https://repositorio.ufms.br/handle/123456789/3612 2026-04-11T14:15:30Z https://repositorio.ufms.br/handle/123456789/14238 Título: INCLUSÃO ESCOLAR DE PESSOAS COM SURDEZ: UMA ANÁLISE A PARTIR DE DOCUMENTOS OFICIAIS DO BRASIL Abstract: In recent decades, debates have intensified regarding the challenges involved in the schooling process of deaf people within an inclusive perspective, that is, in the context of mainstream education. However, it has been observed that educational practices do not always correspond to what is established in the official guidelines and normative documents of Brazilian inclusive education. The lack of knowledge, both from teachers and the school community in general, concerning the legal and political frameworks related to deaf education, represents one of the main obstacles to the effective implementation of inclusion and may even lead to setbacks in the educational achievements of people with disabilities. In this context, this qualitative research, based on a documentary analysis approach, aimed to examine how the process of school inclusion of deaf students has been conceptualized and regulated in Brazil’s official documents. The corpus of this study consisted of the Law No. 10.436/2002, which recognizes the Brazilian Sign Language (Libras) as a legal means of communication and expression; Decree No. 5.626/2005, which regulates this law; the booklet on deafness from the National Policy on Special Education from the Perspective of Inclusive Education (Brazil, 2008); and Law No. 14.191/2021, which establishes the Bilingual Education of the Deaf as a specific educational modality. The analysis of these documents was organized around three thematic axes: (1) the recognition and institutionalization of Libras as the first language of the deaf person and as a central element in the mediation of the educational process; (2) the initial and continuing education of professionals involved in deaf education, especially bilingual teachers and sign language interpreters; and (3) the political and pedagogical guidelines for implementing Bilingual Education for the Deaf within the framework of inclusive education? The results show that the analyzed documents represent fundamental milestones in the consolidation of a public policy aimed at valuing the linguistic and cultural differences of deaf people, but one of these documents raises a social alert regarding the possibility of segregating education. Based on these documents, it is concluded that the Brazilian State demonstrates an incongruity by promoting a policy of integration and inclusion while, at another time, proposing a policy of educational segregation. Although Brazil has a robust legal framework in favor of inclusion and bilingual education for deaf and hearing people, the effectiveness of these regulations still depends on more consistent actions by the public authorities and educational institutions. It is essential to disseminate in-depth knowledge through public policies, to recognize Libras (Brazilian Sign Language) as the language of instruction and cultural identity of deaf people, and to consolidate Bilingual Education as an effective teaching modality, ensuring the right to learning under conditions of equity. Keywords: School inclusion. Deafness. Libras. Educational policies. Bilingual education. Tipo: Dissertação 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14211 Título: INTERLOCUÇÕES ENTRE A EDUCAÇÃO NÃO ESCOLAR (ENE) E O PENSAMENTO FREIRIANO NA PRÁTICA EDUCATIVA DE ASSISTENTES SOCIAIS NO SERVIÇO DE PROTEÇÃO SOCIAL BÁSICA EM DOMICÍLIO (SPSB) Abstract: The research is part of the research line “Teacher Training and Educational Policies” of the Graduate Program in Education (PPGE) at the Federal University of Mato Grosso do Sul (UFMS/CPTL). The study investigates the dialogues between Non-School Education (ENE) and Freirean thinking in the educational practice of social workers who work in the Basic Social Protection at Home Service (SPSB). The central problem stems from the question: how does the Freirean perspective contribute to the practice of Social Workers in ENE services within the scope of the SPSB at home, aimed at elderly and disabled people (PCD)? The hypothesis is that Freirean thinking, especially its categories of dialogue, lovingness, human incompleteness, and transformative dimension, contributes to the educational practice of social workers, as it brings Social Assistance Work closer to a liberating pedagogical praxis, focused on human emancipation and the expansion of citizenship. The general objective was to analyze the contributions of Freirean thought to the ENE practices carried out by social workers within the scope of the SPSB at home. The specific objectives included: (1) analyzing the relationships between ENE, SPSB, and Freire's categories of dialogic practice, lovingness, and humanization articulated with the professional competencies of social workers; (2) highlighting similarities between ENE in SPSB based on Freire's category of transformative dimension x dialogue; (3) discussing social inclusion from the perspective of the category of human incompleteness x social rights. The methodology adopted a qualitative approach, based on Marxist and Freirean theory, structured around bibliographic and documentary research. The methodological process comprised the following stages: (1) survey and critical review of scientific production on ENE, Freire, and SPSB; (2) systematization of public documents such as the National Classification of Social Assistance Services (2014) and the Technical Guidelines on SPSB at Home (2017); (3) content analysis and thematic analysis, according to Cellard (2008) and Jara (2006), based on three central categories – lovingness and humanization, transformative dimension and dialogue, human incompleteness and social rights; (4) articulation between theoretical framework and professional practice, with an emphasis on the analysis of Social Assistance Reference Center (CRAS) Interlagos, in Três Lagoas/MS, where the researcher works. The results demonstrated that dialogical practice, skilled listening, and humanized care produce concrete impacts, such as increased knowledge about social rights, strengthened community ties, and reduced institutionalization. However, the transformations observed remain isolated and non-structural, limited by the contradictions of the capitalist mode of production. The final considerations indicate that the research contributed to broadening the methodological perspective of social workers, reinforcing the educational and reflective nature of the profession. The articulation between Social