theoretical foundations that served as construction, analysis and considerations, such as: Gonçalves (1990), Guimarães (1995, 2012), Freire (1996), Caldart (1997, 2000, 2003, 2012), Gadotti (2000), Tardif (2002), Chizzotti (2003), Sato (2003), Lewgoy and Arruda (2004), Reigota (2004, 2009), Arroyo (2005, 2012), Loureiro (2006, 2011) , Brandão and Borges (2007), Mattos and Castro (2011), Andrade (2014), Souza-Lima and Alencastro (2015), Brofman (2018) and Gallo (2019), among others. With an approach to historical-dialectic materialism and the methodological procedures of ethnography, contacts and later semi-structured interviews were carried out with a representative group, both of teachers from the Madre Cristina State School and settlers. The results of this research indicate that there is a connection between the content covered in the classroom and the attitudes and practices of the settlers. We observed in the documents and in the teachers' statements that the school has expressed in its curriculum the work with values, attitudes, and skills that encourage reflection on the outlook and practices in the environment. To this end, it provides students with greater recognition of the peasant reality, contributing to the feeling of belonging and thus encouraging students to value and care for nature, contributing to the strengthening of their roots and cultures. This proposition defended by the teachers is reinforced by the settlers who highlight the important role that the school has in their lives and that of their children. In this sense, we were able to conclude, based on the narratives of the interviewed subjects, that the Madre Cristina School has contributed to strengthening reflections and practices of environmental care. This denotes the existence of a dialectical dialogue between the school's scientific knowledge and the popular knowledge of the settlers, which can be noticed both in the speeches and in the practices of an environmental education specific to these subjects. And that the study of how these subjects, in their spaces and times, appropriate EA to give new meaning to their struggles and practices, presents itself as a possibility of reinterpreting an environmental education pedagogy for living on and with the land.

     

7
  • Adriana Marangueli da Silva
  • PROCESSO DE PRIVATIZAÇÃO DA EDUCAÇÃO NA REDE ESTADUAL DE ENSINO DE MATO GROSSO E O CONTRATO DE IMPACTO SOCIAL COM A FUNDAÇÃO GETÚLIO VARGAS (FGV – DIAN)

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 26/03/2024


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  • 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.

8
  • MARIZETH DE AMORIM CAMPOS
  • CARTOGRAFIA DE MOVIMENTOS DE ESTUDANTES RIBEIRINHOS/ASPANTANEIROS/AS DA ILHA DO PIRAIM: TRANSPORTE E ESCOLA

  • Orientador : MARITZA MACIEL CASTRILLON MALDONADO
  • Data: 26/03/2024


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  • The present dissertation has as a theme “Cartography of Movements of the Riverside/Pantanal Student Bodies from Ilha do Rio Piraim: Transport and School,” and it was developed in the Postgraduate Program in Education at UNEMAT, in the line of research Education and Diversity. We aim to map the movements of the Riverside/Pantanal Student Bodies on the route to school, by boat and bus, identifying repeating beams that reflect a unique Pantanal way of life, as well as beams that guarantee them changing, hybrid and mutant identities, typical of the present time. We question: how do these students fit in and constitute themselves in the educational context, given the challenges and particularities of their reality? Is there a bundle of Pantanal identity inhabiting them? Which lines of subjectivity can be identified before entering the school machinery? The research, of a qualitative nature, was developed with 14 students from Ilha do Piraim, city of Barão de Melgaço - MT, aged 3 to 14 years old, who use river and land transport to get to schools. This dissertation was structured in five stages: Presentation of the theme, methodological highlight, historical-cultural context of the locations where the riverside student bodies are, analysis of central concepts and cartography of developments in school transport. Records were made through direct observation, recorded conversation, photography and recording in a field notebook. The theoretical intercessors that move the dissertation are: Barros (1996, 2000, 2010, 2015,2020), Candau (2005, 2016), Deleuze and Guattari (1995, 2007, 2011, 2019), Hall (2003, 2006, 2009), Larrosa (2000, 2002, 2003, 2018, 2022,), Maldonado (2009,2017, 2023), Silva (2004, 2009), among others. We identified that riverside students from Ilha do Piraim have identities strongly linked to the Pantanal, while they present hybrid, changing and mutant characteristics, revealing themselves as a rhizome in constant expansion, where unique experiences intertwine as lines of scaping.

9
  • BENEDITA GONÇALINA DE ALMEIDA
  • A PRÁTICA PEDAGÓGICA DO PROFESSOR NO ENSINO FUNDAMENTAL: A TECNOLOGIA ASSISTIVA COMO RECURSO DE INCLUSÃO NA EDUCAÇÃO

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 27/03/2024


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  • 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.

10
  • JUDITE BARREIRA DE MACÊDO FERREIRA LIMA
  • ALFABETIZA MT: AVALIAÇÔES DIAGNÓSTICA, FORMATIVA E SOMATIVA EM FLUÊNCIA LEITORA

     

  • Orientador : ANGELA RITA CHRISTOFOLO DE MELLO
  • Data: 27/03/2024


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    A alfabetização é compreendida enquanto um processo decisivo para o pleno desenvolvimento da aprendizagem de todos os estudantes. Contudo, os indicadores avaliativos publicizam que, infelizmente, a maioria das crianças não se apropriam do Sistema de Escrita Alfabético (SEA) no primeiro e segundo anos de escolarização. Diante desta breve contextualização, a investigação realizada inseriu-se na linha de pesquisa Formação de Professores, Políticas e Práticas Pedagógicas, do Programa de Pós-Graduação em Educação (PPGEdu), Mestrado em Educação, ofertado na Universidade do Estado de Mato Grosso (UNEMAT), Campus Universitário Jane Vanini, Cáceres/MT. Grupo de Estudos e Pesquisa de Formação Docente, Gestão e Prática Educacional (GEPOFE). O objetivo geral consistiu em analisar os resultados das avaliações diagnóstica, formativa e somativa, em fluência leitora realizadas pelo Programa Alfabetiza MT, nos anos de 2021, 2022 e 2023, nas turmas de 2º ano do Ensino Fundamental no estado de Mato Grosso e de forma singular, no município de Mirassol d’Oeste, disponibilizados pela Secretaria de Estado de Educação (SEDUC/MT), através da plataforma de avaliação e monitoramento da educação de Mato Grosso (Caed/MT). Os objetivos específicos orientaram o desdobramento da pesquisa, a saber: levantar os resultados das avaliações diagnóstica, formativa e somativa, publicizados pelo Alfabetiza MT nos anos de 2021, 2022 e 2023 em leitura e identificar se houve uma progressão nos indicadores avaliados; analisar os indicadores levantados nos respectivos anos com vistas a compreender o desenvolvimento das metas estabelecidas pela referida política. Tratou-se de uma pesquisa de abordagem qualitativa, que se valeu dos procedimentos da pesquisa documental e de campo com análise interpretativista, na perspectiva do professor pesquisador de Bortoni-Ricardo. Em relação aos indicadores avaliativos disponibilizados nas edições de 2021, 2022 e 2023, por meio do Programa Alfabetiza MT, observou-se em âmbito estadual que apenas 11% dos estudantes de 2º ano atingiram o nível de fluência em leitura. Já em relação a Mirassol d’Oeste, lócus da pesquisa, o percentual  também consistiu de 11% de leitores fluentes. Os resultados das avalições diagnóstica, formativa e somativa analisados denotam que não houve progressão nos indicadores de aprendizagem em fluência leitora dos estudantes matriculados  nos 2ºs anos nas escolas públicas estaduais e municipais de Mato Grosso, incluindo Mirassol d’Oeste, que apresentou os mesmos resultados dos demais municípios de Mato Grosso,  nos anos de 2021, 2022 e 2023. As leituras realizadas no decorrer da pesquisa, o levantamento da produção, a proximidade com o lócus da pesquisa, na condição de professora alfabetizadora a mais de 20 anos, permitem inferir que sem uma política de estado que reconheça que a Alfabetização é uma área com peculiaridades distintas das demais e invista de fato na valorização do professor alfabetizador, dificilmente o problema da não consolidação da alfabetização, que incluiu a fluência leitora, nos primeiros anos do Ensino Fundamental, será resolvido.

11
  • MILENA LUIZA LUCAS QUEIROZ
  • A FORMAÇÃO INICIAL DO PEDAGOGO DA UNEMAT/CÁCERES-MT ARTICULADA AO ENSINO DE MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM UM ESTUDO DE CASO

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 27/03/2024


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  • 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.

12
  • UALTER DOS SANTOS ROJAS
  • A NOVA FACE DA PRIVATIZAÇÃO EM EDUCAÇÃO: MAPEAMENTO DO AVANÇO DAS TERCEIRIZAÇÕES IRRESTRITAS NO ORÇAMENTO DA EDUCAÇÃO NAS REDES PÚBLICAS MUNICIPAIS DE MATO GROSSO

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 27/03/2024


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  • The research entitled "The new face of privatization in education: mapping the advance of unrestricted outsourcing in the education budget of municipal public networks in Mato Grosso" aims to map the processes of unrestricted outsourcing in basic education in the municipal networks of the state from 2018 to 2021, justifying its elaboration based on the finding of the absence of research addressing unrestricted outsourcing of jobs as a new or deepened dimension of privatization in education. Having the general objective as starting points, we present as developments of this, the specific objectives of the research: a) to perform a critical analysis of existing research to establish an updated overview of privatization in education and outsourcing of educational personnel; b) To understand and establish a more precise definition for unrestricted outsourcing of jobs in the educational sector, applied in this research; c) To map, in detail, the contracts that, according to the previously established definition, are characterized as unrestricted outsourcing of jobs in the municipal public education networks of the municipalities of Mato Grosso, from 2018 to 2021. In this path, the research aims to answer the following question: How does the advancement of privatizations in the budgets of municipal public education networks materialize through unrestricted outsourcing? To answer this question and achieve the proposed objective, the research is based on primary data obtained from reports issued by the Information System on Public Education Budgets (SIOPE), maintained by the National Fund for the Development of Education (FNDE), and elaborated from data sent by municipalities. The research also consulted the Transparency Portals maintained by the respective federated entities to identify the breakdown of resources allocated by municipal governments to private companies. Through the Accounting Manuals applied to public administration, the research presents the main information regarding expense elements that characterize personnel outsourcing processes. The methodology adopted to develop the discussion of the systematized data in the research is qualitative, with the adoption of numerical elements as a resource. In addition, the research uses the dialectical categories - totality and contradiction - presented by Cury (1986) for data analysis. Based on the collected, analyzed, and discussed data, we conclude that subnational entities have been using various mechanisms to conceal the processes of unrestricted outsourcing of jobs, including teaching positions. This practice, which avoids exposing the precariousness and precarity of work and its woes, imposed on work in contemporary society, with the deregulation of rights and outsourcing, as will be observed throughout this study.

13
  • CARLA DAIANE SANTOS RODRIGUES
  • A PERMANÊNCIA DE ACADÊMICOS COM DEFICIÊNCIA INGRESSANTES NA UNIVERSIDADE DO ESTADO DE MATO GROSSO/CAMPUS DE CÁCERES EM 2019

  • Orientador : ELIZETH GONZAGA DOS SANTOS LIMA
  • Data: 04/04/2024


  • Mostrar Abstract
  • 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.
14
  • JOSÉ CARLOS ARANTES
  • Participação de estudantes em cadeiras de rodas nas aulas de Educação Física Escolar

  • Orientador : RILLER SILVA REVERDITO
  • Data: 05/04/2024


  • Mostrar Abstract
  • Students with disabilities still encounter numerous barriers to social, personal and educational development in the school environment. Despite advances, significant challenges to inclusion policies have still been observed, especially when it comes to learning and participation in Physical Education classes. Based on this problem, the research was carried out: “Participation of students in wheelchairs in School Physical Education classes in a municipality in Mato Grosso”, linked to the Stricto Sensu Postgraduate Program, Masters in Education (PPGEdu), in the line of research 'Teacher Training, Pedagogical Policies and Practices'. The question that gave rise to the study: How do students in wheelchairs participate in Physical Education classes in regular schools? The general objective was to identify the challenges and implications of the participation of students in wheelchairs in Physical Education classes in regular schools in a municipality in Mato Grosso. The methodology used was qualitative, descriptive and exploratory in nature, using the ecological insertion method with the purpose of reporting the experiences of students in the school environment. The instruments for field research were made through participant observation, audiovisual and written records, field diary, in addition to the application of questionnaires with open and closed questions for students using wheelchairs, managers and Physical Education teachers at the schools researched. . For data analysis, the narratives were organized into five categories, based on the methodological guidelines and theoretical framework that comprised: “The student in a wheelchair and his participation in Physical Education classes in Schools I, II and III.”; “Medium-sized municipality, few students in wheelchairs”; “Is knowing enough to include?”; “Difficulties and challenges of school inclusion in the research context”; “The harmony between family and school enabling the learning process”. The study subjects are: students (n=4), male (n=2) and female (n=2), between 13 and 17 years old, from primary and secondary education, with 100% of the students in wheelchairs in the County; teachers (n=3), male (n=2) and female (n=1); managers (n=3), male (n=2) and female (n=1). At school (main microsystem) it was observed that student participation in Physical Education classes was compromised, implying the inclusive process. Inclusion and effective participation in classes, self-confidence in carrying out activities when proposed, accessibility on the route to the court, teachers' knowledge of the activities and the lack of adapted activities are some of the main challenges perceived by students in wheelchairs. wheels at school. As for teachers, the difficulties observed are related to the lack of adequate and/or adapted materials, knowledge about the students' disabilities in their classes, difficulties in adapting activities, time for research and preparation of adapted activities, accessibility and organizational conditions, safety carrying out activities with students when they are out of wheelchairs. For managers, the difficulties listed refer to the lack of preparation of teachers in the face of the multiple deficiencies existing in the school unit, as there is no specific training for each of them, accessibility in some areas of the school, the absence of adapted activities, classroom classes with a high number of students and the need for an educational caregiver at the beginning of the school year. In this context, it involves evaluating the consequences of not participating in Physical Education classes and ensuring equal experiences and learning conditions for students in wheelchairs. Inclusion is a right and, therefore, everyone’s responsibility.

