DSpace Communidade:http://repositorio.ufc.br/handle/riufc/347262026-05-15T22:53:45Z2026-05-15T22:53:45ZDescartáveis pelo estado: o racismo orçamentário e a avaliação da política pública para crianças e adolescentes em situação de rua na cidade de FortalezaMesquita, Erbenice Ribeiro dehttp://repositorio.ufc.br/handle/riufc/859932026-04-24T18:08:10Z2025-01-01T00:00:00ZTítulo: Descartáveis pelo estado: o racismo orçamentário e a avaliação da política pública para crianças e adolescentes em situação de rua na cidade de Fortaleza
Autor(es): Mesquita, Erbenice Ribeiro de
Tipo: Dissertação2025-01-01T00:00:00ZBusca ativa/monitoramento da frequência diária do estudante: avaliação da política educacional pós crise de pandemia - Covid-19Martins, Karla Bianca de Souzahttp://repositorio.ufc.br/handle/riufc/858892026-04-23T13:59:15Z2025-01-01T00:00:00ZTítulo: Busca ativa/monitoramento da frequência diária do estudante: avaliação da política educacional pós crise de pandemia - Covid-19
Autor(es): Martins, Karla Bianca de Souza
Tipo: Dissertação2025-01-01T00:00:00ZEducação ambiental infantil: uma avaliação da formação continuada de professores em Fortaleza/CESantos, Manuella Ferreira dos Anjoshttp://repositorio.ufc.br/handle/riufc/854592026-03-26T16:01:51Z2025-01-01T00:00:00ZTítulo: Educação ambiental infantil: uma avaliação da formação continuada de professores em Fortaleza/CE
Autor(es): Santos, Manuella Ferreira dos Anjos
Abstract: Environmental Education (EE) emerges as a response to the need to address socio-environmental impacts resulting from an exploitative development model that compromises ecological sustainability and social equity. Transdisciplinary in nature, EE should be incorporated at all levels of education, with special attention to the continuing education of basic education teachers. In this context, the present study aims to evaluate the continuing education policy for early childhood education teachers in the municipality of Fortaleza regarding the promotion of EE. The relevance of the research is based on the existence of local institutional frameworks, such as the Municipal Environmental Education Policy (2002), the Municipal Environmental Policy (2017), and the Ateliê Project, a guiding document for early childhood education in the municipality. Methodologically, a qualitative approach was adopted, with triangulation of methods that articulate literature review, documentary research, case study, and interviews with teacher educators working in the educational districts, covering the period from 2017 to 2024—a time frame defined from the promulgation of the municipal environmental policy that incorporates EE. The results indicate that, although Fortaleza has a regulatory framework aligned with the guidelines of Environmental Education, there is no consistent evidence of updated continuing education policies specifically aimed at Early Childhood Education teachers. It was also observed that the decolonial approach to Environmental Education in training is incipient, generating conceptual gaps that impact pedagogical practices. Furthermore, the guiding documents for Early Childhood Education show a democratic, participatory, and dialogical perspective, even though they lack greater depth and consolidation within the scope of training practices.
Tipo: Dissertação2025-01-01T00:00:00ZAvaliação do Atendimento Educacional Especializado (AEE) na educação infantil para com crianças com transtorno do espectro autistaSilva, Lígia Duarte dahttp://repositorio.ufc.br/handle/riufc/853592026-03-17T12:47:30Z2025-01-01T00:00:00ZTítulo: Avaliação do Atendimento Educacional Especializado (AEE) na educação infantil para com crianças com transtorno do espectro autista
Autor(es): Silva, Lígia Duarte da
Abstract: The present research aimed to evaluate the implementation of inclusive practices directed toward children with Autism Spectrum Disorder within the scope of Specialized Educational Support (SES), characterizing the strategies adopted and identifying the challenges faced by Early Childhood Education educators. It is therefore evaluated how the inclusive education policy occurs in the daily school life, based on a case study conducted in two public municipal schools in Fortaleza. The research also aimed to develop an educational product focused on suggestions for educational practices that can assist professionals in effective inclusion, materialized in the form of a technical-pedagogical report containing institutional recommendations and practical guidelines aimed at strengthening Specialized Educational Assistance (AEE) in Early Childhood Education.”. Autism is a neurodevelopmental disorder characterized mainly by difficulties in social interaction and communication, both verbal and non-verbal, as well as presenting restricted and repetitive behaviors. Data from the School Census indicate that in recent years there has been a growing number of children with this profile, which highlights the need to develop public policies to ensure the inclusion of these children in schools. For the conduct of the research, the methodology adopted a qualitative approach, constituting a descriptive case study, with the fieldwork carried out in two
institutions of the Municipal Education Network. Regarding the evaluative framework, an in-depth evaluation was chosen, according to Rodrigues (2008). The data were collected thru semi-structured interviews and questionnaires with regular class teachers, teachers working in Specialized Educational Care (AEE), pedagogical coordinators, inclusion assistants, and guardians of the children. The data analysis was conducted thru content analysis, according to Bardin (2000).Among the main results, it is shown that Specialized Educational Services in Early Childhood Education are still in their early stages, with weaknesses in pedagogical coordination, communication with families, and the effective inclusion of children with Autism Spectrum Disorder.
Tipo: Dissertação2025-01-01T00:00:00Z