http://65.108.49.104:80/xmlui/handle/123456789/518 2026-05-20T22:31:25Z 2026-05-20T22:31:25Z http://65.108.49.104:80/xmlui/handle/123456789/1247 2026-05-05T17:31:11Z 2026-02-01T00:00:00Z

AS POLÍTICAS DA GESTÃO ESCOLAR: FINALIDADES EDUCATIVAS NO CONTEXTO NEOLIBERAL This dissertation is linked to the research line Education, Institutions, and Educational Policies of the Graduate Program in Education at Centro Universitário Mais (UniMais) and is part of the research activities developed by the Research Group Educational Policies and Educational Purposes of Schooling (PEFEE). The study analyzes how educational purposes, shaped by the neoliberal context and expressed in policies related to school management, influence the educational process and the actions of school administrators in public schools. The guiding research question is: how do educational purposes defined within a neoliberal context influence the educational process and the work of school administrators? The general objective is to analyze how the educational purposes and guidelines contained in official documents influence the development of the educational process and the actions of school administrators. The specific objectives are: (i) to investigate the educational purposes of school management under the tension between conservation and transformation, considering democratic management as the central analytical category; (ii) to examine the incorporation of democratic management into the main normative documents of Brazilian education, identifying how educational purposes are (re)defined and the advances, limits, and contradictions involved in this process; and (iii) to analyze theoretical approaches that explain the influence of these purposes on the educational process and on administrative practice, confronting management models with the democratic principle. This is a qualitative study of a theoretical nature, grounded in authors who adopt historical-dialectical materialism as a method of analysis, employing bibliographic and documentary research procedures. In order to understand the phenomenon in its depth and contradictions, the theoretical framework includes authors such as Afonso (2009), Dourado (2007, 2020), Freitas (2012), Gadotti (2011), Libâneo (2012, 2016, 2023), and Paro (2003, 2010). By adopting democratic management as an analytical category for understanding the competing educational purposes, the findings indicate that although normative frameworks consolidate democratic management as a structuring principle, its implementation remains constrained by structural conditions, centralized decision-making, and managerial rationalities aligned with neoliberal ideology. At the same time, experiences of resistance are identified, particularly through the strengthening of collective participation, the development of the School Political-Pedagogical Project, and the reinforcement of deliberative bodies such as councils and assemblies. It can therefore be argued that school management constitutes a field of dispute between conservation and transformation: under neoliberal logic, it tends to be reduced to a mechanism of control and standardization; under a democratic perspective, it may assert itself as a political practice committed to the social quality of education, equity, and the emancipation of subjects. Dissertação

2026-02-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1246 2026-05-05T17:18:00Z 2026-02-01T00:00:00Z

TRANSGENERIDADE MASCULINA E EDUCAÇÃO: UMA REVISÃO DE LITERATURA À LUZ DOS ESTUDOS DE GÊNERO E SEXUALIDADE This study aims to present what research indicates regarding male transgender identities, taking the categories of gender and sexuality as the theoretical framework underpinning the investigation, in dialogue with education. To this end, it discusses the main perspectives within gender studies and the theory of performativity (Judith Butler, 2023); gender, sexuality, and education (Berenice Bento, 2014, 2011, 2008; Guacira Lopes Louro, 2013, 2010, 2007, 2004, 1997); as well as the contributions of Michel Foucault (1988, 1979), which elucidate how discourse operates in the constitution, regulation, and maintenance of power within society. The study adopts historical- dialectical materialism as its scientific method, consistent with its qualitative nature, and is grounded in a rigorous bibliographic review conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD/CAPES), in addition to scientific articles, books, and papers presented at academic conferences. The findings highlight the urgency for educational institutions to invest in professional training aimed at addressing issues related to gender and sexual diversity, increasingly present in everyday school contexts, as well as to promote actions that foster their social recognition and inclusion within the educational sphere. Dissertação

2026-02-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1245 2026-05-05T17:04:12Z 2026-02-01T00:00:00Z