15
  • Zeneide Santos Modesto
  • PERCEPÇÃO DE PROFESSORES SOBRE A PRESENÇA DE ESTUDANTES INDÍGENAS CINTA LARGA EM UMA ESCOLA URBANA DE JUÍNA-MT

  • Orientador : ROSANE DUARTE ROSA SELUCHINESK
  • Data: 26/04/2024


  • Mostrar Abstract
  • 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.

16
  • WANDERLEIA PEREIRA DA SILVA
  • IMAGINÁRIOS SOBRE PANDEMIA E EDUCAÇÃO:

    O OLHAR DE ESTUDANTES DO ENSINO FUNDAMENTAL DE UMA ESCOLA MUNICIPAL DE TANGARÁ DA SERRA-MT, CONFORME APORTES DA COMUNICAÇÃO, ARTE E PEDAGOGIA WALDORF

     

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 20/06/2024


  • Mostrar Abstract
  • This master's dissertation is the result of research that arose from the researcher's concerns about the impact of the COVID-19 pandemic on the imagination of elementary school students in primary education — the pandemic children — as well as the role of technologies and communications in this process. To address this dilemma, this research proposed an interdisciplinary perspective from the fields of Communication and Education, guided by Waldorf Pedagogy and the phenomenology of perception. It intertwines the importance of "doing," exploring the objective world, and art in the critical development of children in the face of technologies. Thus, the main objective of this work is to attempt to unveil elements of the imagination regarding the COVID-19 pandemic and Education for the research subjects through listening to and interpreting their artistic expressions. Reflections on Education were based on the anthroposophical perspective of Rudolph Steiner and the underlying reflections of Rosely Romanelli, articulated with the Phenomenological perspective of Maurice Merleau-Ponty. The notion of Imagination was worked on based on Michel Maffesoli. Thoughts on Communication, Cognition, and Education were mainly woven from Marshall McLuhan and Michel Desmurget. This is an empirical, qualitative research. The subjects were third-grade elementary school students from a school in the city of Tangará da Serra, in the Brazilian state of Mato Grosso. The data collection technique employed was a conversation circle supported by the Art as a method technique. In summary, the research pointed to a significant prevalence in the shared imagination of the students, with the virus being represented as a monster that isolated everyone in their homes, generating anxieties; the need for school socialization to overcome isolation; technology and its underlying influence on the formal/informal education dichotomy through the internet — online games — and audiovisual media — social media channels, animations, films. Rigorously, beyond the provided discussions, this research points to an imagination about the pandemic and Education rooted in social relationships, even though the impact of the digital world appears to be hegemonic.

2023
Dissertações
1
  • PAULA LOPES COELHO
  • TRABALHO DOCENTE NO ENSINO MÉDIO NO PERÍODO DE PANDEMIA: OS DESAFIOS DO ENSINO REMOTO EMERGENCIAL E O INGRESSO NA EDUCAÇÃO SUPERIOR

  • Orientador : FERNANDO CEZAR VIEIRA MALANGE
  • Data: 03/02/2023


  • Mostrar Abstract
  • 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.

2
  • PATRÍCIA PEREIRA DA SILVA LOPES
  • AVALIAÇÃO EDUCACIONAL: ESTUDO DE CASO DAS PRÁTICAS AVALIATIVAS DOS EGRESSOS LICENCIADOS EM CIÊNCIAS DA NATUREZA/QUÍMICA DO IFMT CAMPUS CONFRESA

  • Orientador : ELIZETH GONZAGA DOS SANTOS LIMA
  • Data: 06/02/2023


  • Mostrar Abstract
  • The present research brings a study in relation to the contribution of the initial teacher training (LCNQ) to the evaluation practice of the egressos (future teachers of Basic Education), seeking theoretical foundations to understand the logic that permeates and often support these practices in the neoliberal context, and may be of a regulatory and / or emancipatory approach. The evaluation of learning as an integral part of the organization of the pedagogical work - school / institutional OTP and of the classroom, presents itself as the central category of understanding of the real objectives of education and of the school / institution to perform beyond its pedagogical character, the socio-political function, inserted in the context of the capitalist system. The focus of the research was the municipality of Confresa-MT, whose context of analysis was the licentiate course in Nature Sciences with qualification in Chemistry - LCNQ of the IFMT campus Confresa and as subjects of the empirical field the nineteen graduates of the three final categorias between the years from 2010 to 2016 of this course. The central objective was to understand the contributions of the LCNQ course to the evaluative practice of students in the processes of teaching and learning at school. For that, it was developed based on a critical-dialectic approach, qualitative methodology and case study modality. The instruments used for data collection were documentary analysis, questionnaires, observation and interviews. The analytical procedure was performed according to the content analysis, according to Bardin (1977). The categorias found from the documentary analysis brought evidence about the concept and conception of evaluation present in the legislation, in the PPC of the LCNQ course and in the PPPs of the schools in which the three graduates were observed. The results of the questionnaire allowed us to delineate: the profile, the initial and continuous training, the teaching experience, the evaluation practice of the nineteen graduates, aspects of the curriculum and the contribution of the LCNQ course. The observation of the evaluative practices of the three egresses / teachers made it possible to identify the categorias related to formal and informal evaluation, the evaluation instruments and procedures used by the graduates. The categorias evidenced in the voices of the three graduates / teachers interviewed were related to their evaluation practices (difficulties and influences) and also the teachers who form the course, their conceptions of evaluation, the curriculum and the contribution of the course to the evaluation practices of the graduates. It is concluded from the triangulation of data, that even in the absence of specific evaluation disciplines and Didactics; the workload of insufficient pedagogical disciplines and the poor articulation between the disciplines of pedagogical and technical training; the assessment instruments applied by some teachers are insufficient and the syllabuses of the subjects are disjointed from the objectives proposed by the PPC, the course contributed to the evaluation practice of graduates, in the sense of building knowledge of a conception of diagnostic, continuous evaluation and the need for to use a variety of evaluation instruments and procedures in their evaluation practices, even in the prevalence of the test instrument and in a classification evaluation concept adopted by most of their teacher trainers during the LCNQ course.

3
  • APARECIDA DO CARMO BORGES
  • ETNOMATEMÁTICA NA CULTURA E NO CURRICULO ESCOLAR DO POVO KATITAURLU – ALDEIA SARARÉ – CONQUISTA D’OESTE/MT

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 28/02/2023


  • Mostrar Abstract
  •  

    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.

4
  • EDIMAR DA ROCHA
  • A CONSTRUÇÃO DA IDENTIDADE DA CRIANÇA POR MEIO DO JOGO: UM ESTUDO DE CASO COM O POVO NEGAROTÊ DO MUNICÍPIO DE COMODORO - MT

  • Orientador : ALCEU ZOIA
  • Data: 07/03/2023


  • Mostrar Abstract
  • Em ConstruÇão

5
  • TIAGO SILVA RABELLO
  • ESTÉTICAS DA EXISTÊNCIA DE JOVENS PANTANEIROS E CURRÍCULO: ENTRE PÂNTANOS E LAÇOS

     

  • Orientador : MARITZA MACIEL CASTRILLON MALDONADO
  • Data: 24/03/2023


  • Mostrar Abstract
  • 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.

6
  • MICHELE DO ROSÁRIO BORGES
  • ACESSO A EDUCAÇÃO SUPERIOR DOS EGRESSOS DE UMA ESCOLA DA ZONA RURAL DO MUNICÍPIO DE CÁCERES – MT

  • Orientador : ELIZETH GONZAGA DOS SANTOS LIMA
  • Data: 29/03/2023


  • Mostrar Abstract
  • This research is part of the theme of access policies to higher education, with a main focus on
    the admission to higher education of high school graduates from the countryside/rural. The
    study is linked to the line of research: Teacher Training, Policies and Pedagogical Practices of
    the Graduate Program in Education - PPGEDU - Universidade do Estado de Mato Grosso -
    UNEMAT. The research has as general objective to understand the possible challenges for the
    entrance to higher education of high school graduates from the rural school in the
    municipality of Cáceres - MT, having as reference the Mario Duílio Evaristo Henry State
    School. The methodological procedures of the research are organized into four stages: 1st -
    Production Balance, 2nd - Analysis of socioeconomic questionnaires (ENEM microdata)
    answered by school students upon registration for ENEM 2019, available from Inep, 3rd -
    Analysis of the Banks of Data - microdata from the National High School Exam - ENEM
    2019, pairing with the UNEMAT database and the 4th Procedures for Organization,
    Systematization, Data Analysis and Presentation of Results. The research was developed from
    a quantitative-qualitative perspective, supported by the epistemological assumptions of the
    critical-dialectical approach described by Gamboa (2007) and also including the case study.
    The locus of the research is the Mário Duílo Henry state school located 75km away in the
    Nova Cáceres district belonging to the municipality of Cáceres - MT that provided basic
    education (high school) in the rural communities of Sadia and Paiol. The research subjects 21
    high school graduates, year 2019. The dissertation is organized into six sections. The first
    section presents the theme and its contextualization, as well as the objectives, justifications
    and problems of the research involving the object of study. The second section presents the
    chosen approach, methodology, type of research, locus, as well as research subjects and
    period. The third section brings the historical path of Brazilian public education between basic
    and higher education. It presents public policies aimed at serving young people in the
    countryside and also discusses the weaknesses, challenges, possibilities and potentialities of
    public policies for rural subjects. The fourth section presents the analysis of the scores
    obtained by the candidates participating in the ENEM test, 2019 edition, in order to verify
    whether the location of the schools (urban x rural) or their administrative dependence (state,
    private, federal) belonging to the municipality de Cáceres - MT, influence the grades and, as a
    consequence, the possibility of entering higher education. Section five is Analysis of the
    Socioeconomic Questionnaire of School Graduates. Finally, we present the last section, with
    results and final considerations.

7
  • WAGNER GIONGO
  •  

    SABERES INDÍGENAS: UMA ABORDAGEM SOBRE O (RE)CONHECIMENTO DA ETNOCULTURA HALITI-PARESI NA ESCOLA ESTADUAL ANGELINA FRANCISCON MAZUTTI EM CAMPOS DE JÚLIO - MT

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 29/03/2023


  • Mostrar Abstract
  • Em construção

8
  • ADRIANA RODRIGUES DOS SANTOS BRITO
  • Repercussões da Ação Direta de Inconstitucionalidade Adi-282-1/2019 para a Gestão Democrática e Eleição de Diretores das Redes Públicas Municipais de Mato Grosso

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 30/03/2023


  • Mostrar Abstract
  • The dissertation entitled The Judiciary, educational policies and democracy in Brazil: Repercussions of the Direct Action of Unconstitutionality - ADI - 282- 1/2019 for the democratic management and election of directors of the municipal public networks of Mato Grosso, aims to analyze the implications of the ADI 282-1/2019 in the election of school principals in the municipal public networks of Mato Grosso between 2014 and 2022. The first section develops the introduction and the theoretical and methodological aspects of the research. The second section presents the reorganization of the State and capital, neoliberal and neoconservative incursions and their repercussions on liberal democracy. The third section provides an overview of authoritarianism in Brazil, political struggles in the 1980s and constitutional guarantees: Democratization of the State, Society and Education. The fourth section brings the Constitutional Devices and ADIs in different contexts, presents contents and results of the ADIs that questioned the constitutional devices on democratic management and election for school principals in the STF and the mapping of democratic management legislation in different Brazilian geographic regions. In the last section, the Implications of ADI 282-1/2019 on the democratic management of public education networks in Mato Grosso are exposed, through the mapping of legislation and socioeconomic and party political data of the municipalities of Mato Grosso. With a qualitative approach, the research was based on a bibliographical and documental analysis of the legal bases that support the democratic management and election of school directors in the 141 municipalities of the state of Mato Grosso, the support for the collection of these data were: the Municipality Transparency Portals , the Official Electronic Journal of the Municipalities of the State of Mato Grosso, the website dasmunicipais.com.br, the website of the Federal Supreme Court (STF), Catalog of theses and dissertations by Capes, portal of periodicals such as Scielo, among others. It is observed that through the judgment of the ADIS, the STF changes educational policies, and the lack of clarity regarding the attributions and competences of each sphere of government can lead to misunderstandings and setbacks in the principle of democratic management.

