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.

Em ConstruÇão

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.

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.

Indigenous childhood. Interculturality. Cartography.

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.

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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. 

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.

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.

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. 

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. 

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.

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.

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.