A RELEVÂNCIA DA PSICOMOTRICIDADE PARA O DESENVOLVIMENTO E A APRENDIZAGEM DA CRIANÇA NA EDUCAÇÃO INFANTIL À LUZ DA BNCC This research, developed within the Graduate Program in Education (Stricto Sensu) at Centro Universitário de Inhumas (UniMais) and linked to the research line Education, Institutions, and Educational Policies (EIPE), investigated the relevance of psychomotricity for the development and learning of children in Early Childhood Education. The study was guided by the following research question: how can psychomotor activities contribute to preschool children’s learning, considering the guidelines of the Base Nacional Comum Curricular (BNCC)? To address this question, the general objective was to understand psychomotor activities in their physical, cognitive, and curricular dimensions, as well as their importance in the learning process of preschool children. The specific objectives were: (i) to understand the conceptual foundations of psychomotor activities and the characterization of early childhood; (ii) to discuss children’s learning in preschool, identifying their needs and rights; and (iii) to analyze the psychomotor activities in the BNCC and relate them to child learning. The methodology adopted was qualitative in nature, based on bibliographic and documentary research. Scientific works published between 2010 and 2024 were analyzed, obtained from the CAPES Theses and Dissertations Database and the Brazilian Digital Library of Theses and Dissertations (BDTD), in addition to a documentary analysis of the BNCC. The results demonstrated that psychomotricity constitutes an important axis for the integral development of the child, dynamically articulating motor, cognitive, affective, and social dimensions. The analysis of the BNCC showed that its fields of experience directly align with psychomotor principles, reaffirming their relevance in the Early Childhood Education curriculum. By recognizing the body as a primary means of expression, interaction, and learning, in theoretical convergence with Wallon, Piaget, and Vygotsk, psychomotricity emerges as an indispensable pedagogical approach in Early Childhood Education, grounded in the commitment to holistic development, autonomy, and the formation of critical and creative individuals. Dissertação

2026-02-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1243 2026-03-10T15:47:53Z 2026-02-01T00:00:00Z

O Ensino de Literatura nos Anos Finais do Ensino Fundamental: Uma Análise do Documento Curricular de Goiás (DCGO) This research is part of the Graduate Program in Education, Academic Master's degree, at Centro Universitário Mais – UniMAIS, and belongs to the Research Line – Education, Culture, Theories, and Pedagogical Processes. The overall objective of this dissertation is to analyze the guidelines for teaching literature in the final years of elementary school as presented in the Goiás Curriculum Document (DCGO), investigating its implications for the formation of readers and for the critical development of students. To this end, the investigation was guided by the following research question: in what way does the DCGO, in its dialogue with the National Common Curricular Base (BNCC), prescribe the teaching of literature, and how does this prescription position itself in the face of theoretical debates on literary literacy and the formation of a critical reader? The methodology adopted was documentary and bibliographic research, structured in three analytical stages. Firstly, a theoretical review was conducted to establish the research foundations, addressing the historical path of literature teaching in Brazil, the humanizing function of literature as consolidated in the thought of Candido (2004), and the concept of literary literacy by Cosson (2006) as the main category of analysis. Secondly, a documentary analysis of the DCGO was carried out, in comparison with the BNCC, focusing on the skills matrix of the Artistic-Literary Field. Finally, the research explored the paths of pedagogical praxis, discussing dialogic methodologies, classroom challenges – including the pressure of external evaluations – and the role of teacher autonomy. The results indicate that the DCGO presents an ambivalent proposal: while it incorporates skills with the potential for forming a critical reader, its structure also runs the risk of fostering a technicist and fragmented practice, in addition to presenting a still incipient regional contextualization. It is concluded that the implementation of an emancipatory literature teaching, based on the document, will crucially depend on pedagogical praxis, that is, on the teacher's ability, in their autonomy, to re-signify the curricular prescriptions and articulate them into a pedagogical project that prioritizes the aesthetic experience and the integral formation of the student. Dissertação

2026-02-01T00:00:00Z