Work, Popular Education, and ENE reaffirms the centrality of dialogue and critical awareness as foundations of professional practice committed to human emancipation. We recommend strengthening intersectoral policies, ongoing training of teams, and expanding ENE as a political and pedagogical strategy for social transformation, in line with Freire's legacy. Tipo: Dissertação 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14130 Título: O DESENVOLVIMENTO DE CAPACIDADES DE LEITURA NA CRIANÇA DO ENSINO PRIMÁRIO EM MOÇAMBIQUE: dificuldades de leitura no final do ciclo de aprendizagem e orientação para a formação de professores. Abstract: This dissertation focuses on the development of reading skills. The problem is to understand why children do not develop reading skills by the end of the school cycle in Mozambique. The hypothesis is a failure in social and cultural mediation in reading instruction. The objective of this research is to understand, based on Historical-Cultural Theory, how the methods used in reading instruction in Mozambique contribute to the development of reading skills in primary school children. It aims to answer the guiding question: how to develop children's reading skills in Mozambique? The bibliographic research encompassed the collection of articles, dissertations, and theses from databases such as Google Scholar, Scielo, IBICT, CAPES journals, and Mozambican normative documents. It will be grounded in Historical-Dialectical Materialism and Historical-Cultural Psychology, specifically Vygotsky's (1896-1934) Historical-Cultural Theory. This theory is based on some key concepts from Vygotsky and his collaborators (Luria, Leontiev, and others), applied to the reading process. The unit analysis method will be used as a necessary method for analyzing psychological phenomena. The results point to the possibility of literary reading contributing to reshaping the literacy process beyond the traditional contours linked to the encoding and decoding of the act of reading and the alphabet. In short, the lack of development of reading skills in Mozambique is not the result of a single factor, but rather a combination of educational, social, and economic challenges. The problem requires an integrated approach that includes improving school infrastructure, adapting the curriculum, training teachers, and supporting families. The curriculum may be inadequate, and teaching methods ineffective for reading development. Teacher training and development are insufficient. Teachers who are not well-prepared to teach reading may have difficulty identifying and helping students with difficulties. A process focused on the formation of the reading subject and their omnilateral human development is necessary. The results are expected to demonstrate that reading difficulties at the end of the learning cycle are not merely an individual cognitive problem. In this context, the results should show that the lack of competent mediators (teachers, parents, or more experienced peers) may be one of the main factors contributing to reading difficulties. The study is expected to reveal that the difficulties faced by Mozambican children at the end of primary school are linked to a lack of opportunities for meaningful interaction with texts in their social environment and a lack of teaching practices that consider reading as a cultural act and not just a set of technical skills. Tipo: Dissertação 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/13763 Título: TRAJETÓRIAS DE LUTA: Histórias de Evasão e Superação na Escolarização Trans Abstract: This research examines the relationship between schooling and the experiences of trans people, focusing on the factors that lead to school dropout and, conversely, those that support persistence and forms of overcoming within educational contexts marked by exclusion. Grounded in the alarming rates of school abandonment among trans populations in Brazil, the study underscores the urgent need to reflect on pedagogical practices, public policies, and support networks that ensure inclusion. Its general aim was to analyze how schools can function both as spaces of expulsion and as spaces of resistance, by investigating the trajectories of trans students who endured institutional violence but also mobilized collective support networks, legal achievements, and social infrastructures of persistence as strategies of resistance. The specific objectives were to understand school practices that produce silencing and marginalization, to identify mechanisms of recognition that contribute to persistence, and to propose conceptual frameworks that make these experiences visible. The research employed a qualitative approach grounded in thematic Oral History, drawing on Meihy and Holanda, Alberti, and Portelli, and conducted in-depth interviews with three participants: Gabriel, a white trans man; Gaby, a Black trans woman; and Paulinha, a white trans woman and special education teacher. Their narratives were analyzed in dialogue with authors such as Berenice Bento, Judith Butler, Guacira Lopes Louro, Richard Miskolci, and Michel Foucault, articulating theories of gender, sexuality, intersectionality, and dispositifs of power. The analysis led to the formulation of the notion of “moral infrastructures of persistence,” understood as informal practices of care, solidarity, and mutual support constructed by peers in hallways, bathrooms, and school thresholds, ensuring protection and resistance within adverse environments. The findings indicate that schools structured by prejudice and lacking inclusive policies contribute to dropout, producing trajectories marked by repetition, humiliation, and abandonment; yet they also reveal that small acts of recognition—such as the correct use of a student’s social name, peer acceptance, attentive listening by teachers, and strengthened family support networks—play a decisive role in sustaining persistence. The study argues that the school experiences of trans people cannot be reduced to a narrative of exclusion, but must be understood as a symbolic arena in which resistance and invention confront institutional denial. It concludes that the presence of trans students is not an exception but an integral part of social diversity, calling for investments in teacher training, institutional policies of recognition, and curricula that affirm gender plurality. Ultimately, the research demonstrates that writing and listening to trans voices in academic spaces is not merely documentation, but a political act that expands future possibilities while affirming dignity and the right to educational permanence. Tipo: Dissertação 2025-01-01T00:00:00Z