Repositório RCAAP

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq

The presente study is inserted in the Postgraduate Program in Public Policies and Educational Management (PPEM) Federal University of Santa Maria-RS(UFSM), developed in the research line I: Public Policies and Basic and Higher Education Management, has as research theme the social impact and the approach of permanent teacher training in postgraduate, in the Professional Master’s modality. The relevance of the presente study is justified by the need to discuss how the Professional Master’s course in Public Policies and educational Management of UFSM contibutes to the professional improvement of graduates, with regard to permanent teacher training, as well as the social impact generated by research. Research brings as a problem: What in the social impacto f the Professional Master’s Degree in the permanente training of teachers in the Municipal Network of Santa Maria-RS- as well as the controbutions of graduates of the PPPG/UFSM? Taking into account the problem presented, the general objective was defined: to identify the social impact of the Professional Master’s Degree in the permanente training of teachers in the Municipal Network of Santa Maria- RS, as well as understanding the contributions of graduates PPPG/UFSM. To serve that purpose the following specific objectives were defined: research the legal fameworks of Public Policies for Permanent Teacher Training and inplementation of Professional Master’s Degrees in Brazil, map the dissertation of the Professional Master’s Degree PPPG/UFSM, in the sphere basic education ande the products they propose, to analyze the social impacto f the Professional Master’s Degree of the PPPG/UFSM, in the contexto of the Municipal Education Network of Santa Maria- RS, make a Accompanying Policy Graduates of the Professional Master’s Degree of the PPPG/UFSM. The research methodological path elucidates the steps that make up the outlined path anchored in the qualitative approach (FLICK, 2009), the type of research is configured as a study of mutiple cases (YIN, 2001). The investigation is based on documentar research (GIL, 2008) involving discussions with the legal contributions that guide the national scenario in relation to the Permanent Training of teachers and that guide the Postgraduate courses stricto sensu, specifically in the Professional Master’s Degree modality. The construction of the data started with the use of questionnaires with the graduate of the PPPG/UFSM who work in schools the Municipal Network of Santa Maria- RS. With the intertwining of documentary research and the questionnaire, the data analysis of the Bardin (2009) contente. In the conclusion it was clear that the MP has a great social impact, since applied and implied research becomes na instrument of real necessary changes in the contemporany challenges of society’s sapces, with clear answers that imposed the longed-for transformation. The proposed product is a Policy for Monitoriny Graduates of the Professional Master’s Degree PPPG/UFSM with the purpose of helping to identify the potencial of the course and their contrinutions to society, to the institutions where graduates work professionally na the social impact generated by the research. Such data are fundamental for constant re-elaboration of the course evaluation and the cosntruction of new scenarios that enhance their existence and contribution to the society valuing these spaces of permanent formation.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Psoriasis is a disease of systemic involvement and insidious nature, which occurs with sub-clinical chronic inflammation, leading to a higher risk of comorbidities. The trabecular bone score, in turn, is an index for estimating bone microarchitecture by means of analysis in lumbar vertebrae, and is a predictor of fracture risk, regardless of bone mineral density. Therefore, this work aims to evaluate the trabecular bone score, bone mineral density, and body composition in patients diagnosed with psoriasis being followed up at the dermatology outpatient clinic of Santa Maria University Hospital. This is a cross-sectional study, with patients over 18 years of age and diagnosed with severe psoriasis at follow-up from July 2021 to March 30, 2022. Patients with diabetes mellitus, chronic kidney disease, hypertension, body mass index greater than 35, and a diagnosis of psoriasis more than 15 years ago were excluded. The clinical variables analyzed were gender, age, menopause, smoking, alcohol consumption, duration of disease, age at diagnosis, immunosuppression/use of oral corticosteroids, current treatment, diagnosis of other autoimmune diseases, abdominal circumference, weight, height, and body mass index. Through bone densitometry and body composition examinations, the mineral density in the femur and lumbar spine, trabecular bone score, android to gynoid ratio, body fat index, and appendicular muscle mass index were measured. The sample contains 17 patients, nine female and eight male, aged between 24 and 70 years, with a diagnosis of severe psoriasis. The median time of illness in the analyzed group was 10 years. One patient had degraded microarchitecture, six patients were diagnosed with osteopenia, and one patient had osteoporosis. There was a statistically significant difference in the prevalence of altered bone mass for the patients over 50 years old in the sample when compared to the general population of the same age group. The data suggest that there may need to be several years of bone exposure to psoriatic skin disease before significant bone loss emerges. The densitometric evaluation associated with the trabecular bone score is of great value, as patients with psoriasis without joint disease may also show signs of bone loss, even without a significant decrease in bone mass when compared to healthy controls. In addition, psoriasis has a high psychosocial burden and, in its severe form, can predispose patients to obesity. There is also evidence of benefit in earlier screening for bone changes in patients with severe psoriasis over the age of 50 years, with the inclusion of bone assessment in the management of the disease to screen for potential fractures and consequent reduction in overall morbidity associated with psoriatic disease.

