http://repositorio.ufc.br/handle/riufc/349 Sat, 27 Jun 2026 16:52:16 GMT 2026-06-27T16:52:16Z https://repositorio.ufc.br:443/retrieve/f5cdbd18-5f9f-4773-bbd3-2e63a0569f88/comunidade_FACED-RI-moldurado.jpg http://repositorio.ufc.br/handle/riufc/349 http://repositorio.ufc.br/handle/riufc/86932 Título: Formação continuada de gestores escolares em educação especial inclusiva: relações entre a atuação da gestão e as práticas escolares no município de Maracanaú (CE) Autor(es): Lima, Ana Paula de Holanda Abstract: The present study aims, in general, to analyze the relationship between the continuing education of school managers and the strengthening of their role in promoting inclusive practices in the context of Special Education, focusing on the municipal education system of Maracanaú (Ceará). As specific objectives, we seek to: (i) identify the competencies and knowledge that school managers consider necessary to develop, through continuing education, in order to work in inclusive special education; (ii) understand the challenges faced by school managers regarding continuing education in inclusive special education within the context of municipal schools; and (iii) examine how continuing education impacts the performance of school managers, with a focus on the implementation of inclusive practices aimed at Special Education. The theoretical-conceptual framework is structured around three interconnected axes: Inclusive Education, School Management, and Continuing Education, based on authors such as Stainback and Stainback (1999), Mantoan (2003), Mittler (2003), Lustosa (2009; 2021), Silveira (2009), Freitas (2019), Santos (2020), Imbernón (2010), Bock (2024), and Lima-Rodrigues (2024), among others. The research adopts a qualitative approach with a collaborative design and was conducted with school managers (principals and pedagogical coordinators) from the municipal education network of Maracanaú. Data production occurred in two stages: initially, through the application of a semi-structured questionnaire, answered by managers from schools distributed across the six administrative regions of the municipality; subsequently, a focus group was conducted with six managers selected based on criteria related to the highest number of enrollments of students belonging to the Special Education target population, with the aim of deepening discussions about continuing education and inclusive practices. The results show that participating managers attribute a fundamental role to continuing education in the exercise of school management within Inclusive Special Education. Most participants point to competencies related to knowledge of educational legislation (93.4%), the development of inclusive pedagogical practices (83.9%), and teacher training and monitoring (70.1%) as essential. Based on the questionnaire responses and focus group discussions, it was found that although managers recognize the importance of these elements, they report difficulties in implementing them in everyday school life. Among the main factors identified are the lack of time to participate in training (72%), the high number of students per school (51.1%), delays in hiring support professionals (48.2%), and insufficient resources (48.2%). In addition, managers associate 10 continuing education with improved performance in daily school practices, especially in leading inclusive practices. However, they also express criticism of the training programs, noting that, in many cases, they do not align with the concrete demands of the school, which makes their practical application difficult. The data indicate that most managers (85%) report changes in their practice after participating in training processes, particularly in the implementation of inclusive practices. At the same time, they point out limitations in the training offered, such as discontinuity of actions, limited time, and weak alignment with school reality, indicating that these changes occur amid conditions that also hinder their consolidation. Based on the analyzed data, we conclude that continuing education contributes to strengthening the role of school managers in promoting Inclusive Special Education, especially when it is aligned with the demands of the school context and fosters reflection on practice, as evidenced in the participants’ statements. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86932 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86894 Título: Mulheres educadoras e escolarização formal em Ibicuitinga Ceará (1983 1994) Autor(es): Batista, José Wandsson do Nascimento Abstract: This research analyzed the historical and territorial formation and the educational configuration of the municipality of Ibicuitinga, in the Sertão Central of Ceará, between 1983 and 1994, with emphasis on educational policies, school institutions, and fem ale protagonism. The study is part of the field of History of Education, based on a socio historical approach, seeking to understand how territorial and political dynamics influenced the organization of public education in the hinterland. The qualitative m ethodology relied on documentary analysis and Oral History, mobilizing teachers’ narratives, institutional records, and official sources to reconstruct the processes of institutionalization of the local school. The results reveal that schooling in Ibicuiti nga was consolidated through the decisive action of female educators, literate women (mulheres letradas) who acted as lamps (candeeiros) in the sertão, and through hybrid models, such as the Movimento das Escolas Reunidas, which filled the initial abse nce of the State through community practices in improvised spaces. It was found that educational policies were appropriated in a contextualized manner, generating local solutions to structural limitations, within a transitional scenario marked by the count ry's redemocratization and the interiorization of teaching in Ceará. The investigation of oral sources allowed for filling the silences of public archives, revealing that the pedagogy of sacrifice and the ethical commitment of the teachers were the true pillars of school expansion in the region. It was observed that the school functioned as a territory of symbolic dispute and gender affirmation, where teachers broke through the isolation of the countryside to produce an institutionality that preceded gove rnment bureaucracy. The study concludes that the educational history of Ibicuitinga demonstrates the centrality of female trajectories as the cornerstone of public education, where female teaching mediated the transition from informality to officialdom wit h autonomy and resilience. This work contributes to the valorization of teaching memory and the understanding of the processes of democratization of knowledge in the semi arid region, offering historical