     

9
  • JENNIFER BOSCATO GOMES
  • DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES FORMADORES E A PEDAGOGIA UNIVERSITÁRIA: O PROCESSO DE IMPLEMENTAÇÃO DA BNC-FORMAÇÃO EM UM CURSO DE LICENCIATURA EM MATEMÁTICA

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 30/03/2023


  • Mostrar Abstract
  • 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.

10
  • RITA DE CÁSSIA BECK DE OLIVEIRA
  • INFÂNCIA KATITÃUHLU: UMA CARTOGRAFIA A PARTIR DO CURRÍCULO

    EM MOVIMENTO NA ESCOLA INDÍGENA NŨTAJENSU

  • Orientador : MARITZA MACIEL CASTRILLON MALDONADO
  • Data: 30/03/2023


  • Mostrar Abstract
  • Indigenous childhood. Interculturality. Cartography.

11
  • ELAINE CRISTINA MATEUS NOVACOWSKI
  • PNAIC: NARRATIVAS DE FORMAÇÃO E ATUAÇÃO DE PROFESSORES (AS) ALFABETIZADORES (AS) NO MUNICÍPIO DE JUARA/MT

  • Orientador : ANGELA RITA CHRISTOFOLO DE MELLO
  • Data: 31/03/2023


  • Mostrar Abstract
  • 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.

12
  • LALESKA LETICIA FALICO
  • MULTIVERSO DIGITAL: A EDUCAÇÃO INDÍGENA EM TEMPOS DE PANDEMIA

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 10/04/2023


  • Mostrar Abstract
  • Given that we are increasingly immersed in the technological world, it is necessary to think about how this digital process interferes in different educational environments. In this way, the purpose of the work is to present a study carried out with indigenous students of the Faculdade Indígena Intercultural - FAINDI during the covid -19 pandemic, studying the technological access of these students during the period of remote teaching. To carry out the research, we opted for a phenomenological approach to capture the essence of the phenomenon studied. In addition, field research was carried out through an interview on Google Meet and a questionnaire on Google Forms. Among the authors used to carry out the study we have: Brandão (1981); Freire (2003, 2004); Goethe (1993); Husserl (2006); Steiner (1983, 1984, 1985, 1986) among other theorists with studies related to the research problem. Furthermore, the research transcends the concept of democratizing technology for indigenous studies and demonstrates the need to think about a differentiated technological education based on indigenous culture for the preservation of the values and customs of these peoples. We hope that through this research it will be possible to broaden the perspectives on the needs of differentiated indigenous education in relation to technology.

13
  • SELMA CARDOSO NEVES
  • A PRESENÇA DAS MÍDIAS NO COTIDIANO DOS ADOLESCENTES NO CONTEXTO ESCOLAR: FORMA E CONTEÚDO MANIFESTO NOS JOGOS

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 20/04/2023


  • Mostrar Abstract
  • 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.

14
  • Andréia Moreira
  • Práticas Sociais Pedagógicas no PIBID-Educação do Campo: formação para a docência no período de 2011 a 2014, no curso de Pedagogia na UNEMAT – Campus Cáceres.

  • Orientador : LAUDEMIR LUIZ ZART
  • Data: 24/08/2023


  • Mostrar Abstract
  • This research was developed in the Postgraduate Program in Education at the Universidade do Estado de Mato Grosso (UNEMAT), Campus of Cáceres,  in the research line Education and Diversity, linked to the Group of Studies and Research on Training and Teaching (GFORDOC). The main theme was the pedagogical practices carried out in the Subproject: PIBID - Rural Education “Experiences in School Situations”, for the professional teaching practice and the meaning of such activities for the school/community context. The Subproject was developed at the Mário Duílio Evaristo Henry State School, located in the Sadia-Vale Verde Settlement in the municipality of Cáceres in State of Mato Grosso. The specific objectives were: to analyze the social pedagogical practices in the process of interaction of university knowledge with school and everyday knowledge in the context of perspectives and challenges in the teaching-learning process. To understand the formation developed from social pedagogical practices for the professional teaching exercise and the meanings of the learning experiences developed in the PIBID – Rural Education. To explain the social pedagogical practices in the process of teacher training for the deepening of the relation between theory and practice grounded in the domain of scientific and technological knowledge. This research is guided by the historical-dialectical materialism method, which is the epistemological approach to the analysis of pedagogical practice and deals with overcoming the stage of educational common sense. We started with documentary research by analyzing the subproject reports kept at the Unitrabalho Nucleus. The instruments of data collection were applied to a total of ten (10) egresses who were fellows of the PIBID- Rural Education subproject, as follows: the questionnaire about the characterization of the egresses, which was created in Google Forms, and complemented by the semi-structured interview that was made via Google Meet, because some of them live outside the city of Cáceres and the State of Mato Grosso. For data analysis, we based ourselves on Saviani (2005), through a reflective and systematic dialogue of the data collected and research produced in the empirical field, as well as in the final report of the subproject. In this manner, we worked with existing data and also with data collected during the research process. From the data analysis, emphasizing the training based on the social pedagogical practices developed in the subproject, we identified that the training offered by the Institutional Teaching Initiation Program (PIBID) enabled the acquisition of a new look on the ways of teaching and learning, developing both subjectivity as a teacher, as well as the first pillars of an organized teaching in significant senses of knowing and know-how. We point out the importance of public training policies, especially the PIBID, as a significant factor in the development of teacher training, in theory and practice in the teaching-learning process. The shared experiences promoted knowledge based on the principle of solidarity and cooperation, bringing about a greater understanding of scientific and popular knowledge in the perspective of training for the development of rural education.

15
  • LUCAS VAGNER OLIVEIRA DE ARRUDA
  • DIVERSIDADE CULTURAL: PRÁTICAS CORPORAIS INDÍGENAS QUE EDUCAM O CORPO

  • Orientador : ALCEU ZOIA
  • Data: 25/08/2023


  • Mostrar Abstract
  • em construção

16
  • Alessandra Ferreira Mota
  • Permanência dos estudantes negros no IFMT/Campus Juína: o material e o simbólico na Política de Ação Afirmativa (2018-2020)

  • Orientador : PAULO ALBERTO DOS SANTOS VIEIRA
  • Data: 28/08/2023


  • Mostrar Abstract
  • This study aimed to analyze the conditions of material and symbolic permanence of black students who entered through Affirmative Actions, in the racial modality, in the high school technical course in Agriculture of the IFMT Campus Juína. The research is about the discussion of material and symbolic permanence in the Affirmative Action Policy regarding Law 12.711/12. For this, we started from the understanding that the approval of this law, also known as “Quotas Law”, promoted the access for black students to Ifets. Given its relevance, and considering that this entrance alone does not guarantee permanence, it is necessary to investigate how the IFMT Campus Juína has solved the challenge of ensuring that these students remain. Regarding the material dimension of permanence, the emphasis will be on the aspect (s) of the programs and actions developed by the Student Assistance Policy; in relation to the symbolic dimension, the research explores the pedagogical aspect(s) capable of providing the student's sense of belonging in the school environment. This is a descriptive research with a qualitative-quantitative approach that uses documentary and bibliographic research for theoretical ground, with data collection through a semi-structured questionnaire via Google Forms and an interview via Google Meet carried out with students from the high school technical course in Agriculture. For data analysis, we used the methodological approach proposed by Laurence Bardin (2011), the content analysis technique, for the systematization and categorization of data. It was found that despite the relevance of Affirmative Action Policies for the entry of different groups into education and the breadth of research on the subject, there is still a gap of studies, particularly in relation to permanence, even more if we return to investigation for black quota students of the Federal Network of Education, Science and Technology in the high school modality

17
  • GABRIEL FERREIRA SANTANA
  • A TRAJETÓRIA DA UNEMAT E SEUS IMPACTOS PARA O DESENVOLVIMENTO PROFISSIONAL DOS(AS) DOCENTES UNIVERSITÁRIOS(AS) GESTORES(AS): CONTRIBUIÇÕES DA PEDAGOGIA UNIVERSITÁRIA

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 28/08/2023


  • Mostrar Abstract
  • 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.

18
  • SIMONIA SOUZA DO NASCIMENTO
  • EDUCAÇÃO ANTIRRACISTA E INTERFACES DIGITAIS: REDES SOCIAIS E SALAS DE AULA EM MATO GROSSO

  • Orientador : PAULO ALBERTO DOS SANTOS VIEIRA
  • Data: 30/08/2023


  • Mostrar Abstract
  • This study analyzed the content shared by black YouTubers, in the year 2020, as a potentiating tool to promote antiracist education with high school students at Escola Estadual José Alves Bezerra. The mobility of digital interfaces associated with the continuous connection to the internet brings social networks, such as YouTube, to physical spaces and allows us to reflect on the hybrid classroom. In this context, we investigate the channel Papo de Preta (2015) and Spartakus Santiago (2007) as a learning environment, given that they emerge as an online movement that merges theory and antiracist activist practices. The research presents a qualitative approach of a descriptive nature, characterized as a case study. As for the data collection procedures, they were carried out through bibliographic research, documentary research, with the application of the focus group technique, and mixed questionnaires (open and closed), prepared through Google Forms. The categorical technique proposed by Bardin (1977) was used to analyze the content of the messages originated in data collection.  The educational activity is a strategy that encourages the student to express their ideas, perceptions, feelings, and attitudes regarding education for ethnic-racial relations, in a process that helps the understanding of the formation of identities in that school unit. Consequently, it helps the construction of an intentional, critical and political planning focused on the needs detected from the use of the channel vídeos Papo de Preta (2015) and Spartakus Santiago (2007), in the focus group, aiming to negotiate and displace the power relations to implement antiracist education according to Law 10.639/2003

19
  • LUAN BENEDITO OLIVEIRA DA SILVA
  • Produção Social do Conhecimento na Incubação Solidária: análise da formação desenvolvida pelo Núcleo Unitrabalho no PRONINC de 2014 a 2017 sob a ótica dos educadores (as)

  • Orientador : LAUDEMIR LUIZ ZART
  • Data: 31/08/2023


  • Mostrar Abstract
  • 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.

20
  • Michele de Arruda Vasconcelos Moura
  • Educação Escolar Panará sob a perspectiva das práticas interculturais na Escola Municipal Indígena Pessuata no município de Guarantã do Norte-MT

  • Orientador : ALCEU ZOIA
  • Data: 11/12/2023


  • Mostrar Abstract
  • em construção

21
  • Nattan Ricardo de Campos
  • SUBJETIVAÇÃO RELIGIOSA/ESPIRITUAL NO ESPAÇO-TEMPO ESCOLAR: PROBLEMATIZAÇÕES A PARTIR DE ESTUDANTES DO TERCEIRO ANO DO ENSINO MÉDIO

  • Orientador : MARITZA MACIEL CASTRILLON MALDONADO
  • Data: 11/12/2023


  • Mostrar Abstract
  • 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.
22
  • CLAUDIA ANDREIA GOMES ARAUJO
  •  O FINANCIAMENTO DA EDUCAÇÃO NO ÂMBITO ESTADUAL DE RONDÔNIA E MATO GROSSO E SUA APLICABILIDADE NA VALORIZAÇÃO DOS PROFISSIONAIS DO MAGISTÉRIO

  • Orientador : JOSETE MARIA CANGUSSU RIBEIRO
  • Data: 14/12/2023


  • Mostrar Abstract
  • With the purpose of understanding the financing structure of basic education from the fund policy, presenting the hermeneutic bases of Fundeb and the methodology of application in the Maintenance and Development of Education (MDE), the present research evidences the budgetary impacts produced by the financing of the state education networks of Rondônia and Mato Grosso with emphasis on the applicability and procedures of valorization of teaching professionals carried out between the years of 2019 to 2021, with a view to contributing to the evolution of these policies, comparing advances and setbacks and explaining the relevance of the National Professional Salary Floor (PSPN) in the process of defining teaching careers, having as a primary factor the increase in resources and respectively the educational quality and the predilection of its professionals. Satisfactorily, it compares the reality of Rondônia and Mato Grosso, emphasizing the investments made in the state education networks, highlighting the importance of supervision and social control over the application of public resources, rooted in the data of the Information System on public budget in education (Siope) made available by the National Fund for the Development of Education (FNDE) and in the Management Reports of the competent bodies. This time it was elucidated, with due investigation and analysis, that the financial investments in education in the aforementioned states, to the extent of the availability and indicators found, that no substantial progress was made regarding the financing of applications in MDE and valorization of teaching professionals in the years analyzed, because in line with the data extracted by the transparency tools and publication of the official websites,  This information subsidizes the definition and implementation of financing policies aimed at promoting educational inclusion, equality and of the effectiveness and quality of public education, it was found, despite the stagnation, that the state of Mato Grosso substantially values its teaching professionals in a more adequate way in comparison to the state of Rondônia and that the external control carried out by the State Audit Courts approved with reservations all the accountability presented by the respective managers of the State Secretariats of Education (Seduc),  Such data are publicly accessible, available to any citizen, which strengthens the mechanisms of legal and social control.