This dissertation of Master’s degree course inserts in the department of Public Policies and Basic and Superior Educational Management, of the postgraduate program in Public Policy and Educational Management, of Federal University of Santa Maria (UFSM-RS), approach the topics such as Curriculum Policies, BNCC, Social-Emotional Competencies and Teacher Formation. Has the general obective to investigate the teacher formation proposition in the Santa Maria’s municipal schools concerning with the Social-Emotional Competencies contemplated by BNCC. For specifics objectives prioritizes: Investigate the proposition about the teachers social-emotional competencies formation contemplated by BNCC; discuss about the aspects that compose the Social-Emotional Competencies; broaden the knownledge concerning the Social-Emotional Competencies. Grounded in a qualitative approach based research, being a case study type, to be accomplish with the pedagogical sector team of Santa Maria Municipal Department of Education. The theoretical framework is organized based in authors such as: Bisquerra (2000), Burgos (2015), Damásio (2004), Freire (1987), Freitas (2018), Goleman (1998), Lück (2002), Minayo (2009), Morin (2011), Rios (2008), Sacristán (2013). The results obtained through this research, show us that the Public Educational Policies needs to be reviewed and discussed from de educator’s perspective, thus, is worth mentioning the importance in contemplate the Social-Emotional Competencies as mental health promoter in teacher’s formation, although prudence is necessary about possible interferences maded by private institutions (Neoliberal’s logic), to fight against the public school mercantilization. About the formation involving the Social-Emotional Competencies in regards to BNCC, still don’t having a sistemactly purpose, specific points exists that sinalize worries in correlation with this view. Lastly, a resource developed as a educational product, through a didactic book, consisting on a suggestive proposal for teacher formation, giving it back (in a very modest way), the privilege of being a postgraduate student in Public Policies and Educational Management, in Federal University of Santa Maria.

The present work of the Professional Master's Course in Public Policies and Educational Management, of the Postgraduate Program in Public Policies and Educational Management, presents student assistance in higher education as the theme, in the context of the Dean of Student Affairs of the Federal University of Santa Maria (PRAE / UFSM). Its general objective is to define criteria and procedures contributing to qualify the actions of the Dean of Student Affairs in offering assistance for the acquisition of teaching material to undergraduate students at UFSM. And by specific objectives it recognizing in the history of Higher Education, its expansion, democratization and aspects related to student assistance in Brazil; analyze how student assistance policy and the assistance to the acquisition of pedagogical materials are offered and managed at the Federal University of Santa Maria; verify the perceptions of students and course coordinators regarding the aid of the acquisition of pedagogical material offered by PRAE/UFSM; develop criteria for the offer, grant and payment of the aid and from these, propose, as an educational product, a project for the computerization of the request for the aid in order to improve PRAE's actions.This is a qualitative research work based, of the case study type, carried out at UFSM. It was carried out on-campus with undergraduate students receiving assistance with the acquisition of teaching materials and with on-site undergraduate course coordinators. It was employed participant observation research techniques, documentary analysis and questionnaire. The theoretical framework is organized based on Morosini (2014), Vasconcelos (2010) and Dourado (2011) and content analysis was performed to understand the collected data. As result, it was concluded that student assistance at UFSM is fundamental for the permanence of students in socioeconomic vulnerability, coming from other cities and graduates of public schools, a number that is increasing every year. Housing and food are the actions most emphasized by participating students. For the assistance researched, the participants stressed that the amount of aid paid should be higher and that some modifications are necessary, such as the organization of a list of materials per course with on-line requests, as well as the other stages of the aid notice. The proposed educational product is a project to computerize the request for assistance for the acquisition of teaching material, via UFSM Student Portal, aiming (re) building more agile and secure request process, in order to improve the procedures involved at all stages of the assistance offer.