reparation to the educators who, through daily pract ices of resistance, transformed the socio educational reality of the municipality in times of foundation and administrative uncertainty Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86894 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86870 Título: A prática pedagógica de professores dos anos iniciais do ensino fundamental da rede municipal de Fortaleza no contexto da inclusão escolar de crianças com deficiência intelectual Autor(es): Gomes, Susermany Ferreira Abstract: This study investigated the literacy teaching practices of two teachers in the early years of primary education within the municipal school system of Fortaleza, who had children with intellectual disabilities (ID) in their classes. It characterised the mediation strategies used by these teachers and analysed the reading and writing activities proposed to children with ID. It was based on Vygotsky’s Historical-Cultural Theory (1997; 2007; 2009; 2011); the Psychogenesis of Written Language (Ferreiro and Teberosky, 1999); pedagogical mediation of reading and writing by children with intellectual disabilities in (Gomes 2012, Gomes, Poulin e Figueiredo, 2010; Poulin, 2024), and on literacy and literacy development (Soares, 2003, 2023; Kleiman,1995, 2004a, 2004b, 2016; Solé, 1998; Morais, 2005a, 2005b, 2012, 2019, 2025). This descriptive qualitative study was conducted in a municipal school in Fortaleza, Ceará, within the context of mainstream education. Two teachers from the early years of primary education took part, both of whom had children with ID in the process of learning to read and write in their classrooms. Semi-structured interviews and classroom observation were used. It was found that teaching practices were organised around different mediation strategies, with particular emphasis on the mobilisation of prior knowledge, explanations, guided questioning and guidance for carrying out activities. Differences were observed between the teachers regarding the use of these strategies: one employed a wider variety of interventions, combining reading, oral expression and writing in more integrated activities, whilst the other tended to focus her efforts on moments of revision and task completion, making less use of strategies that promoted meaning-making. In reading and writing activities, practices were identified that encouraged the participation of children with ID, when there was intentional mediation and closer monitoring. However, there were approaches centred on formal and repetitive aspects of language, which limited progress in mastering the alphabetic writing system and integration into literacy practices. It is concluded that the adoption of intentional, systematic and planned practices, in accordance with the students’ individual characteristics, is essential. In this sense, pedagogical mediation plays a decisive role in the literacy process of children with intellectual disabilities, having the potential to expand or restrict their learning opportunities. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86870 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86869 Título: Benchmarking de avaliação dos cursos de licenciatura em educação física dos institutos federais: uma aplicação da data envelopment analysis (DEA) Autor(es): Lopes, Ana Cláudia de Oliveira Abstract: This thesis investigates the efficiency of on-campus Bachelor’s degree programs in Physical Education offered by Federal Institutes (IF) in Brazil, with the central research question being: how can we assess this efficiency using Data Envelopment Analysis (DEA) and develop an interactive benchmarking dashboard that identifies best practices and contributes to the improvement of academic management? The study is based on two hypotheses: (H1) identifying the most relevant SINAES indicators will allow for measuring the efficiency of the programs; and (H2) applying DEA will enable the construction of an interactive benchmarking dashboard to inform academic management. The overall objective is to evaluate the efficiency of these courses using DEA modeling, proposing a dashboard that highlights the most efficient indicators. This is applied, exploratory, and quantitative-qualitative research, guided by the quadripolar methodology. Data were collected through a structured questionnaire based on the INEP guidelines, administered via Google Forms, semi-structured interviews with coordinators, and a document analysis of the current Course Program Plans (CPPs) of eight DMUs. The pre test yielded a Cronbach’s alpha greater than 0.90, with high internal consistency in the dimensions of Didactic-Pedagogical Organization, Faculty, and Infrastructure. Hierarchical cluster analysis identified the following as priority outputs for DEA modeling: Course Objectives (OUT1), Supervised Curricular Internship (OUT2), Supervised Internship – Basic Education Network (OUT3) and Supervised Internship – Theory and Practice (OUT4), Core Faculty (OUT5), Course Committee Activities (OUT6), and Coordinator’s Workspace (OUT7). The output-oriented BCC model (BCC-O), implemented in OSDEA-GUI-v0.2.jar, revealed that DMU 7 (IFMG – Bambuí Campus) was the only fully efficient program according to the Pareto-Koopmans criterion (θ = 1.0, zero slacks), serving as a reference peer group for all other DMUs in four of the seven indicators, notably OUT2, OUT3, OUT4, and OUT6. The other DMUs exhibited inefficiencies due to an excess of inputs not converted into maximum evaluative quality, with scores ranging from 0.600 to 0.964. The qualitative analysis of the interviews and current PPCs, using content analysis, identified the following as key best practices of DMU 7: data-driven management with documented internal evaluation cycles (2023–2025), which increased the alignment of teaching plans with the PPC from 58% to 92%; the Articulated Curricular Component (CCA), with student teachers’ immersion in Basic Education schools starting from the first semester; mandatory participation in class councils; a requirement for an original Intervention Project; and systematic integration between the NDE, CPA, and PPC, updated in accordance with the 2024 DCNs. Qualitative-quantitative triangulation confirmed that the full efficiency of DMU 7 stems from verifiable and replicable management decisions that are independent of size, budget, or location. As a technical product of the thesis, an interactive benchmarking dashboard was developed in Power BI that measures the relative efficiency of each course and makes the practices of the benchmark DMUs—which are suitable for institutional transfer readily available, thereby contributing to the improvement of teacher training in Brazilian public education. Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86869 2026-01-01T00:00:00Z