     

     

     

     

     

2022
Dissertações
1
  • LETICIA FERREIRA CONTI
  • A PRÁTICA PEDAGÓGICA E APRENDIZAGEM PROFISSIONAL: PERCEPÇÃO DE PROFESSORES/TREINADORES DE ATLETISMO DOS JOGOS ESCOLARES DE MATO GROSSO

  • Orientador : RILLER SILVA REVERDITO
  • Data: 14/04/2022


  • Mostrar Abstract
  • 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.

2
  • LEANDRO SILVEIRA ROCHA
  • CINEMA E EDUCAÇÃO: IMAGENS EM MOVIMENTO MOVIMENTANDO PENSAMENTOS SOBRE QUESTÕES ÉTNICO-RACIAIS

  • Orientador : MARITZA MACIEL CASTRILLON MALDONADO
  • Data: 16/04/2022


  • Mostrar Abstract
  • The research entitled "Cinema and Education: moving images moving thoughts about ethnic-racial issues" aimed to compose cartographies of desires of teachers from the education networks of the municipality of Cáceres-MT, in relation to ethnic-racial issues. This research used the database of the research project Images and sounds as intercessors to think about childhoods and difference: Problematizing Education, the daily life of the school and the curriculum, developed between the years 2015 and 2019, which carried out continuous training of teachers through films. The conversations of the film club participants were filmed, recorded and transcribed, and, from these conversations, lines were drawn that constituted circles of convergence to compose cartographies of desires on ethnic-racial issues. The narratives constituted here were moved by the intercessors Coutinho (2019), Coutinho e Freitas (2013), Deleuze (1974, 1992, 2010, 2018a, 2018b), Deleuze e Guattari (1995, 2010), Deleuze e Parnet (1998), Ferraço (2018), Foucault (1986, 1987, 1993, 1998, 1999, 2004, 2005, 2013), Fresquet (2017), Hall (2000, 2006), Maldonado (2001, 2015, 2017), Masschelein and Simons (2014), Schwarcz (1993), Silva (2000, 2016). The power of cinema is presented for the constitution of the idea of formation-becoming, as well as for thinking from other images of thought and, perhaps, producing other practices in relation to ethnic-racial issues at school.

3
  • CRISTIANE SANTANA DE ARRUDA
  • Mapeamento de adoções de Sistemas Privados de Ensino em municípios mato-grossenses

  • Orientador : THERESA MARIA DE FREITAS ADRIÃO
  • Data: 26/04/2022


  • Mostrar Abstract
  • 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.

     

4
  • TIAGO DOS SANTOS RODRIGUES
  • FINANCIAMENTO DA EDUCAÇÃO BÁSICA NOS MUNICÍPIOS DE MATO GROSSO E OS PROCESSOS DE PRIVATIZAÇÃO DOS RECURSOS DE MANUTENÇÃO E DESENVOLVIMENTO DO ENSINO

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 27/04/2022


  • Mostrar Abstract
  • Financing. Privatization. Municipal Teaching Systems. MDE
5
  • STEFANY CAROLINY DE SOUZA
  • AUTO EFICÁCIA E SAÚDE MENTAL DOS ESTUDANTES DO ENSINO SUPERIOR: ANÁLISE MULTIDIMENSIONAL

     

  • Orientador : RILLER SILVA REVERDITO
  • Data: 30/05/2022


  • Mostrar Abstract
  • 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.

     

6
  • MARCOS PAULO DE MESQUITA
  • O Perfil dos Alunos Retidos na Universidade do Estado de Mato Grosso: Uma Análise  Baseada em Clusterização

  • Orientador : FERNANDO CEZAR VIEIRA MALANGE
  • Data: 12/06/2022


  • Mostrar Abstract
  • The present work presents an approach based on clustering of educational data as an alternative proposal to study the phenomenon of retention at the Universidade do Estado de Mato Grosso (UNEMAT). The retention problem affects all Brazilian higher education institutions and, at UNEMAT, it also presents itself as a latent issue. Mitigating retention is a way to reduce dropout rates and, consequently, increase graduation rates. To this end, the development of institutional policies and more specific pedagogical interventions depend on the knowledge of the profile of the retained student. Based on the data from the 2020 higher education census, which were later enriched with information from the institution's academic system, it was possible to build a database with 2455 records of students retained from UNEMAT and then we clustered these records which revealed 3 distinct groups of student profiles which we present in this research.

7
  • SAULO AUGUSTO DE MORAES
  • PRÁXIS, TESSITURAS E INTERCULTURALIDADE:
    Um estudo decolonial sobre o Museu do Vale do Arinos a partir da Câmara Setorial de Etnologia

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 23/06/2022


  • Mostrar Abstract
  • 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.

8
  • ROGELIO DUARTE ROSA
  • A PERCEPÇÃO DE ESTUDANTES INDÍGENAS XAVANTE SOBRE PROCESSOS DE ESCOLARIZAÇÃO EM ESCOLAS DE BARRA DO GARÇAS/MT.

  • Orientador : ALCEU ZOIA
  • Data: 25/06/2022


  • Mostrar Abstract
  • This research had as main objective to understand how Xavante students understand the schooling processes in public elementary schools in the urban perimeter of the municipality of Barra do Garças Mato Grosso. More specifically about the perception of Xavante students regarding the pedagogical dynamics experienced at school and the relationships and interactions between Xavante students with non-indigenous students, teachers, in short, the entire school community. It has, among the main references, authors such as, FREIRE (1967, 2006, 1987), CANDAU (2009, 2013, 2021) TSAWEWA (2016), BRANDÃO (1999), BANIWA (2019), MUUNDURUKU (2016), SANTOS (2003) , 2010), BORGES (2018). This is to understand how these different subjects with different knowledge perceive themselves, and how they produce actions and reactions on each other, considering the dynamics of the encounter between different cultures. I was struck by the fact that, for some reason, this meeting has been unfeasible in schools, so the question: what happens to Xavante students at this meeting? How they see themselves, how they think about schooling processes, in non-indigenous schools, in the space cut out for research. As a methodology, we used qualitative research, in which we sought to reflect on the perspective of the dialectical historical materialist method, the participation of Xavante youth in the non-indigenous schooling process, which implies identifying their conceptions about an education system different from the Xavante. During the reading and writing process, classic authors were referenced, which supported the construction of this work, pointing out concepts such as interculturality, intraculturality, equality, difference, multiculturalism, cultural diversity and others. These concepts guided the reflection on the research both in relation to the methodology and the results obtained. The ethnographic references gave consistency to data collection, allowing a participatory relationship in which conversation circles were produced and the production of artistic material on the perceptions of Xavante students about the schooling processes experienced in schools. And in this sense, we observe that they understand the school as a place where one learns the culture and knowledge necessary for an adult life among the Waradzu, which is the main reason for remaining in this place, even in the face of so many adversities. At the end of this research, we understand that there is still a long way to go so that Xavantes students are conceived as part of this school, which in the given context calls itself inclusive, but which, as we have seen, is in its first steps in an intercultural education perspective.

9
  • LILIANE PEREIRA DE SOUSA
  • FEITOS E EFEITOS DO PROGRAMA INSTITUCIONAL DE INICIAÇÃO À DOCÊNCIA NA FORMAÇÃO DE PEDAGOGAS E PEDAGOGOS NA UNEMAT, CAMPUS DE JUARA-MT

  • Orientador : ANGELA RITA CHRISTOFOLO DE MELLO
  • Data: 06/07/2022


  • Mostrar Abstract
  • 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.

10
  • ANA PAULA RODRIGUES DE SOUZA
  • DESENVOLVIMENTO PROFISSIONAL DOS PROFESSORES DA EDUCAÇÃO BÁSICA E A PEDAGOGIA UNIVERSITÁRIA NA PÓS-GRADUAÇAO STRICTO SENSU

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 22/07/2022


  • Mostrar Abstract
  • The present dissertation is part of the line of research on Teacher Training, Pedagogical Policies and Practices, of the Postgraduate Program in Education - PPGEdu - Master in Education, of the University of the State of Mato Grosso - UNEMAT, whose main theme is Development Professional of Basic Education Teachers, masters graduated by PPGEdu/UNEMAT, investigated on the theoretical assumptions of University Pedagogy. For this, studies by Marcelo García (1999; 2009), Tardif (2014), Tardif and Lessard (2014), Bitencourt (2014; 2017; 2020), Saviani (2000; 2008; 2017; 2018), Libâneo (2007; 2012; 2014; 2018) among others, to reflect on the Professional Development of Basic Education Teachers in a postgraduate program, at master's level. The research question is configured in: What are the perceptions of Basic Education teachers, masters graduated from PPGEdu/UNEMAT, about the relationship between the training actions experienced in their training in a postgraduate course, University Pedagogy, and their professional development after return to Basic Education? The general objective was to understand the perceptions of Basic Education teachers about University Pedagogy experienced in a stricto sensu postgraduate course and their professional development after returning to Basic Education. This is a qualitative research, supported by the case study, in which we used the procedures of bibliographic, documentary and field research. The data production instruments were a characterization questionnaire and a semi-structured interview with 10 teachers of Basic Education, effective in the State of Mato Grosso, trained in undergraduate and master's courses in Education by PPGEdu/UNEMAT. For categorization and analysis of empirical data, we used the technique of content analysis, according to Bardin (2016). Through this study, it is concluded that the training actions experienced by the subjects, at PPGEdu/UNEMAT, allowed them to re-signify their knowledge that they brought from Basic Education, through the study of theories and research, questioning them with university professors. and other graduate students, in a collaborative and dialogic way. The research subjects were able to associate their graduate training with their teaching work, after returning to their work locus, which strengthened their Professional Development. The postgraduate course for these master professors made it possible for them to incorporate new methodologies learned at the university, in the classroom, in relation to the way of working the contents and problematizing them. Therefore, the Master's in Education at UNEMAT becomes relevant for the Professional Development of Basic Education teachers, however, we emphasize that it is necessary to strengthen public policies, at the federal and state levels, to encourage these teachers to seek professional qualification at this level of education. Thus, with the end of this research, we intend to enable the expansion of knowledge about University Pedagogy, as well as to intensify the discussion about the importance of public policies aimed at training Basic Education teachers in stricto sensu courses.

11
  • Adriana Soares Beserra Capoano
  • Atuação da Fundação Victor Civita na rede estadual de ensino de Mato Grosso: 2005 – 2018

  • Orientador : THERESA MARIA DE FREITAS ADRIÃO
  • Data: 27/07/2022


  • Mostrar Abstract
  • 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

12
  • NATALIA GENTIL LIMA
  • A PEDAGOGIA UNIVERSITÁRIA NA PRECEPTORIA EM ENFERMAGEM: PRÁTICAS PEDAGÓGICAS, PAPÉIS E AS INTER-RELAÇÕES DOS SUJEITOS NO PROCESSO DE FORMAÇÃO

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 01/08/2022


  • Mostrar Abstract
  • [under construction]

13
  • MARIA JOSÉ DANTAS SOUZA
  • A COOPERATIVA DE CONSUMO SOLIDÁRIO E SUSTENTÁVEL – COOPERSSOL, ESPAÇO PEDAGÓGICO DE EDUCAÇÃO COM AS/OS PROSSUMIDORAS/ES

  • Orientador : LAUDEMIR LUIZ ZART
  • Data: 12/08/2022


  • Mostrar Abstract
  • 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.