This dissertation, developed in the Course of Professional Master Graduation Course of Public Politics and Educational Management has as general objective analysing the impact of the program Net of Associated Schools of the Organization of the United Nations for Education, Science and Culture (UNESCO) in the management of a Children Education School of the City Net in Santa Maria–RS. Theoretical foundation was based on studies of authors Rosemberg (2002), Flores and Susin (2013), Peroni (2012), Chizotti (2006), Imbernon (2010), Vieira (2011), Campos et al (2011), Campos (2012), Yin (2001) and Flick (2013), as well as on the work of other scholars related to the theme. The realization of this study of case counted firstly with content analysis (Bardin, 2016) of electronic correspondences and projects of the school related to the program UNESCO Net of Associated Schools. The second stage counted with the participation of teachers of the school, the manager of the institution and a representative of the municipal education department who answered to questionnaires and interviews related to the certification process and the acting of the school program. After analyzing the documents and the collected data we realized that the Net of Associated Schools of UNESCO acts influencing ideas from the perspective of UNESCO themes, focusing on world peace, education for sustainability, human rights, world problems and the United Nations role. Besides, the program encourages collaborative learning and the search for partnerships for the projects. Nevertheless, the verified lack of financial support from the program is a great obstacle for the enlargement of the school’s actions, as well as the proposal of creating an educator network doesn’t therefore guarantee the union of the schools and the partnership among them for realization of the projects, which relegates them the task of searching partnership and disseminating the ideas of UNESCO for the community. The suggestion of the program of creating partnership between public schools and private enterprises threatens the democratic relation and the school’s autonomy. Viewing the conclusion of the study, the realization of an action plan for the schools of Santa Maria certified in the program was defined. This plan focuses on the formation of a commission of associated schools of the city; the realization of a continuous formation on the axes of the program focused on local actions and the creation of a site of PEA-UNESCO School Net of Santa Maria. Thus, the aim is to create room for dialogue between schools and the coordinators of the program to meet the demand evidenced by the researched school and enable a more critical reflection on the themes of the program and its objectives.

Objective: To carry out the cross-cultural adaptation of the Profiles of Early Expressive Phonological Skills test (PEEPS) to Brazilian Portuguese (BP), called PEEPS-BP - Expanded List, seeking validation of content, criteria, sensitivity specificity coefficients and cut-off point. Method: Quantitative, cross-sectional study with psychometric measures, divided into two stages: Stage 1 - Content validation, composed of specialist and non-specialist judges, child judges and a pilot study; Step 2 - Criterion validation, composed of a clinical group (7 children) and a control group (23 children). In Step 1 - Expert and non-expert judges judged 423 words from the MacArthur Inventory, from BP, in terms of familiarity and representativeness. The child judges, 4 participants aged 24 to 36 months, judged the words resulting from the analyses of the expert and non-expert judges, for the application of the PEEPS-BP test – Expanded List. Afterwards, the PEEPS-BP – Expanded List in the Pilot Study with 6 participants was applied to define the data collection, with the necessary modifications in relation to the stimulus words and toys. The children were evaluated to verify if they fulfilled the inclusion criteria, that is, to present typical linguistic and neurological development. In Stage 2, 30 children participated, who were evaluated in order to ensure typical linguistic and neurological development, with 23 children comprising the control group. The clinical group was formed by 7 children with complaints regarding expressive language, presenting neurotypical development. The PEEPS-BP – Expanded List test was also applied in Step 2, in both groups. Regarding data analysis, in Step 1, for the analysis of the results of expert and non-expert judges, the Kappa Fleiss test of agreement and the Gwet test were used. In Step 2, the type of response provided by the child was analysed: spontaneous naming, repetition and refusal (when the child does not speak the word), with different scores for each analysis. In addition, in Step 2, the T Test was applied to the variable of the groups in relation to the total score of the test, considering a significance level p ≤ 0.05. For the sensitivity and specificity coefficients, the ROC- Receiver Operating Characteristic Curve was used. Results: For the results of expert and non-expert judges, the cut-off point, between familiarity and representativeness, scored the words belonging to the extremely familiar and very familiar group, with absolute intersection in representativeness, totalling 122 words. From these, new criteria were established for selection: lexical, phonological and syllabic word structure questions, resulting in 34 words. Regarding the child judges, nine words scored lower than expected, so the toys were changed to the Pilot Study, which ended the PEEPS-BP – Expanded List, with 29 stimulus words, represented by toys. In Step 2, the T Test was applied to the variable of the clinical and control groups in relation to the total score, and the result was significant p<0.001. For the sensitivity and specificity coefficients, the values of the coordinates available in the ROC curve were observed. The positive value scored 34.5 correct answers, with a sensitivity value of 95,7%, with a specificity of 100%. Conclusion: The PEEPS-BP – Expanded List test presents a cross-cultural adaptation for BP, with evidence of content validity, criteria, sensitivity, specificity coefficients and cut-off point that show the difference in the application of the test in children from the clinical and control groups.

