http://65.108.49.104:80/xmlui/handle/123456789/518 Thu, 30 Apr 2026 16:12:26 GMT 2026-04-30T16:12:26Z http://65.108.49.104:80/xmlui/bitstream/id/30cfbb59-82f0-4080-8970-d66e8cc1528b/MESTRADO.png http://65.108.49.104:80/xmlui/handle/123456789/518 http://65.108.49.104:80/xmlui/handle/123456789/1243 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 Sun, 01 Feb 2026 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1243 2026-02-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1242 AS CONTRIBUIÇÕES DA LITERATURA INFANTIL PARA A POLÍTICA DE EDUCAÇÃO INCLUSIVA: UM OLHAR A PARTIR DA DIVERSIDADE The present dissertation, entitled “The Contributions of Children’s Literature to Inclusive Education Policy: A Perspective from Diversity,” has as its main objective to understand how children’s literature can support the process of school inclusion, with a particular focus on the appreciation of diversity. The research is based on the observation that a structural gap persists between the normative ideal (such as the Salamanca Statement and the Brazilian Law for the Inclusion of Persons with Disabilities – LBI) and the effectiveness of school practices. Inclusion is defended as a paradigm that requires deep transformations in school culture and practices, and is not limited to the physical placement of students. In this context, children’s literature is understood as a tool for social transformation and a formative right, capable of intervening in the ways of seeing and naming the other. The study is guided by specific objectives that include: mapping academic production (stricto sensu) that articulates the theme in the period from 2014 to 2024; analyzing the role of children’s literature in confronting Eurocentrism and structural racism; and analyzing the mediation of literary reading in the formation of values that actively promote diversity and inclusion in school contexts, transcending the mere physical insertion of students. The methodology adopts a qualitative and bibliographic approach, mobilizing the state of knowledge, literature review, and document analysis. The systematic search in the CAPES Theses and Dissertations Catalog (2014–2024) resulted in the identification of only 21 works (20 master’s dissertations and 1 doctoral thesis). The limited production at the doctoral level is interpreted as an indication of the persistence of a structural asymmetry, suggesting that the topic occupies a peripheral position in Brazilian graduate studies, despite its political and pedagogical relevance. The analysis of the mapped corpus reveals thematic convergences that support the central thesis. The potential of children’s literature to confront structural racism and Eurocentrism is observed through the introduction of works featuring Black protagonism (such as narratives about Dandara and Afro-Brazilian characters) and Indigenous protagonism, which contribute to positive identity reconstruction and to the implementation of Law No. 10.639/03. However, the persistence of caricature and erasure in literary productions from local contexts is also identified. In the field of disability, children’s literature requires the material and symbolic reorganization of the book itself, overcoming an exclusively visual logic. The studies point to the need for aesthetic accessibility through multisensory resources (Braille, tactile images, audio description) and bilingual resources (Brazilian Sign Language – Libras as L1 and Portuguese as L2), in accordance with the Universal Design for Learning (UDL). Reading mediation is described as key to combating medicalization, which turns pedagogical and social difficulties into individual deficits, with literature functioning as a “heterotopia” that welcomes otherness and questions homogenization. The final considerations reaffirm that children’s literature is one of the main resources available to schools, as it promotes social and symbolic justice and ensures full accessibility. However, the fragility of teacher education and the scarcity of doctoral studies limit the system’s capacity to transform the formal right to inclusion into concrete practice in everyday school life. Inclusion, therefore, is affirmed as an act of resistance that requires the transformation of the environment rather than the adaptation of the subject. Dissertação Mon, 01 Dec 2025 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1242 2025-12-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1239 CONTRIBUIÇÕES DOS RECURSOS IMAGÉTICOS NO ENSINO DE CARTOGRAFIA PARA ESTUDANTES SURDOS NUMA PERSPECTIVA INCLUSIVA This dissertation, affiliated with the Stricto Sensu Graduate Program in Education of Centro Universitário Mais (UniMais), within the research line Education, Institutions, and Educational Policies, investigated the contributions of visual resources to the teaching of Cartography for deaf high school students, focusing on challenges and possibilities for inclusive education. The study was based on the assumption that the educational inclusion of deaf students requires pedagogical practices that recognize Brazilian Sign Language (Libras) as the first language and visuality as a central means of knowledge mediation, especially in curricular components such as Cartography, whose nature is intrinsically visual. The research was guided by the following questions: how can cartographic content contribute to the learning of deaf high school students