14
  • ELENIZE VIEIRA FALCÃO
  • PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA (PNAIC):  ANÁLISES DAS PRODUÇÕES LEVANTADAS NO PERÍODO DE 2015-2021

  • Orientador : ANGELA RITA CHRISTOFOLO DE MELLO
  • Data: 15/08/2022


  • Mostrar Abstract
  • Esta dissertação intitulada Pacto Nacional pela Alfabetização na Idade Certa (PNAIC):  análises das produções levantadas no período de 2015-2021, se vincula à linha de pesquisa Formação de Professores, Políticas e Práticas Pedagógicas e ao Grupo de Estudo e Pesquisa de Formação Docente, Políticas e Práticas Educacionais (GEFOPE). O objetivo da pesquisa foi realizar o levantamento das produções sobre o Pacto Nacional pela Alfabetização na Idade Certa no período de 2015 a 2021, com vistas a analisar os desdobramentos desta política para a alfabetização e a formação continuada de professores alfabetizadores. Desenvolvemos uma investigação de abordagem qualitativa, com organizações descritivas e análises interpretativas. Para o levantamento das produções sobre o PNAIC a nível nacional, estadual (Mato Grosso) e regional (Vale do Arino/Juara), buscamos publicações nos Anais dos eventos da Associação Nacional de Pós-graduação e Pesquisa (ANPED), nacional e regional (Centro-Oeste), no Catálogo de Dissertações e Teses da Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), na Plataforma de Periódicos da CAPES e nos Trabalhos de Conclusão de Cursos (TCCs), encontrados na Secretaria Acadêmica do curso de Pedagogia, ofertado na Universidade do Estado de Mato Grosso (UNEMAT), Câmpus Universitário de Juara. Após reunir as produções, constituímos um corpus documental e realizamos análises dos conteúdos em que destacamos aspectos dos resumos das dissertações e teses, dos artigos e TCCs. Como resultado a pesquisa apontou contribuições do PNAIC a nível nacional, estadual e regional para a formação do professor alfabetizador e para o processo de alfabetização, como também, assinalou críticas e apontou fragilidades. Dentre as críticas estão apontamentos pertinentes que incluíram a continuidade das políticas públicas para que possam aperfeiçoar suas ações, e, no caso da política analisada, ofertar formações aos professores alfabetizadores que se desdobrem em ações que consolidem o direito de todas as crianças se alfabetizarem no ciclo da alfabetização. Apesar dos limites destas políticas, que muitas vezes se alinhou aos interesses neoliberais, a maioria dos artigos, teses, dissertações e TCCs levantados e analisados, apontaram que o PNAIC foi uma política de formação continuada aprovada pela maioria dos perfis envolvidos na sua implementação.

15
  • ALINE SILVA DE ASSIS
  • ENSINO REMOTO EMERGENCIAL: OS DESAFIOS NA TERMINALIDADE DA EDUCAÇÃO BÁSICA E O IMPACTO NO INGRESSO NA EDUCAÇÃO SUPERIOR

  • Orientador : FERNANDO CEZAR VIEIRA MALANGE
  • Data: 19/08/2022


  • Mostrar Abstract
  • 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).

16
  • Valéria de Souza Silva
  • Educação de Jovens e Adultos - EJA na Escola Estadual Madre Cristina: Práticas Pedagógicas e Processos de Auto-organização Associativa.

  • Orientador : LAUDEMIR LUIZ ZART
  • Data: 30/08/2022


  • Mostrar Abstract
  • 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 "Education of Youth and Adults - EJA at Escola Estadual Madre Cristina: Pedagogical Practices and Associative Self-Organization Process”. The School is headquartered in the Roseli Nunes Settlement, and EJA's attached rooms in the Margarida Alves and Silvio Rodrigues settlements, both in the municipality of Mirassol. Its objective was: To understand how the pedagogical practices carried out in the classes of the EJA field of the Escola Estadual Madre Cristiana contribute to the formation as educational means for the process of associative self-organization, seeking to answer the question investigated in this research: How the pedagogical practices of the State School Does Mother Cristina take place in EJA classes in the Margarida Alves, Roseli Nunes and Silvio Rodrigues Settlements to guarantee the right to schooling of peasant youth and adults in the process of associative self-organization? This study was based on the following authors: Andaloussi (2004), Araújo (2012), Caldart (2012), Freire (2014; 2019), Gamboa (1988), Gadotti (2018) Ianni (1984), Leite (2013) ), Machado (2010), Manacorda (1991), Marx (2008), MST (1994; 1999; 2017), Sá, Molina (2012), Teixeira (2007), Thiollent (2002; 2019), Tiriba (2006; 2012), Vázquez (2007), Zart (2012; 2013). This is a research with a qualitative approach, with an epistemological perspective of action research aimed at transforming systematized knowledge from the reality and social production of knowledge of the subjects of search. Online conversation circles were held using the google meet application, a questionnaire and online and face-to-face interviews were also carried out with the appropriate distancing rules, with the use of masks and gel alcohol, to collect the data, which will be analyzed starting from the whole at parts to understand the multiple determinations of the research object. The data produced were analyzed according to the axes of analysis that constitute this research, having as an interpretative basis for analysis the circles of conversations, questionnaires and interviews. In the analysis it was found that from the MST social movement there was a transformation in the reality of each person and collectively, the struggle for land made possible more than land and housing, it made possible the social production of knowledge, the knowledge of letters and the world. The analysis showed that even settled people are on the move, the school is on the move fighting in defense of land and territory that is still in dispute for capital, suffering threats from agribusiness, pesticides, mining etc. We noticed a strong relationship between people and the school, the appreciation of the rural school where they learned to read and write, to organize themselves. We see human values present as solidarity, cooperation, associated work seeking the production of healthy food, which is a form of organization and resistance to the threats they suffer. It is concluded that the actors who participated in the research have a collective identity "landless" and are on the move fighting for rural education, for EJA, for the organization of peasants, for agroecology, for popular agrarian reform, for water , for life, and thus have a more just and solidary society.

17
  • FERNANDA TREVISAN
  • EDUCAÇÃO INCLUSIVA EM TEMPOS DE PANDEMIA

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 14/09/2022


  • Mostrar Abstract
  • 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.

18
  • RODOLFO CLAUDIO DA CRUZ
  • Relações entre o público e o privado no Projeto Escola Plena de Mato Grosso

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 17/09/2022


  • Mostrar Abstract
  • This research is part of the Research Line: Teacher Training, Pedagogical Policies and Practices of the Graduate Program at the State University of Mato Grosso (UNEMAT) – Jane Vanini University Campus. The research entitled: School reorganization materialized with the “Escola Plena” Project, in the city of Mirassol D'Oeste, aims to analyze the process of school reorganization of a school in the state public education system in Mato Grosso resulting from the implementation and materialization of the Full School Project, a project sanctioned by State Law No. 10.622, of October 24, 2017. The research is characterized as a Case Study through the following technical and procedural devices for data collection: bibliographic and documentary research , semi-structured interview with teachers, managers, students and family members and, in addition, we used the focus group. We chose a qualitative approach, using the dialectical-historical materialist method as an aid. From the preliminary results, we identified that the school reorganization had guidelines and innovative actions related to the curriculum, inspired by a model of integral education in the State of Pernambuco, through the State Department of Education of Mato Grosso (Seduc-MT) and three institutes linked to the business sector; We see how much this project has been operated by the business community, as well as the advancement of the private (third sector) over the public, above all, it is the representatives of the bourgeoisie (business patronage) who have been deciding what the boys and girls of Mato Grosso will learn in the Full Schools. In terms of time, we identified that the school studied, as provided for in the PPP, organized to offer nine hours a day for high school, and eight hours for elementary school. With regard to spaces, the school did not undergo any reforms or major changes, using the structure previously used for regular teaching in two shifts; the rooms were organized thematically according to the areas of knowledge. About the curriculum, it is constituted by the common base with traditional subjects, and by the diversified base, with subjects of scientific initiation, Child and Youth Protagonism, Sports Practices, Life Project, Applied Study of Portuguese and others.

19
  • LUCIANA SARNO PAGLIARINI
  • A INFLUÊNCIA DAS PRÁTICAS DA PEDAGOGIA WALDORF NO DESENVOLVIMENTO HUMANO - UM OLHAR PARA O RUBICÃO

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 23/09/2022


  • Mostrar Abstract
  • 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.

20
  • Mônica de Almeida Ribas
  •  

     

     

    CONFLITOS EM AMBIENTE ESCOLAR EM TEMPOS DE PANDEMIA COVID-19: UMA QUESTÃO PARA GESTÃO ESCOLAR NO ANO DE 2020

  • Orientador : MARIA DO HORTO SALLES TIELLET
  • Data: 31/10/2022


  • Mostrar Abstract
  • The present dissertation is part of the line of research Teacher Training, Policies, Pedagogical Practices, of the Graduate Program in Education PPGedu - Masters in Education, from the University of the State of Mato Grosso, which the theme refers to school conflicts in the pandemic from the perspective of school management anchored in the theoretical contributions Chrispino (2007); Eller (2019); Thé (2015) and Tiellet (2012) among others. The main objective of the work is to identify the conflicts faced by the management team during the pandemic, specifically in the year 2020, related to the teaching-learning process. The research is descriptive of the type case study of qualitative approach. The sources of data collection were the interview by agenda and documentary sources. The interview was carried out with five individuals who are part of the management of the Pequeno Sábio Municipal School. For data analysis, Laurence Bardin's (2016) content analysis technique was used. The categories were defined based on the interview script: Impact of the pandemic on the school context; Conflict in the school unit during the pandemic; Reason for conflicts at school; Challenges and solutions for managers to conflicts. In each of the categories, the Registration Units (UR) were defined, highlighting: Uncertainties generated by the suspension of face-to-face activities; Disagreement between managers and teachers; Insecurity in decisions (intrapersonal conflicts); Lack of communication between the pedagogical team and the family; Intrapersonal conflicts; Lack of guidance from higher authorities on how to proceed in the face of pedagogical difficulties in the Teaching Units; Dialogue and empathy; Investment in biosafety and technological equipment to meet the pedagogical activities and; Mediation. It was concluded that at the Pequeno Sábio Municipal School, its management team experienced the challenges imposed by the pandemic, which generated internal conflicts. Conflicts were intense, both intrapersonal and interpersonal, which can be attributed to lack of communication with families, divergence between managers; lack of guidance from higher authorities.

21
  • Lígia Iracema Christofolo de Mello
  •  

     

     

    DIREITO AO ACESSO À EDUCAÇÃO: A TRAJETÓRIA ESCOLAR DA MULHER PRIVADA DE LIBERDADE

     

  • Orientador : MARIA DO HORTO SALLES TIELLET
  • Data: 03/11/2022


  • Mostrar Abstract
  • 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.

22
  • SIMONE TOLEDO DA SILVA OLIVEIRA
  • PERCEPÇÃO SOBRE A PERMANÊNCIA NO ENSINO REMOTO EMERGENCIAL NA VOZ DOS DOCENTES DA UNEMAT.


  • Orientador : FERNANDO CEZAR VIEIRA MALANGE
  • Data: 07/11/2022


  • Mostrar Abstract
  • This dissertation was developed in the Postgraduate Program in Education of the University of the State of Mato Grosso (UNEMAT), in the line of research Teacher Training, Pedagogical Policies and Practices, linked to the Research Group on Access and Permanence in Higher Education (GPAPES ) from UNEMAT. The main theme is to investigate, from the perspective of the university professor, what changes have occurred in their pedagogical practice with the use of digital technologies in remote teaching (including the clipping of the COVID-19 Pandemic). University teaching is a social practice and has its specificities, with few legal contributions that guide the need for specific training for higher education teachers. We have as a research problem: do teaching practices in remote teaching interfere with the permanence of students in higher education? In which we take as the main objective of the investigation To analyze from the perception of the investigated teachers whether the teaching activities developed in the course contribute to the permanence of students in higher education. The study reflects on the use of digital technologies in remote teaching with an emphasis on training and activities in University Teaching, having as main contributions the authors: Shulman, Nóvoa, Cunha, Moran, Luckesi, Pérez Gómez. This is a research with a qualitative approach, of a descriptive nature, of the case study type. The methodological procedures were carried out in five stages, of which we used: 1) balance of scientific production, 2) bibliographic review, 3) document analysis, 4) data collection and 5) data analysis, in which we seek to analyze the legislation relevant to the training of university professors, of the bachelor's degree in question and of UNEMAT itself. The data collection instruments were: the teacher characterization questionnaire, elaborated in Google Forms and complemented by the semi-structured interview. For content analysis we based ourselves on Bardin (2006), with pre-established and emerging categories to the research data and using the NVivo12 software to build more frequent word clouds. The subjects of the research were the permanent and contracted teaching bachelors of the Accounting Sciences course, in effective exercise in the academic semester 2021/2, assigned to the Faculty of Social and Applied Sciences. The research universe had seventeen subjects called BDCCs. From the analysis of the collected data, emphasizing the formation, the activities developed in the course and if these provided the permanence of the students, we can see that the BDCCs, are in constant formation, seeking innovations and improvements in their educational practices, carry out the formation in the specific areas, in which they report having contributed and helped in the professional development of teachers. We found that all teachers seek to make use of technologies, however, in this cut of remote teaching, we found that little training was carried out to adapt to this new scenario. Finally, we point out that remote teaching generated some difficulties in the teaching process of the researched subjects.