This research was developed in the line of Policies and Management of Basic Education, of the Professional Master's Degree which is part of the Post-Graduate Program in Public Policies and Educational Management, from the Federal University of Santa Maria (UFSM). The study was guided by the following problem: How can training in context contribute to the [re] -significance of the Pedagogical Proposal of EMEI SONHO MEU, from a reflexive-dialogic process? The general objective was to build a dialogical training process in the context of [re] - signifying the Pedagogical Proposal of EMEI Sonho Meu. The following specific objectives were defined: to analyze Public Policies at the macro and micro level that guide the construction of the Pedagogical Proposal for Early Childhood Education; understand the role of the educator in the [re] -signification of the Pedagogical Proposal; dialogue about educational praxis in the context of EMEI Sonho Meu. The methodological processes were based on a qualitative approach (MINAYO, 2009: FLICK, 2009), of the Research Training type (JOSSO, 2004, 2007, 2010). Thus, for the mediation of the dialogic process, the Investigative-Formative Dialogic Circles (HENZ, 2015) were used and the analysis of this dialogicity was based on the understanding and interpretation based on hermeneutics (GADAMER, 1999: HERMANN, 2002). Furthermore, the theoretical framework is organized based on legal frameworks and authors such as (KULHMANN, 1998), (KRAMER, 1997), (OLIVEIRA, 2012, 2002), (NÓVOA, 1995, 2013), (IMBÉRNON, 2009), (PADILHA, 2017), (VEIGA, 2013), (FREIRE, 2019) and (OLIVEIRA-FORMOSINHO, 2002, 2016). Training in the context of educators aims at professional development, mainly in the dialogue with peers related to everyday experiences, reflecting their practice in a movement of construction, deconstruction and reconstruction of new knowledge. In this area, the proposal of dialogical training in the context of the school was of paramount importance for the educators' awareness and self (trans) training, since, when they problematize, dialogue and reflect on their practice, they were protagonists of their training, giving meaning to the formative processes and, as a consequence, perceived themselves as agents of transformation and [re] signification of the Pedagogical Proposal of EMEI Sonho Meu. In this sense, it is worth noting that the product of this study is the Proposal for dialogical training in context at EMEI Sonho Meu, which provided an opportunity for reflecting on educational praxis to [re] signify the School's Pedagogical Proposal and the self (trans) formative processes with teachers, monitors, managers and employees.

