DSpace Coleção:https://repositorio.ufms.br/handle/123456789/16192026-04-15T04:06:36Z2026-04-15T04:06:36ZPOLÍTICAS PÚBLICAS DE EDUCAÇÃO ESPECIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA NO MUNICÍPIO DE LADÁRIO (MS)https://repositorio.ufms.br/handle/123456789/142282026-01-22T16:50:00Z2025-01-01T00:00:00ZTítulo: POLÍTICAS PÚBLICAS DE EDUCAÇÃO ESPECIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA NO MUNICÍPIO DE LADÁRIO (MS)
Abstract: Abstract
The dissertation is linked to the Research Line: Policies, Educational Practices and Social Exclusion / Inclusion, Special Education and School Inclusion: History, Policies and Practices of Schooling and Guarantee of Rights of the Target Audience of Special Education, Graduate Program in Education, Federal University of Mato Grosso do Sul (UFMS), Campus do Pantanal. The general objective is to present, identify the public policies of special education in the municipality of Ladário-MS. More specifically, the text highlights the applicability of municipal legislation in the provision of special education services in the public school system. It seeks to find out whether the municipality has its own legislation or has followed the regulations at state or federal level, during a ten-year time frame, between 2013 and 2023. From the methodological point of view, the work is qualitative in nature. It is a bibliographic investigation, with a documentary stage designed to content analysis. As a result of the investigation, it is evident that there was a relevant period in which the municipality did not have deliberative or normative documents to guide education professionals in the public municipal network. Thus, cases of confusion were identified in the understanding of who the target audience of Special Education was and which students presented specific needs for specialized educational care. The text shows which deliberative and normative documents are in force and how the municipality is organized to subsidize the guarantees of the rights of students with Disabilities, Global Developmental Disorder, High Abilities and/or Giftedness, in the face of a growing demand for enrollment in recent years. It is believed that the research may offer clarifications about public policies in the municipality of Ladário-MS, indicating ways to follow and which legislation is still necessary to ensure and support, not only the students who are the target audience of Special Education, but the local government itself. The purpose is to avoid judicial occurrences for such a small municipality, with limited financial resources.
Keywords: 1. Special education. 2. Public policies. 3. School inclusion. 4. Target audience.
Tipo: Dissertação2025-01-01T00:00:00ZALTAS HABILIDADES/SUPERDOTAÇÃO EM ESTUDANTES DA EDUCAÇÃO DO CAMPO EM CORUMBÁ-MShttps://repositorio.ufms.br/handle/123456789/142252026-01-21T21:11:52Z2025-01-01T00:00:00ZTítulo: ALTAS HABILIDADES/SUPERDOTAÇÃO EM ESTUDANTES DA EDUCAÇÃO DO CAMPO EM CORUMBÁ-MS
Abstract: Scientific literature on High Ability (HA), through researchers in this field, points to the clear need to discuss and demystify information concerning HA. In this sense, this study aims to contribute to broadening the debate on this topic based on the scientific knowledge produced by and in the context of Rural Education, which is still underexplored, enabling knowledge and reflections that favor effective and integral child education and development, especially rural children, through HA indicators. As a theoretical basis, this study employed as a guiding axis two theories that address crucial aspects of persons with high ability, namely Joseph Renzulli's Three-Ring Theory and Howard Gardner's Theory of Multiple Intelligences. The main aim is to investigate HA indicators in students from a public rural school in the municipality of Corumbá/MS. Specific objectives include mapping the presence of HA indicators described in the literature among students in a rural school, verifying if the previously mapped HA indicators are confirmed through identification by implementation and reflecting on the process of identifying and serving HA students in rural schools. This study is qualitative in nature, involves bibliographic and field research, and is characterized as descriptive. It involved 14 participants, including five teachers and nine students from initial Elementary School 1 years and took place in two stages: The first consisted of a screening process involving the identification and completion of the Scale for Identification of Precocity and Indicators of High Ability (EIPIAHS) by five teachers from a rural school and the second, the implementation of enrichment activities and the application of the McKenzie Multiple Intelligences Inventory (2017) Adapted for Children. The EIPIAHS and the McKenzie Multiple Intelligences Inventory (2017) Adapted for Children were analyzed applying descriptive statistics, and the logbook was interpreted through Bardin's (1977) content analysis method. The findings of this study, based on a sample of nine participants, indicated that four showed potential that may suggest gifted/high ability behavior. Placing the rural child at the center of the investigation corresponds to the need to contribute to discussions that promote inclusive and quality education from a rural culture and education perspective.
Keywords: Rural Education; High Ability; Multiple Intelligences; Special Education.