23
  • RENATA CAROLINE DOS SANTOS LOPES
  • O processo de privatização da Educação Infantil no âmbito do Fundeb: transferências
    do fundo por municípios de Mato-Grosso - 2015 – 2020

  • Orientador : THERESA MARIA DE FREITAS ADRIÃO
  • Data: 17/11/2022


  • Mostrar Abstract
  • 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%.

24
  • ODAIR ALVES VIEIRA
  •  

    PIBID/UNEMAT: POLÍTICA DE FORMAÇÃO DOCENTE DO CURSO DE PEDAGOGIA EM JUARA-MT, EDITAL DE 2014

     

  • Orientador : ANGELA RITA CHRISTOFOLO DE MELLO
  • Data: 09/12/2022


  • Mostrar Abstract
  • O objetivo da pesquisa foi compreender como as ações do PIBID, implementadas por meio dos subprojetos, do curso de pedagogia, ofertado na UNEMAT, campus de Juara, contribuíram com a atuação docente dos professores em atenção as vivências que tiveram no decorrer da formação inicial enquanto bolsistas de Iniciação à Docência (ID) do Programa. A investigação, de abordagem qualitativa, com viés interpretativista foi realizada com seis professores egressos do PIBID, com experiência na alfabetização. Além do levantamento da produção e documental, utilizamos questionários para selecionar os professores e entrevistá-los.  As entrevistas semiestruturadas foram realizadas por meio dos recursos digitais do Google Meet, em decorrência do contexto da pandemia. De acordo com as contribuições dos professores o programa contribuiu significativamente com a formação profissional de cada um.  Segundo os professores, a formação propiciada pelo PIBID contribuiu para diminuir o distanciamento entre a universidade e a escola. Afirmaram que ao se formarem e se inserirem na profissão conseguiram lidar bem como os desafios postos como professores iniciantes. Os professores levantaram questões políticas que são discutidas no decorrer das seções desta pesquisa. Neste sentido, o estudo aponta várias contribuições que o PIBID trouxe para a formação dos professores e apresenta aspectos que favorecem   a continuidade desta política de formação inicial que também muito contribui para a formação continuada dos professores. Enquanto política de formação inicial, o PIBID contribuiu com um espaço democrático de aprendizagem ao mobilizar vários atores nos contextos universitários e escolares para dar sentido e significado a partir das ações formativas de conhecimento teórico e prático para os bolsistas de I

2021
Dissertações
1
  • Lucas dos Reis Carvalho
  • AVALIAÇÃO DA EDUCAÇÃO SUPERIOR: UMA ANÁLISE DA QUALIDADE DO ENSINO DE GRADUAÇÃO EM UNIVERSIDADES ESTADUAIS E FEDERAIS DO CENTRO-OESTE DO BRASIL 

  • Orientador : ELIZETH GONZAGA DOS SANTOS LIMA
  • Data: 24/05/2021


  • Mostrar Abstract
  • 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. 

2
  • MARCELO ROCHA MEIRA
  •  

    IDENTIFICAÇÃO DO PERFIL DOS ESTUDANTES QUE PERMANECEM NOS CURSOS DE GRADUAÇÃO DA UNIVERSIDADE DO ESTADO DE MATO GROSSO UTILIZANDO DATA MINING 

  • Orientador : FERNANDO CEZAR VIEIRA MALANGE
  • Data: 07/07/2021


  • Mostrar Abstract
  • The research presents the theme of Permanence in Higher Education in order to identify which characteristics of the profile of students in undergraduate courses - on-site - at UNEMAT - University of the State of Mato Grosso - may be associated with their permanence in the courses. Therefore, it was decided to carry out a study of the profile of students who entered the UNEMAT for Vestibular 2013/2. The analysis was carried out with students from all campuses of the IES (Institution of Higher Education) covering a total of 1,774 students. Because there is a large amount of data, Data Mining (Data Mining) was used to group and classify students, and thus, the k-Means and Decision Tree algorithms were applied, which are composed of a set of calculations based on the statistics, being executed in an automated way. To represent the results, the precepts of descriptive statistics were used to quantify them and display them through graphs and tables. Thus, it was understood that the research has a quantitative character, but also a qualitative one, because when carrying out the process of associating the results obtained with research, in order to understand which permanence factors could be associated with these students, and complement the analysis using the qualitative analysis software WebQDA, the research was classified as quantity - qualitative, as it is a mixed-approach study. The results we presented in this research, provided the understanding of several relevant correlations, such as: whether the period attended by students in high school motivated or not the choice of the course period at the university; whether or not there is a family motivation that could influence the choice of the course; if there is a correlation between income and the need to work during the course, among others. With the development of the research and analysis of the results obtained, it was noticed that they contribute to the understanding of the correlation of the profile with the permanence in the on-site undergraduate courses at UNEMAT, and that the identified profile, whether by period or general, is very relevant, as it enables the adaptation or construction of permanence policies that provide students with access, permanence and completion of the course. 

3
  • MIKE SANTAFÉ ZAMBRANO
  • ESTÉTICAS OUTRAS DE EXISTÊNCIA E EDUCAÇÕES AMBIENTAIS:
    práticas possíveis no/do/com o Núcleo Experimental
    de Permacultura e Bioconstrução – NEPBIO - de Cáceres-MT.

  • Orientador : MARITZA MACIEL CASTRILLON MALDONADO
  • Data: 05/08/2021


  • Mostrar Abstract
  • 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.

4
  • ENORÊ FARIA ARTIOLI
  • RETENÇÃO DOS ACADÊMICOS CONCLUINTES, COM E SEM RETENÇÃO, EM 2019/2 NA UNEMAT CAMPUS DE CÁCERES

  • Orientador : FERNANDO CEZAR VIEIRA MALANGE
  • Data: 19/08/2021


  • Mostrar Abstract
  • The present study discusses the policies of access and permanence to Education
    Superior, based on the undergraduate courses on the “Jane Vanini” campus of the
    Mato Grosso State University (UNEMAT). The research aims to analyze retention
    academic from the graduates in 2019/02, in order to debate the concepts, the
    incidence and interfering factors of this phenomenon. For this purpose, the profile of the
    graduates with and without retention based on the characteristics of sex, color, age, modality
    of admission, reservation of places and type of school. Thus, the search is classified as
    quantitative and qualitative, as it is a mixed-approach study and, in relation to the objectives
    specific, can be classified as descriptive. We also use document research,
    in which data were collected from the subjects in the Higher Education Census on the website of the
    National Institute of Educational Studies and Research Anísio Teixeira (INEP), also in
    official pages of the Pro-Rectories and other sectors, on the UNEMAT website. to substantiate
    theoretically the work, the following authors were used in the balance of production: Castilla (2016),
    Nodari (2016), Grisa (2015), Pallavezini (2014), Manaut (2017), Santos (2015), Santos Júnior
    (2016), Schmitt (2016), in addition to researchers Borges, Lima and Malange (2018), Gentil and
    Santos (2016), Maciel, Lima and Gimenes (2015) among others. The results showed that, by
    make the correlation between the profile of retained and non-retained, it is observed that there is equivalence between
    the profiles, that is, in both groups there is a prevalence of women, of African descent, in the
    aged between 21 and 26 years old, with admission through reservation of places and from education
    public school high school. The difference was in the type of admission, as among the
    students with retention, the majority entered through the entrance exam and those without retention, through ENEM.

5
  • CÁTIA APARECIDA MIGUEL FERNANDES
  • VIOLÊNCIA CONTRA CRIANÇAS E ADOLESCENTES: A PERCEPÇÃO DOS PROFESSORES DE CIÊNCIAS BIOLÓGICAS DO ENSINO FUNDAMENTAL DA REDE PÚBLICA DO MUNICÍPIO DE CÁCERES/MT 

  • Orientador : MARIA DO HORTO SALLES TIELLET
  • Data: 23/08/2021


  • Mostrar Abstract
  • 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. 

6
  • ELAINE FERNANDA MARTINS MAMORE
  • LIMITES E FRONTEIRAS DA EDUCAÇÃO DE JOVENS E ADULTOS IMIGRANTES: NARRATIVAS DE PROFESSORAS/ES (DE CÁCERES) E EDUCANDAS BOLIVIANAS

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 23/08/2021


  • Mostrar Abstract
  • The present research aims to understand what the teachers' perception of the CEJA “Prof. Milton Marques Curvo in Cáceres”-MT think of Bolivian students and also to observe how they develop their pedagogical practices: What are the perceptions of the CEJA “Prof. Milton Marques Curvo in Cáceres-MT” about the educated Bolivian students and how do they develop their pedagogical practices? To this end, a discussion is held regarding the cultures and identities manifested in border spaces, multiculturalism and interculturalism in the construction of pedagogical practices that lead to an intercultural education. This research was organized as a case study based on the phenomenological approach. The participants were teachers who work at the Youth and Adult Education Center Prof. Milton Marques Curvo and Bolivian students enrolled at the Center. The data was collected through bibliographic sources, documents, and unstructured interviews. The results showed that the participants perceive the existing cultural differences, that the school space lives the border multiculturalism, but the professionals present difficulties in developing intercultural pedagogical practices, perhaps due to the lack of training that develops the intercultural theme. It is also evident the need to implement existing public policies aimed at the access of foreign immigrants to education, and to generate an inclusive access, with intercultural pedagogical practices.

7
  • DOMINIQUE STEFANY GOMES DOS SANTOS
  • PERMISSÕES E INTERDIÇÕES: EDUCAÇÃO E RELAÇÕES DE GÊNERO EM ASSENTAMENTOS RURAIS NA FRONTEIRA BRASIL-BOLÍVIA.

  • Orientador : SANDRO BENEDITO SGUAREZI
  • Data: 24/08/2021


  • Mostrar Abstract
  • 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.

8
  • GUILHERME RAMOS TEODORO
  • A BASE NACIONAL COMUM CURRICULAR NO SISTEMA ESTADUAL DE EDUCAÇÃO DE MATO GROSSO E SUAS RELAÇÕES COM OS MOVIMENTOS DE REFORMAS EMPRESARIAIS NA EDUCAÇÃO BRASILEIRA

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 24/08/2021


  • Mostrar Abstract
  • The aim of this paper is to understand how the new curricular proposals for the state of Mato Grosso, specifically kindergarten, elementary, and middle education National Curricular Common Base (BNCC), and Curriculum Reference Document (DRC-MT) are aligned with business reforms for education. This research is based on the construction of documents from the BNCC in the state of Mato Grosso and its possible impacts on public elementar education. Through bibliographic research, it aims to establish a relation between decoloniality and dialectical and historical materialism, thus seeking to deconstruct colonialism and to strengthen decoloniality. Therefore, the research issue is centered on the understanding of the construction of the DRC-MT through BNCC’s influences, seeking to analyze neoliberal policies influences. The field research was carried out through a semi-structured interview script with collaboration from the main subjects of politics making, except those from the private sector such as the Movimento pela Base. It addresses themes on public educational policies and the relation between neoliberalism and colonialism, seeking careful dialogues about the construction of public educational policies and the racialized logic present in neoliberal and colonialist strategies. The results show that there are Strong relationships between Brazilian public educational policies and the neoliberal and colonialist logic, with the last public policies being accused of being part of a package of business reforms for national education.

9
  • MARILEIDE DO CARMO AMORIM ARRUDA
  • A EDUCAÇÃO INFANTIL DAS CRIANÇAS PANTANEIRAS NA COMUNIDADE QUILOMBOLA DO CHUMBO EM POCONÉ – MT 

  • Data: 24/08/2021


  • Mostrar Abstract
  • 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. 

