https://repositorio.ufms.br/handle/123456789/6549 Sat, 11 Apr 2026 23:31:20 GMT 2026-04-11T23:31:20Z https://repositorio.ufms.br/handle/123456789/14292 Título: FORMAÇÃO CONTINUADA E EDUCAÇÃO ESPECIAL: DISCUSSÃO DE DADOS MEDIATIZADA PELA SciELO. Abstract: This study addresses the continuing education of teachers within the scope of special education from an inclusive perspective. The aim is to analyze how the continuing education of Special Education teachers has been discussed in Brazilian scientific production through a bibliographic review of articles published in the Scientific Electronic Library Online (SciELO) from 2015 to 2025. The research methodology involves a systematic review conducted in the SciELO database, using the descriptors “Continuing Education” and “Special Education.” The following filtering criteria were used to carry out the systematic review: a) Descriptors “Continuing Education” and “Special Education”; b) year of publication (2015-2025); c) language: only articles in Portuguese were selected; d) articles that simultaneously addressed Continuing Education and Special Education, explicitly linking both thematic areas. At the conclusion of the research, a total of 18 articles were selected, which are presented in this study. The results indicate that studies on continuing education reveal weaknesses in initial teacher training, highlighting deficiencies in teacher preparation for serving students in special education, which underscores the recognition and importance of ongoing professional development. It is concluded that the consolidation of school inclusion depends on permanent teacher training policies, aligned with the real demands of schools and based on reflection on practice. Tipo: Trabalho de Conclusão de Curso Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14292 2026-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14141 Título: PREVENÇÃO DO ABUSO INFANTIL NO AMBIENTE ESCOLAR EM CORUMBÁ Abstract: This study analyzes strategies for the prevention of child abuse in schools in Corumbá, Mato Grosso do Sul, considering the relevance of the school environment as a space for protection, care, and the defense of children’s rights. The research adopts a qualitative approach, with a bibliographic and documentary design, based on a survey of academic databases, legislation, and institutional documents published between 2014 and 2025. The results indicate that, although there are national and local legislations—such as the Statute of the Child and Adolescent, the Protected Listening Law, the “Child Safe” Policy, and campaigns such as Maio Laranja—there are still gaps in the effectiveness of school-based actions. Experiences reported in the literature, such as the “Touch Traffic Light” project and playful pedagogical practices, demonstrate that the incorporation of preventive methodologies into everyday school life promotes children’s awareness and strengthens the protection network. It is concluded that the studies point out, in line with the national scenario, that the municipality of Corumbá needs to advance in the consolidation of continuing education programs, in the integration of pedagogical practices with public policies, and in strengthening the articulation between schools and protection agencies. In addition, the urgency of developing and expanding research that analyzes and evaluates the practices currently carried out in the municipality is highlighted, in order to identify effective strategies to prevent child abuse and to ensure children’s right to full development, protection, and dignity. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14141 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14134 Título: MATERNIDADE NO ENSINO SUPERIOR: ANÁLISES E REFLEXÕES A PARTIR DE PESQUISA BIBLIOGRÁFICA. Abstract: This Undergraduate Thesis analyzes the challenges faced by university students who are mothers, investigating how they balance motherhood with academic training and which factors hinder or support their persistence in higher education. This qualitative research, grounded in a bibliographic review, used the SciELO database as the main source for identifying academic publications on motherhood and university life between 2014 and 2024. The findings show that, although the literature on motherhood is extensive, most studies focus on the field of health, with a notable scarcity of research addressing undergraduate education from the perspective of student-mothers. The selected articles reveal challenges such as physical and emotional overload, financial difficulties, lack of institutional support, prejudice, and risk of dropout. The analysis also highlights the importance of social support, family networks, and institutional policies, such as university childcare centers, flexible schedules, and student financial aid, in promoting the academic persistence of these women. It is concluded that student-mothers demonstrate resilience and determination, but their trajectories remain conditioned by multiple inequalities, indicating the urgent need for inclusive educational policies sensitive to the demands of caregiving. Keywords: Motherhood. Higher Education. Educational Policies. Gender. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14134 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14133 Título: O PROFESSOR DE APOIO E TRANSTORNO DO ESPECTRO AUTISTA: DESAFIOS E POSSIBILIDADES Abstract: This article aims to analyze the role of the support teacher in the inclusion process of students with Autism Spectrum Disorder (ASD), highlighting the challenges faced and the possibilities of their pedagogical practice in the school context. The research is characterized as qualitative, descriptive, and exploratory, based on a literature review and documentary analysis. The main references include the Diagnostic and Statistical Manual of Mental Disorders – DSM-5 (2014), which presents the diagnostic criteria and severity levels of ASD, as well as the studies by Mello (2017), Silva, Gaiato, and Reveles (2012), Barbosa, Peres, and Przylepa (2020), Mendonça and Neto (2019), and Bortolotto (2022), which discuss inclusive education and the role of the support teacher in school. The study's development encompassed the analysis of Brazilian educational legislation, such as the Law of Guidelines and Bases of National Education (Law No. 9,394/1996) and the Brazilian Law for the Inclusion of Persons with Disabilities (Law No. 13,146/2015), in addition to recent academic research addressing the mediating function of the support teacher. The results show that, although the legislation ensures the right to inclusion, school practice still reveals significant limitations, including the lack of continuing education, the scarcity of pedagogical resources, the absence of collaborative planning, and the overload attributed to the support teacher, who is often seen as a substitute or the exclusive person responsible for the student with ASD. However, the studies also indicate that when there is effective collaboration among the support teacher, the regular teacher, school management, and family, the possibilities for inclusion are expanded, allowing for the development of pedagogical practices that value the singularities and potential of the autistic student. It is thus concluded that the support teacher plays an essential role in building an inclusive, democratic, and accessible school, constituting a fundamental link between public policies and educational practices. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14133 2025-01-01T00:00:00Z