DSpace Coleção:https://repositorio.ufms.br/handle/123456789/56722026-07-06T11:24:23Z2026-07-06T11:24:23ZO RACISMO NO CONTEXTO DA EDUCAÇÃO NÃO ESCOLAR: DESAFIOS PARA A FORMAÇÃO DE CRIANÇAS NA EDUCAÇÃO SOCIALhttps://repositorio.ufms.br/handle/123456789/146012026-06-30T20:56:49Z2026-01-01T00:00:00ZTítulo: O RACISMO NO CONTEXTO DA EDUCAÇÃO NÃO ESCOLAR: DESAFIOS PARA A FORMAÇÃO DE CRIANÇAS NA EDUCAÇÃO SOCIAL
Abstract: ABSTRACT: This study discusses racism in the context of non-formal education, highlighting the challenges faced in children's development and education. The research is based on the understanding of racism as a structural phenomenon present in different social spaces and seeks to analyze how it manifests itself in community-based social education environments. The objective is to identify the main forms of discrimination that affect Black children outside formal schooling and to propose strategies to address these issues, contributing to more inclusive educational practices. The study is grounded in approaches that emphasize the importance of anti-racist education as an element of social transformation, both within and beyond the school environment. The methodology adopted is qualitative in nature and was conducted through semi-structured interviews and observations in a Social Coexistence and Bond Strengthening Service. Data analysis made it possible to understand the perceptions of social educators, the experiences of children, and the impacts of racism on their development. The results indicate the need for better professional training, the implementation of specific public policies, and the strengthening of community practices that value diversity. It is concluded that education can play an essential role in the training of educators, as well as in the development of children's self-esteem and in combating racism, thereby contributing to citizenship and to a more just society.
Keywords: Racism; Social Education; Childhood; Anti-racist Education; Social Inclusion.
Tipo: Trabalho de Conclusão de Curso2026-01-01T00:00:00ZAlfabetização e letramento da criança indígenahttps://repositorio.ufms.br/handle/123456789/145152026-06-25T14:22:12Z2026-01-01T00:00:00ZTítulo: Alfabetização e letramento da criança indígena
Abstract: This study focuses on indigenous school education, specifically the literacy of
Guarani Kaiowá children. It is a descriptive qualitative study conducted at the Ubaldo Arandu Kwê-mi School in the village of Sassoró, in the municipality of Tacuru, state of Mato Grosso do Sul. To collect data, we used classroom observations in a 3rd-grade elementary school class, conversations with the literacy teacher, and photographs of activities carried out with the children. The study showed that it is very important to begin literacy instruction in the mother tongue and gradually introduce Portuguese, as this facilitates learning for the children. It is also important to preserve the knowledge of the Guarani Kaiowá people through oral tradition, reading, and writing in their mother longue.
Tipo: Trabalho de Conclusão de Curso2026-01-01T00:00:00ZALFABETIZAÇÃO NA LÍNGUA MATERNA COM CRIANÇAS INDÍGENAS GUARANI-KAIOWÁhttps://repositorio.ufms.br/handle/123456789/145002026-06-24T22:37:57Z2026-01-01T00:00:00ZTítulo: ALFABETIZAÇÃO NA LÍNGUA MATERNA COM CRIANÇAS INDÍGENAS GUARANI-KAIOWÁ
Abstract: Literacy in the mother tongue among Guarani Kaiowá indigenous children is essential for cognitive development, cultural preservation, and inclusion. This study investigated the use of the mother tongue and how it influences children’s learning and the strengthening of their cultural identity. The research adopts a qualitative approach, with the study conducted at an indigenous school located in the village of Sassoró, in the municipality of Tacuru, in the state of Mato Grosso do Sul. Data collection involved classroom observations in a 3rd-grade elementary school class, an interview with a literacy teacher, and an analysis of the educational program at the Ubaldo Arandu Kwe-Mi – Polo Municipal Indigenous School. The results indicate that the use of the Guarani language as the first language facilitates content comprehension, increases children’s engagement, and strengthens their cultural identity. It is concluded that bilingual education, when implemented in a way that ensures children initially study their mother tongue, with the gradual inclusion of the second language, contributes significantly to broader learning and preserves the culture of the Guarani Kaiowá people
Tipo: Trabalho de Conclusão de Curso2026-01-01T00:00:00ZA CONSTRUÇÃO DA IDENTIDADE FEMININA NA ADOLESCÊNCIA E A INFLUÊNCIA DAS REDES SOCIAIS: Análise de legislações e de produçõeshttps://repositorio.ufms.br/handle/123456789/132952025-11-26T16:41:13Z2025-01-01T00:00:00ZTítulo: A CONSTRUÇÃO DA IDENTIDADE FEMININA NA ADOLESCÊNCIA E A INFLUÊNCIA DAS REDES SOCIAIS: Análise de legislações e de produções
Abstract: This Final Course Project aims to analyze the impacts of social media on the construction of identity among female adolescents in Brazil.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00Z