10
  • ROSANGELA GONÇALVES DA ROCHA SANTOS
  • UM PASSARINHO ME CONTOU DA ARTE DE CONTAR E ENCANTAR: CONTAÇÃO DE HISTÓRIAS E A CONTRIBUIÇÃO DA PEDAGOGIA WALDORF

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 24/08/2021


  • Mostrar Abstract
  • The inspiration of this study is to understand the contribution of storytelling to the integral education of school-age children in the light of different theoretical approaches, in particular that of Waldorf Pedagogy. In addition, we seek to understand how teachers from the municipal public and private schools in the city of Cáceres/MT, as well as those from the Waldorf Livre Porto Cuiabá/MT school use storytelling as a tool to enhance the process of imagination, fantasy, personality formation, individuation through this art of enchantment. We engendered the discussions through the phenomenological-hermeneutic approach, based on Bicudo (2011). We provoke a discussion that permeates the historicity of the act of Telling Stories, as well as problematizing the social issues that concern the transgression of what is politically correct in children's literature. We bring up concepts about imagination and its relevance in the development of human personality. We resorted to Jung's Analytical Psychology (1938), to approach the importance of fairy tales and myths that are related not only with the personal unconscious, but also with the collective unconscious with the world of archetypal images. We support in Bruno Bettelheim (1980) the dialogues about his perception regarding the psychoanalysis of fairy tales and its importance for the integral development of the child. Finally, we present the contribution of Waldorf pedagogy, based on Anthroposophy, a science created by Rudolf Steiner. This choice was made, mainly due to the fact that this pedagogy has “Art” as its curricular basis, highlighting how expressive the Art of Storytelling is and also for prioritizing the holistic formation of human beings. In this sense, when analyzing the data, the results confirm the understanding of the contribution of storytelling to the integral education of school-age children through the perceptions of the researched subjects (teachers from the public school system of early childhood education and elementary education I / 1st year and from the private network of the city of Cáceres/MT and from the Escola Waldorf Livre Porto/Cuiabá teacher of the first septenum). Although, the teachers from the public and private spheres of Cáceres/MT who were interviewed appropriate the narrative of stories as a programmatic content resource, however, they believe in the contribution of the narratives of stories and other stories to the integral formation of school-age children. We then have the challenge of sharing the knowledge of Waldorf Pedagogy to the spaces of the public education system, in order to expand the perceptions of teachers in relation to narrating stories only for the process of literacy, reading, interpretation and text production, announcing that telling stories is beyond writing, it is for life. Following this path, telling stories is an art, an art of enchantment, the art of life. In this way, our specific objectives were answered, in relation to the problem that moved the research and the general objective, there is still another story to be built, to be told.

11
  • ELAINE HOFFMANN
  • AS PEDAGOGIAS UNIVERSITÁRIAS E A TRAJETÓRIA FORMATIVA DOS LICENCIANDOS EM MATEMÁTICA DE UMA UNIVERSIDADE ESTADUAL: INTER-RELACIONANDO DOCÊNCIA E DISCÊNCIA

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 25/08/2021


  • Mostrar Abstract
  • 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.

12
  • EVELYN OLIVEIRA CARDOSO SANTOS
  • EDUCAÇÃO POPULAR: A CONTABILIDADE COMO FERRAMENTA DE CONSOLIDAÇÃO DA AUTOGESTÃO NA COOPERATIVA DE PRODUÇÃO DE MATERIAL RECICLÁVEL DE TANGARÁ DA SERRA – COOPERTAN

  • Orientador : SANDRO BENEDITO SGUAREZI
  • Data: 25/08/2021


  • Mostrar Abstract
  • The objective of this research is to analyze the accounting in Solidarity Economic Enterprises (EES). Despite advances after the Federal Constitution of 1988, legislation, legal frameworks, the Brazilian Accounting Standards (NBCs) and the Brazilian Technical Accounting Standards (NBCT), in Brazil, generally serve the interests of large corporations and companies related to the hegemonic market logic. In this context, the research problem that arises is how the appropriation of accounting knowledge by workers who are members of cooperatives of collectors of recyclable materials occurs. Still, how does the participation of these workers in the accounting management process of EES occur; what is the importance of accounting in the construction of transparency for the realization of self-management in cooperatives. The general objective of the investigation is to analyze how the appropriation of accounting knowledge by the workers/members of COOPERTAN takes place in the cooperative's self-management process. The research subjects are the Recyclable Material Collectors of the Recyclable Material Production Cooperative of Tangará da Serra - COOPERTAN, represented by their leaders, technicians from the Incubator of Self-Managed, Solidarity and Sustainable Collective Organizations - IOCASS and the cooperative's accountant. COOPERTAN is organized by the principles of Solidarity Economy (ES) and by the principles of cooperativism and has been incubated by IOCASS since its creation. The conceptual theoretical contribution that supported the analysis revolved around the themes of Popular Education and Solidarity Economy. Through a dialogic process of investigation, a close interaction between the researched subjects and the researcher was sought, in order to understand and apprehend the view of these subjects about the process of appropriating accounting knowledge in a self-managed organization. It is a qualitative, descriptive research, based on a case study. This study is based on participatory research, document research, semi-structured questionnaires and in-depth interviews and content analysis, supported by the Iramuteq software, which allowed basic lexicographic analysis and the processing of textual statistical analyses, which generated five analytical classes : administrative organization; self-managed cooperativism; governance; accounting demands; Training/Education. Based on these classes, three analytical categories were created: a) Popular Education: formation and appropriation of knowledge; b) Self-managed cooperatives; and c) Resilience: the struggle to consolidate the Self-Management process at COOPERTAN. The results show that the COOPERTAN Cooperative Members, despite not having received training and technical-scientific accounting knowledge, appropriated the minimum knowledge of accounting, based on the basic training offered by the incubator's technicians. Although basic, this knowledge allowed the participation in the cooperative management, thus, the daily challenge demanded that these workers, together, build possibilities of dialoguing and learning with the technicians, the accountant and the other partners. It was evident that the greatest appropriation occurred around the process of participation in accountability, in the collective exercise of overcoming everyday problems. It was also found that the most significant learning occurred in the process of building self-management. In this way, limits such as internal organizational problems, lack of specific technical-scientific training, deficiency of accounting professionals, in relation to the mastery of accounting techniques linked to self-managed cooperativism, were overcome, especially by the resilience of the cooperative members in not giving up of the collective organization process. It is concluded, therefore, that the Collectors are making self-management a process, which teaches not only to appropriate accounting knowledge, but also to overcome the hegemonic vision imposed by the capitalist system.

13
  • JUCÉLIA VIEIRA DA SILVA
  • A FORMAÇÃO CONTINUADA DA COORDENAÇÃO PEDAGÓGICA DA
    EDUCAÇÃO INFANTIL: UMA EXPERIÊNCIA DIALÓGICA E COLABORATIVA
    EM PRIMAVERA DO LESTE-MT

     

  • Data: 25/08/2021


  • Mostrar Abstract
  • 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.

14
  • JULIANA GARCIA RIGOLIN
  • A PRÁTICA DOCENTE NO COMPLEXO SOCIOEDUCATIVO POMERI 

  • Orientador : MARIA DO HORTO SALLES TIELLET
  • Data: 25/08/2021


  • Mostrar Abstract
  • This research, entitled “Teaching practice in the Pomeri Socio-educational Complex”, aims to analyze the objectives of socio-education perceived by teachers from Meninos do Futuro State School in their teaching practice; to think over the challenges pertinent to the teaching-learning process for socio-education; to list the objectives pointed out by teachers, in their teaching plans, which design socio-education; to know the perception of teachers regarding the connexion between teaching-learning process and socio-education. We look for an answer to the question: are the goals of socio-education perceived by the teachers of Meninos do Futuro State School, from Cuiabá Socio-educational Complex (Pomeri) in their teaching practice? This research is descriptive with a qualitative approach. This work is supported by the following authors: Guralh (2010), Lira (2017), Freitas (2017), Andrade (2017), Albuquerque (2019), among others dealing with socio-education and its real importance in pedagogical practice in the context of Socio-educational Units. In order to develop this research, we used the ensuing data collection sources: I) interview on agenda with teachers; and II) documentary source. Research site was Meninos do Futuro State School (EEMF) from Cuiabá Socio-Educational Service Center – Pomeri Complex. We chose four teachers from the EEMF, who have been working at the school unit for more than a year. Each question or interview agenda resulted in the following categories: profile of teenagers in conflict with the Law: Training and practice; Teaching-learning and socio-education; and Adolescents and pedagogical actions. What matters in the socio-educational system is to enable offenders to return to society, with a perspective of the future, overcoming the infractions that may have brought them into confrontation with the community. For such overcomings, education is invested, both outside the system and within the socio-educational system. In education outside the socio-educational system, it is hoped that school and society will protect children and adolescents, so that they, in a vulnerable situation, are not co-opted by crime. And education within the system enables them and empowers them so that they do not relapse. Socio-education as a pedagogical action is not documented, because the diary is ready and it just needs to be filled in, so it is believed that the method of acting differently in the classroom presents itself as discourse, and not methodologically structured. In the Political Pedagogical Project of the EEMF it was also not possible to identify that methodology, pedagogical actions would be focused on aspects of socio-education. The teacher must be a mediator of the teaching and learning process, being responsible for planning the didactic situations, selecting and creating good teaching resources, evaluating and resizing teaching, providing necessary information, encouraging socially acceptable behaviors, managing school time and space, a situation that is in the process of being understood and implemented at EEMF of the Pomeri Complex. 

15
  • LAURA CATALINA FERRO CORREDOR
  • MULHERES EM MOVIMENTO: PROCESSOS EDUCATIVOS E ASSUNÇÃO COMO SUJEITAS DE DIREITOS

  • Orientador : HELOISA SALLES GENTIL
  • Data: 25/08/2021


  • Mostrar Abstract
  • 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.

16
  • BRUNA BORGES DA VEIGA
  • TRAJETÓRIAS DE DESENVOLVIMENTO PROFISSIONAL DOCENTE EM CONTEXTO DA PEDAGOGIA UNIVERSITÁRIA: NARRATIVAS DE DOCENTES FORMADORES DO CURSO DE LICENCIATURA PLENA EM MATEMÁTICA DA UNEMAT/CÁCERES

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 26/08/2021


  • Mostrar Abstract
  • This dissertation is part of the research line Teacher Education, Policies and Pedagogical Practices, of the Graduate Program in Education - PPGEdu - Master in Education, of the State University of Mato Grosso - UNEMAT, whose central theme is University Pedagogy and, in it, the Professional Development of the University Faculty. The thematic axes of foundation, with the respective main theoretical assumptions were: University Pedagogy - Franco and Krahe (2003); Wedge (2006); Soares (2009); Bolzan and Isaia (2010); Bitencourt (2014); Fávero and Pazinato (2014); Ribeiro (2018) and Galvão (2019); University Teaching - Zabalza (2007); Soares and Cunha (2010); Bitencourt (2014); Fávero and Pazinato (2014); Pepper and Anastasiou (2014); Franco (2016) and Sordi (2019); Professional Development - Marcelo Garcia (1999; 2009); Bitencourt (2014); Selbach (2015); Zabalza (2007); Fiorentini and Crecci (2013); Towers (2014); and, Narratives - Jovchelovitch and Bauer (2010); Paiva (2008); Cunha (1997); Dewey (1979); Josso (2004); Connelly and Clandinin (2015); between others. The research question is: How does the constitutive professional development of University Pedagogy emerge in the narratives of university professors of the Full Licentiate Degree in Mathematics at UNEMAT/Cáceres over the course of three decades in the process of teacher education? And the general objective is to understand the trajectories of professional development of university professors of the Full Licentiate Degree in Mathematics at UNEMAT/Cáceres, in the context of University Pedagogy in three decades. The research, with a qualitative approach, of an explanatory nature, characterized as a case study, encompassed the procedures of bibliographic, documentary and field research. For the production of data, semi-structured interviews were carried out, composing the narratives. The data produced were categorized and analyzed based on Bardin's (1977) content analysis technique. The research sample, the participating professors, was defined using the Snowball method, according to Vinuto (2014). The results of the document analysis highlighted the organizational, structural and historical contexts of the institution and the course, the research scenario, comprising the institutional development of UNEMAT/Cáceres and in it the Full Licentiate Degree in Mathematics. From the teachers' narratives, it is clear that thinking about the professional development trajectory of university teachers is to think about the various activities developed by these subjects throughout their professional performance, contemplating the inseparable triad: teaching, research and extension, in addition to management university. To understand the processes that permeate the professional development of teachers and their University Pedagogy, in addition to investigating and reflecting on the experiences of the course of action, it is necessary to take a look at their formative trajectory, which begins before graduation, as a student of basic education, the subject is already creating, in his imagination, what he is, represents and behaves like a teacher. Thus, it is understood that, throughout their training, subjects are constituted through significant experiences, which provoke and provide them with the constitution, in practice, of their knowledge, but this knowledge is subject to changes and resignifications, therefore, professional teacher development is a training process that never ends.

17
  • FABIANE DELUQUE VIANA
  • DESENHO ANIMADO NO DESENVOLVIMENTO DA CRIANÇA: O OLHAR DA PEDAGOGIA WALDORF.

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 26/08/2021


  • Mostrar Abstract
  • 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.