in mainstream schools, considering the limitations arising from the limited availability of appropriate resources and the complexity of mediation among the classroom teacher, the Libras interpreter, and the deaf student? In what ways can visual resources reduce difficulties in the teaching-learning process? How can communicational limitations be addressed and inclusive learning promoted, while also examining the pedagogical and institutional conditions that influence this practice? The general objective was to understand how visual resources can contribute to the cartographic knowledge of deaf high school students, promoting visual accessibility and educational inclusion. The specific objectives were: (i) to present the sociohistorical aspects and legal frameworks that underpin deaf education in Brazil, with emphasis on inclusive and bilingual education policies; (ii) to understand, through a systematic literature review (2019–2024), methodologies and pedagogical resources aimed at teaching Geography and Cartography to deaf students; and (iii) to examine the guidelines of the National Common Core Curriculum (BNCC) and official documents for the teaching of Cartography in high school, with a focus on accessibility and visual and linguistic mediation in Libras. The methodology adopted was qualitative in nature, with a bibliographic and documentary approach grounded in historicaldialectical materialism. Legal frameworks, recent academic productions (theses, dissertations, and articles published between 2019 and 2024), and curricular documents were analyzed, with emphasis on the BNCC and inclusive education policies. The results and discussions indicated that visual resources enhance visual comprehension, facilitate mediation between Libras and Portuguese, and stimulate the construction of spatial thinking. However, gaps remain in teacher education and in the production of accessible teaching materials, as well as challenges in the implementation of public policies that ensure effective inclusion. It is concluded that the intentional and critical use of images in the teaching of Cartography constitutes a relevant strategy to ensure linguistic accessibility and equity in the educational process of deaf students, requiring articulated public policies and pedagogical practices grounded in visual and bilingual pedagogy. Dissertação Fri, 12 Dec 2025 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1239 2025-12-12T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1238 ALFABETIZAÇÃO, LETRAMENTO E FORMAÇÃO DOCENTE: UMA ANÁLISE DO PROGRAMA ALFAMAIS GOIÁS This dissertation is being developed within the Graduate Program in Education at UNIMAIS, linked to the “Public Policies and Education Management” research line. The study critically analyzes the training policies for literacy teachers within the scope of the AlfaMais Goiás Program, examining how its guidelines, assessment instruments, and training actions impact the literacy process in the early years of Elementary Education. The research is qualitative, documentary, and bibliographic in nature, based on the analysis of state legislation, pedagogical guidelines, structured teaching materials, institutional reports, and academic productions published between 2015 and 2025, complemented by an in-depth theoretical examination of literacy and educational policies. It is understood that public literacy policies structured under a strong influence of accountability mechanisms and performance metrics tend to reorganize teachers’ work, pedagogical time, and the literacy concepts adopted in schools, consistent with Ball’s (2014) analyses on performativity and Ravitch’s (2011) on result-oriented reforms. The general objective was to analyze the training policies instituted by the program, discussing their foundations and effects on pedagogical practice. Specific objectives included identifying neoliberal and managerial elements in official documents, engaging with theoretical references on literacy — especially the contributions of Soares (1998, 2003), Ferreiro and Teberosky (1985), Tfouni (2010), and Kleiman (1995) — and analyzing the training approaches offered by the program. Results indicate that AlfaMais Goiás operates under a predominantly prescriptive logic, marked by curricular standardization, the centrality of performance indicators, and intensive use of structured materials, consistent with Freire’s (1996) critiques of control practices that limit teacher autonomy. Assessment instruments, particularly the SEALF and the Fluency Assessment, assume a regulatory function that goes beyond diagnosis, guiding planning, training routines, and resource allocation. It was also observed that the cascade training model, associated with pedagogical tutors, reinforces methodological fidelity and reduces spaces for critical reflection and teacher authorship, an aspect also problematized by Libâneo (2011). Despite these limitations, possibilities were identified for teachers to critically appropriate the training by reinterpreting guidelines and adapting materials to school realities. It is concluded that strengthening literacy requires policies that value teacher autonomy, ensure adequate structural conditions, and promote continuous training that articulates theory and practice in a contextualized manner. Dissertação Wed, 12 Nov 2025 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1238 2025-11-12T00:00:00Z