Tipo: Dissertação2025-01-01T00:00:00ZDesenvolvimento de um ambiente inclusivo na Educação Infantil do interior de Mato Grosso do Sul a partir de uma sequência didática sobre a diversidade na naturezahttps://repositorio.ufms.br/handle/123456789/142122026-01-16T17:17:37Z2025-01-01T00:00:00ZTítulo: Desenvolvimento de um ambiente inclusivo na Educação Infantil do interior de Mato Grosso do Sul a partir de uma sequência didática sobre a diversidade na natureza
Abstract: This dissertation presents the steps for developing research at the master's level within the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus. Considering the principles of the World Declaration on Education for All and the Salamanca Declaration, established in the 1990s, inclusion is necessary and encompasses the participation of all, regardless of differences and diversity. In this sense, it is important to consider history and culture as defended by the Historical-Cultural Theory, enabling a comprehensive education for all children in school. From this, the following question is posed: how can investigating diversity in nature, when approached through a didactic sequence, favor the development of an inclusive environment in early childhood education, contributing to the formation of social attitudes that promote acceptance and appreciation of differences among children? The hypothesis guiding this investigation is that implementing a teaching sequence on diversity in nature in early childhood education can promote an inclusive environment and favorably alter children's social attitudes towards diversity and inclusion. It is worth emphasizing that the development of an inclusive environment, which fosters harmonious coexistence among children with different characteristics, is essential. Therefore, this work has the general objective of investigating the effects of the teaching sequence on the development of an environment that fosters social attitudes, and the specific objectives of developing a teaching sequence on diversity in nature for the final year of early childhood education, developing this teaching sequence in practice, and analyzing children's social attitudes towards inclusion before and after participating in the teaching sequence on diversity in nature. The methodology includes bibliographic research in the Scientific Electronic Library Online, Oasisbr, and the repository of the Federal University of Mato Grosso do Sul, using the following keywords: "teaching sequence and early childhood education," "teaching sequence and inclusion," and "teaching sequence and inclusive environment." Subsequently, two classes (A and B) from the final year of Early Childhood Education are chosen, with class A being the quasi-experimental group and class B the quasi-control group. They respond to the Children's Likert Scale of Social Attitudes towards Inclusion. Concurrently, a didactic sequence on the topic is developed and then applied to class A. Later, both class A and class B respond to the scale again, which is analyzed by tabulating the data, calculating the scores, and algebraically summing the points obtained. It is worth highlighting that the research development respects all ethical elements foreseen in research with human beings.
Keywords: inclusion; Early childhood education; didactic sequence in early childhood education.
Tipo: Dissertação2025-01-01T00:00:00ZLENDO PARA A LIBERDADE: a leitura para remição de pena.https://repositorio.ufms.br/handle/123456789/142032026-01-14T14:01:44Z2025-01-01T00:00:00ZTítulo: LENDO PARA A LIBERDADE: a leitura para remição de pena.
Abstract: This research was conducted with individuals deprived of their liberty participating in an extension project that allows for sentence reduction through reading at the Corumbá Male Penal Establishment in Mato Grosso do Sul. It was conducted from the perspective of historicaldialectical materialism and aimed to understand whether reading for sentence reduction offered to individuals deprived of their liberty constitutes an educational and transformative activity, whether it favors the cognitive development and social and emotional skills of participants, in order to contribute to the development of a critical and transformative consciousness that may assist in reintegration into society after serving their sentence. The sentence reduction through reading is in accordance with Recommendation No. 44/2013 of the National Council of Justice, which introduced reading as a complementary activity, especially for prisoners who have not had access to education and work, as guaranteed by the Penal Execution Law. This consists of allowing inmates to read and produce a review of each book read, which, when approved, is forwarded to the criminal enforcement judge to obtain a four-day reduction in sentence, and the inmates can read and review up to 12 books per year, which is equivalent to a 48-day reduction. In this research, after presenting the legal framework for sentence reduction through reading in Brazil, issues related to the prison system and the criminalization of poverty are discussed. Data for analysis was collected through roundtable discussions with inmates participating in sentence reduction through reading. After transcribing the statements, they were submitted to discourse analysis based on meaning cores, in accordance with the assumptions of Historical-Cultural Psychology, supported by Historical-Dialectical Materialism. This research aims to strengthen the voices of researchers who have been fighting for advances in legislation on the provision of education and reading for sentence reduction to be implemented in practice for all prisoners who wish to participate, that is, that the educational opportunities established by law are offered to the entire prison population, the vast majority of whom have not had access to quality education, which limits their job prospects and future upon their return to freedom
Tipo: Dissertação2025-01-01T00:00:00Z