18
  • PEDRO THIAGO LOPES RODRIGUES
  • (A)PE(N)SAR:
    Instituições (d)e afetos no espaçotempo escolar

  • Orientador : MARITZA MACIEL CASTRILLON MALDONADO
  • Data: 26/08/2021


  • Mostrar Abstract
  • In this paper I discuss and try to problematize some modes of subjectivation present in school
    timespaces. Starting from personal narratives and going through narratives of adolescents
    existent in the school context or recent graduates, teachers from public schools of Basic
    Education and also from State Universities and Federals through a course called Abnormals, I
    try to map the floors washed to transfigure them into fluffy, airy. While I try to build the
    research, I face the emergence of a Covid-19 pandemic and how the coexistence with this
    disease unraveled ways of subjectivation that were noticed as fatal to some professionals. Then
    demonstrating some difficulties encountered, I look into Foucauldian studies for elements to
    visualize the school's configurations and then think about possible reorganizations of
    educational work. In dialogues with Deleuze, Fischer, Gallo, Hur, Kohan, Larossa, Masschelein
    and Simons, Maldonado and Veiga-Neto I find loopholes to think and enhance the managing
    of the life-school relations, also looking at non-formal curricular constitutions, but evident in
    the corridors, coordinations, directorates, secretariats and teachers rooms. From these
    cartographic essays I try to think of other professional ethics and aesthetics, in education and
    life skills as well.

19
  • SAMARA ASSUNÇÃO VALLES JORGE
  • O IDEB E A META 7 DO PLANO NACIONAL DE EDUCAÇÃO (2014-2021):
    REPERCUSSÕES NO SISTEMA DE ENSINO DO MUNICÍPIO DE CÁCERES-MT

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 26/08/2021


  • Mostrar Abstract
  • 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.

20
  • JOSE GERALDO DA SILVA
  • PLANO DE AÇÕES ARTICULADAS, APOIO TÉCNICO E FINANCEIRO DO MINISTÉRIO DA EDUCAÇÃO E SEUS IMPACTOS EM TRÊS MUNICÍPIOS DA BAIXADA CUIABANA 

  • Orientador : MARILDA DE OLIVEIRA COSTA
  • Data: 05/11/2021


  • Mostrar Abstract
  • The general objective of this research, entitled “Plan of Articulated Actions, technical and financial support from the Ministry of Education and its impacts on three cities in Baixada Cuiabana”, is to understand the planning and monitoring of three cycles of the “Plan of Articulated Actions” (PAR) in the cities of Planalto da Serra, Poconé and Rosário Oeste, and their impacts on the financial support, the collaborative governance regime, school facilities and quality of education in those cities’ education networks. The specific objectives are: to check and analyze how much has been spent on education; to identify PAR projects that have been implanted and executed; to know the cooperation agreements set up through PAR; and to analyze whether they have contributed to the improvement of the results of the Basic Education Development Index (IDEB). PAR is a strategy of technical and financial support that emerged from the “All and Everyone for Education Plan”, established by Decree 6.094/2007 and grounded on the “Education Development Plan” by means of collaborative governance regime among the federated entities. This qualitative research comprises the analysis of official documents and semi-structured interviews applied to 11 subjects working in the area of education management from 2007 to 2019 in those three priority cities in Baixada Cuiabana. Data have been organized in accordance with the content analysis by Bardin (2011), in the light of the theoretical references adopted in this study. Along the research, documentary data on IDEB, financial investments, income and expenses were used, as well as the interviews with the subjects. The theoretical foundation has included Boron (1995, 2003), Costa (2010, 2011, 2015, 2018, 2019), Adrião & Peroni (2005), Freitas (2005, 2009, 2013), Saviani (2007), Camini (2009, 2010) Adrião (2008) and Souza (2010, 2012). The study presents the education system in the state of Mato Grosso, the implementation of PAR in the priority cities, the characteristics of education in and history of the cities of Planalto da Serra, Poconé and Rosário Oeste, financial survey (income and expenses), indexes and number of enrollments. The research results have pointed out that the planning of PAR actions was fulfilled as stated in the contract of adhesion. Regarding the agreements signed with MEC deriving from PAR to improve the quality of education, several actions had an impact, such as the investments in Child Education, which, besides improving the school facilities, enabled the enrollment of more children due to the construction of ProInfância nursery school units. As to the Elementary School, sport courts were built, school buses were bought, and the school setting was enhanced through the obtainment of furniture and HVAC equipment, thus providing better service conditions and advancement in the IDEB goal projected for the early grades. On the other hand, investments in pedagogical practices and education were minimal. The collaborative governance regime was achieved, but it should be strengthened with the participation of the federal entities. 

21
  • DANIEL VASCONCELOS DE ARRUDA
  • A IMPLEMENTAÇÃO DE POLÍTICAS PÚBLICAS PARA JOVENS E ADULTOS NA EDUCAÇÃO DO CAMPO: O PROTAGONISMO DOS SUJEITOS DO CAMPO AO LONGO DA HISTÓRIA NACIONAL A PARTIR DE UMA REVISÃO BIBLIOGRÁFICA 

  • Orientador : ODIMAR JOAO PERIPOLLI
  • Data: 11/11/2021


  • Mostrar Abstract
  • 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. 

22
  • OSCAR ANTONIO DE OLIVIERA
  • PESSOAS EM SITUAÇÃO DE RUA NA CIDADE DE CÁCERES/MT, SUAS RELAÇÕES COM A EDUCAÇÃO ESCOLARIZADA E A ARTE.

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 11/11/2021


  • Mostrar Abstract
  • When we come across people living on the streets, who are so exploited, excluded and socially subjugated throughout the national territory, we need to reflect on the social communities in which we are inserted. Therefore, the objective is to present the result of the master's research questioning the relationships that people living on the streets in the city of Cáceres/MT had with schooled education. It is a qualitative research with an exploratory, bibliographical and documentary nature, covering the field of phenomenology and dialectical criticism. The work was developed during the years 2019 and 2020, ten people were interviewed (men and women). The reasons why these people are on the streets are as diverse as possible, in addition to the whole ethnic-racial historical issue in Brazil, we still live with unemployment, homelessness, social exclusion. Among so many relevant factors, the research dealt with meanings and memories about the schooling process of these people during their life trajectories. As a result of the research, the presence of the power relationship in the school was identified, and the disconnection of these with the school world, it was also identified the nostalgic relationships in educational experiences within the school spaces. There was interest in the educational process and in the school by most of the actors interviewed, the break with the school has several causes, family problems and absence, unemployment and/or the abusive use of alcohol and drugs, power relations within the school. It was verified in the research process that being out of school is not being out of art. They move in worlds, thus, showing their sensitivity to art. The research actors expressed themselves and created various “art forms”, such as poetry, paintings, drawings, juggling, handicrafts and plastic creations, moments of sharing a world of their own. 

23
  • ELEN CAROLINE TESSARO
  • PEDAGOGIAS UNIVERSITÁRIAS E O DESENVOLVIMENTO PROFISSIONAL DO DOCENTE NA PÓS-GRADUAÇÃO STRICTO SENSU: 10 ANOS DE PPGEdu/UNEMAT 

  • Orientador : LORIEGE PESSOA BITENCOURT
  • Data: 06/12/2021


  • Mostrar Abstract
  • 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. 

24
  • CIRA ALVES MARTINS
  • RACISMO SILENCIOSO NA EDUCAÇÃO DAS CRIANÇAS - UM FENÔMENO A SER DESVELADO NO CEI SEBASTIANA GERMANA DA CONCEIÇÃO NO DISTRITO DE CANGAS NA REGIÃO PANTANEIRA EM POCONÉ-MT.

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 13/12/2021


  • Mostrar Abstract
  • The research entitled "Silent Racism in Early Childhood Education - a phenomenon to be unveiled at CEI Sebastiana Germana da Conceição in the District of Cangas in the Pantaneira region in Poconé - MT, aimed to understand if there are practices of racism with black children and also to identify how this question is works on the educational process of children in the Early Childhood Education Institution of/in Campo located in the District of Cangas in Poconé - MT. The main authors who gave theoretical support to this research were: Based on the relevant theoretical framework, such as Law 10.639/2003, Brazil (1995,1996,2014), Cavalleiro (209,2018,2020) Quijano (2005), Castilho (2008), Fanon (1983,2009,2008,2011) Freire (1986,1988,2001, 2003), Walsh (2005,2007), Hall (2003,2015), Munanga (2006,2009), Silva (2011). This is a qualitative research with the use of methodological procedures supported by the productions of narratives with education professionals, parents and , managers. The research shows that racism in Early Childhood Education exists, although it is veiled or silent. However, in the CIS studied, it is possible to identify some effort to overcome this phenomenon. Likewise, mothers and children are not yet aware of the subtlety that permeate issues related to racism within society and that reverberate in the educational institution.

25
  • ROSIMAR CRISTINA DA SILVA
  • FATORES DE PERMANÊNCIA DOS ESTUDANTES DOS CURSOS DE BACHARELADO DO CAMPUS JANE VANINI – UNEMAT/CÁCERES 

  • Orientador : HELOISA SALLES GENTIL
  • Data: 13/12/2021


  • Mostrar Abstract
  • 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. 

26
  • GISELE MOURA DE JESUS
  • A PRESENÇA DOS INDÍGENAS HALITI-PARESI NAS ESCOLAS URBANAS DE CAMPO NOVO DO PARECIS

  • Orientador : ALCEU ZOIA
  • Data: 15/12/2021


  • Mostrar Abstract
  • This dissertation whose theme "The Presence of Indigenous Haliti-Paresi Students in Urban Schools of Campo Novo do Parecis - MT", aims to understand h, to understand how the urban public school in the municipality relates to its indigenous students and how the actions exercised by it, reverberates in the learning of Paresi indigenous students. We also observe the multiple perspectives in this space-time and the challenges of intercultural education. The authors in particular who contributed to a theoretical discussion and further study on this theme were: Candau (2003; 2008; 2012); Bhabha (1998); Hall (1996); Santos (2002; 2003; 2007; 2010); Walsh (2009; 2021). The research was carried out in a school in the municipal education network, in which 17 indigenous students of the Haliti-Paresi ethnic group are enrolled in this year of 2021. The students come from the Waymaré and Kozarene subgroups and live in different villages: Quatro cachoeiras, Seringal, Bacaval , and Chapada Azul. The research was carried out from May to August 2021, involving in addition to indigenous students, family members, “relatives”, teachers and managers. Thus, the study addresses the colonization process of the Midwest region and the implications for indigenous populations, especially Haliti-Paresi. In this sense, we seek to approach the culture of these people in order to understand their social organization and identity manifestations in the space of interethnic borders of the urban school. Therefore, we also seek to discuss power relations and their implications for education, as well as the relationship between work and education that directly reflects on the current curriculum model. The approach of the research was in the qualitative perspective of the ethnographic character, as we use the methods and techniques of ethnography, however, the data analysis was made from the dialectical-critical method. We carry out field research with observation in a systematic perspective, together with the entire pedagogical team and with the municipal education department. Data were built through semi-structured interviews, questionnaires, and reports produced in the field notebook, concomitantly and after observations in the research field.

2020
Dissertações
1
  • CLAUDINET ANTONIO COLTRI JUNIOR
  • LIDERANÇA SERVIDORA E O DESAFIO DA EFICÁCIA NAS ESCOLAS WALDORF

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 25/03/2020


  • Mostrar Abstract
  • 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.

2019
Dissertações
1
  • CÁLITA FERNANDA DE PAULA MARTINS
  • O BRINCAR NA PEDAGOGIA WALDORF: ELEMENTOS MIDIÁTICOS NO
    IMAGINÁRIO DAS CRIANÇAS

  • Orientador : ROSELY APARECIDA ROMANELLI
  • Data: 07/03/2019


  • Mostrar Abstract
  • Reflecting on the importance of play and toys in children's lives, we are led to think about how different forms of play have been constituted from the transformations of contemporary society. Thus, this study aims to understand the manifestations of play and the imagination of children in a Waldorf school. We asked whether television, the internet and electronic games as the most widespread in society, they reach this imagination. To achieve the proposed objectives we resort to hermeneutic phenomenology as a method of this study. Thus, the research was conducted based on the qualitative approach.descriptive and interpretative, regarding the procedures a bibliographic survey and a field research. As for the locus of this study, the research was conducted in early childhood education.Porto Cuiabá Free School, during a period of fifteen days of observation, in addition to three days of insertion in the school environment. The institution chosen as a research field is the private network in the city of Cuiabá - MT. One of the criteria for choosing the school is that the Steiner pedagogy adopted by the institution discourages the approach of children to new technologies. This study follows with the written work and a short documentary documentary,because it is an audiovisual resource characterized by the representation of a certain reality. In the case studied, he reports the experiences of Bee, Butterfly Fairy, Princess Unicorn, Authentic Games, Knight and Meteor - codenamed children observed. Thus, it was possible to achieve the proposed objectives, because in view of the descriptions and interpretations we understand that children re-signify in their play, through the imagination, the media elements displayed by television, internet and electronic games. And the resignification process extends to the school and family environment, giving different meanings and meanings to the toys and spaces in which they play.

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