Esta Disertación fue desarrollada en el Programa de Posgrado en Políticas Públicas y Gestión Educativa, en la línea de investigación de Gestión Pedagógica y Contextos Educativos (LP2), articulada con los estudios sobre políticas de inclusión desarrollados en el Grupo de Estudio e Investigación en Educación Especial y Inclusión (GEPE), teniendo, como tema, la violencia en la/ de la escuela. Fue el entrelazamiento entre la vida profesional y académica que me permitió poner suspendido algunas presentaciones que habitaron mi pensamiento sobre las formas de violencia en el contexto escolar. Inicialmente, a partir de los registros en un cuaderno de memorias, fui instigada a sistematizar algunas informaciones sobre el contexto escolar y el entorno de la escuela, con el fin de confirmar o no el discurso sobre la violencia en la escuela, donde fue que se realizó la investigación. Este movimiento permitió la delimitación de mi problema de investigación: ¿Cuáles sentidos de violencia son producidos, legitimados y reproducidos en las interacciones sociales de las prácticas escolares? Y el objetivo general: identificar los sentidos de violencia que predominan en las interacciones sociales das prácticas escolares. Metodológicamente, el trabajo de investigación desarrolló un análisis de los fragmentos tomados de libros de actas, en los cuales están registradas las narrativas escolares identificadas como formas de violencias que ocurren en la/de la escuela y que me permitieron: a) buscar los sentidos de violencia escolar en los registros de los acontecimientos que componen los documentos escolares; b) identificar recurrencias discursivas en los documentos escolares que contribuyen a la producción, reproducción y legitimación de la violencia en la y de la escuela; c) colaborar con una hoja de ruta de investigación para la producción de datos donde se toman decisiones en la formulación de políticas públicas y prácticas de gestión, seguimiento y registro del día a día escolar inclusivas, justas y democráticas en los sistemas de educación y escuelas. En el desarrollo del trabajo investigativo y para la comprensión sobre la concepción de la violencia en la escuela, lo encontré estudiosos que vienen se ocupando del tema y volví a los estudios que había hecho para el Proyecto de Calificación, a partir de la elaboración de un panorama acerca de lo que se ha producido sobre el tema, donde miré para estudios, investigaciones académicas, programas del Gobierno Federal y datos estadísticos producidos en Brasil. De los materiales, emergió dos unidades analíticas e concluyentes: la violencia en la escuela como efecto de la enunciación de la violencia en su entorno social; y la violencia de la escuela como reproducción en los actos pedagógicos de un enunciado a priori sobre los sujetos y sus contextos. La conclusión y el producto de esta investigación fue una hoja de ruta para que las escuelas/redes/sistemas escolares encuentren caminos para pensar las prácticas/producción de un discurso-verdad-naturalizado sobre la violencia en la escuela y sobre la violencia de la escuela, teniendo en vista las formas que los estudiantes, las familias y las comunidades se enuncian y operan en un contexto escolar, lo que se puede incurrir en una lectura errónea y, por tanto, producir prácticas de violencia.

This Professional Master's research is part of the Pedagogical Management and Educational Contexts Research Line, of the Postgraduate Program in Public Policies and Educational Management (PPPG) at the Federal University of Santa Maria (UFSM), RS. Its main goal consists in the study, debate and construction of paths and devices for the creation of an Agenda, involving teachers and school community. Such an Agenda hopes to make Democratic Management viable in the municipal education network, dialogued and participated, especially by the implementation of a goal within the Municipal Plan of Toropi/RS. For raising awareness and carrying out self-(trans)formation, we have adopted the political-epistemological proposal of the Investigative self-(trans)formative Dialogic Circles (HENZ, 2015) as a methodological path. Within a qualitative research approach, our meetings were held virtually due to the COVID-19 pandemic. After carrying individual and shared studies with co-authored teachers and mothers, we strongly believe that democratic management and permanent self-(trans)formation is not only feasible, but it also reinforces our pedagogical and political commitment as professionals in the construction of a democratic society. For the understanding and interpretation of self-(trans)formative epistemological constructs, we have opted for the philosophical hermeneutics approach. The understanding brought about by the dialogical-reflective meetings propelled us to fight for an education of social and human quality, with dialogued and participated praxis, in the service of liberation and humanization. The dialogues and systematization of the intervention construct (“final product”), have allowed us to verify that Toropi has legal regulations and regulatory milestones for the implementation of Goal 19 of its Municipal Education Plan. Consequently, this goal has the potential to make all education to be dialogued and shared with the community. Thus, the Agenda consists of proposing new paths and/or strategies for different legal instances. In order to do so, it requires the political will of the managers, as well as the interest of the society into a collective and cooperative construction. For this end, the actions should focus on the permanent self-(trans)formation with teachers, placing them as protagonists in the implementation of the democratic praxis in schools and in society.

This study, which presents a research of qualitative approach, developed with the autobiographical method, ruled by narrative, addresses the thematic of the relation between Theatre and Inclusive Education at Specialized Educational Assistance (AEE). As student of the Professional Master in Public Policies and Educational Management, from the Post-Graduation Program in Public Policies and Educational Management, I narrate in first person and I have as the main goal to revisit and to reframe the process, the possibilities from the experiences from the play performed in 2017/2018. This theatrical experience involved children and teenagers, students from regular School and students from AEE. To develop the narrative i sought to describe the process of the theatre, registering moments, times, actions and collecting testimonies from the parents, teachers, students, principals, advisors and supervisors from the school, concerning this event. Lastly, I present the setting of a pedagogical proposal of theatrical work to an AEE classroom. The experience took place in Rede Municipal de Itaara, with the theatrical performance of the chronic “O anel de formatura”, by Rubem Boelter (2017). I founded the study in previous readings and in another ones acquired during the course. Thus, I mention Wallon (2007) and his study about affectivity, relating it to Vygotsky (2004). Snyders (1988), Spolin (2001, 2007, 2019), Ferreira (2012), Abrahão (2004, 2006, 2010) and Marinas (2007), Japiassu (2001, 2007), Castoriadis (1982), Oliveira and Miorando (2020), Josso (2002, 2004, 2010, 2020), Marquezan (2015), Peres and Zanella (2011) explain about theatre, culture, emotion, body, life experience, teaching experience and its narratives, the methodology of the theatrical language, the knowledge produced in relation to games, body language, and social issues, imaginary. I reflect on the whole of this master’s journey, about what was incorporated into my knowledge, the discoveries, the new authors consulted. Besides, I must highlight the study of the methodology of the dramatics discipline that contributed consistently to my formation. When I evaluate my own development in the present moment, in contrast with the beginning of the master's degree, I perceive a self-development, either because of the readings, the courses taken or even because the published articles. I conclude forwarding the final product: a methodological proposal of theatrical work with AEE students, from my life narrative.

One of the most important choices in the life of a human being is the decision to have children. This is a well-founded concern, since it implies many changes in the lives of those who assume parenthood, as well as in the marital dynamics. An increase in the number of couples who intentionally choose not to have children is identified, considered a contemporary phenomenon, linked, among other factors, to the insertion of women in the labor market, the sexual revolution arising from contraceptive methods and investment in a professional career. Such a decision, however, requires the couple to reposition themselves in relation to investment in a romantic relationship, in individualities, in a professional career, in financial achievements, among others, in addition to dealing with possible stigmatization, prejudice or social pressure. In this way, a conjugality dissociated from parental experience and generational continuity is identified. In view of the above, the present study refers to a qualitative, descriptiveexploratory research, which aimed to understand the experience of childless couples by choice about conjugality and the motivations and desires of the choice. The study included ten childless couples who had no children from other relationships and had not undergone treatment to become pregnant. The number of participants respected the theoretical saturation sampling criterion. As instruments, a Sociodemographic Data Questionnaire and an Interview on Conjugality were used, organized and applied in a semi-structured way, with the data analyzed using Content Analysis. The results of the study were presented and discussed through two articles: “Satisfaction, cohesion and commitment: perceptions of conjugality in couples without children by choice”; and “Experiences of childless couples by choice: motivations and desires”. It was found that for these couples, there was never a reason to have children, desire and choice were never part of their lives. Regarding the marital experience, in a broad way, couples reported high levels of marital satisfaction and commitment, resulting in an increase in cohesion between partners. The results show a perception on the part of couples of quality and equality in the relationship, investment in leisure, freedom, and professional life. Regarding social expectations, although the choice not to have children was portrayed as more socially accepted, couples still indicated the prejudice and stigma related to the choice.