DSpace Communidade:http://repositorio.ufc.br/handle/riufc/347262026-04-05T13:57:14Z2026-04-05T13:57:14ZEducação 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: Dissertação2025-01-01T00:00:00ZAvaliação da trajetória da célula de mediação social e cultura de paz da Secretaria Municipal da Educação de Fortaleza-CE (2014-2024)Araújo, Nahiana dos Santoshttp://repositorio.ufc.br/handle/riufc/853132026-03-12T18:18:20Z2025-01-01T00:00:00ZTítulo: Avaliação da trajetória da célula de mediação social e cultura de paz da Secretaria Municipal da Educação de Fortaleza-CE (2014-2024)
Autor(es): Araújo, Nahiana dos Santos
Abstract: Through a public policy of school mediation and promotion of a culture of peace, this research aims to evaluate the trajectory and challenges of implementing the School Mediation and Culture of Peace (CEMES) policy at the Municipal Education Secretariat of Fortaleza (SME) over 10 years of operation (2014-2024). The methodology employed was a qualitative and interpretative approach. The evaluative perspective chosen was based on the lessons of Lea Rodrigues (2011) and Alcides Gussi (2016) on In-Depth Evaluation, with the aid of Bardin's (2016) content analysis for organizing data from interviews, questionnaires, and documents provided by the Municipal Education Secretariat of Fortaleza. Concepts of conflict and violence, as well as restorative practices, are explored to outline the development path of a public policy of school mediation. Semi-structured interviews were conducted to reconstruct the historical trajectory of CEMES, in addition to in-depth questionnaires with technicians working in the sector. Based on institutional documents, it was possible to understand the organizational structure of programs and projects developed in the sector and the actors responsible for the respective areas. It was found that there are structural challenges, cultural and institutional barriers to the implementation of the policy, but at the same time there is a projection for the future towards the institutionalization of a culture of peace.
Tipo: Dissertação2025-01-01T00:00:00ZReforma da Previdência no Brasil: avaliação crítica da Emenda Constitucional 103/2019 e seus efeitos sobre os direitos previdenciários no CearáAlbuquerque, Antonio Karlos dehttp://repositorio.ufc.br/handle/riufc/853042026-03-11T17:06:11Z2025-01-01T00:00:00ZTítulo: Reforma da Previdência no Brasil: avaliação crítica da Emenda Constitucional 103/2019 e seus efeitos sobre os direitos previdenciários no Ceará
Autor(es): Albuquerque, Antonio Karlos de
Abstract: This research, still in the qualification phase, aims to evaluate the effects of Constitutional Amendment No 103/2019 on access to social security rights for rural workers in the state of Ceará, between the years 2020 and 2021, with emphasis on regional and social inequalities. The empirical basis comprises public data extracted
from the National Social Security Institute (INSS), institutional reports, related legislation, and specialized literature. The theoretical and methodological framework is based on content analysis and the Evaluative Research approach, as proposed by Silva and Silva (2005), in addition to incorporating theoretical contributions from authors such as Carvalho (2019), Afonso (2007), Pierson (2004), Draibe (2001), Esping-Andersen (1990), Bourdieu (1998), and Araújo (2000, 2006), whose works discuss the configuration of the welfare state, the limits of fiscalism, the institutionalization of social security, and the regional dimension of public policies. The evaluation focuses on the denial of social security benefits, classified by type, social profile, geographic location, and legal justification. The results suggest a tightening of eligibility criteria, a deepening of institutional selectivity, and an expansion of social security exclusion, with disproportionate effects on informal workers, women, elderly people living in poverty, and rural residents. It is concluded that Constitutional Amendment No 103/2019 has restricted access to social security rights, breaking with fundamental constitutional principles and demanding a normative reformulation of the model of access to social protection. Regarding the investigation, some methodological and contextual limitations must be acknowledged. The time frame - limited to the years 2020 and 2021 - provides only an initial overview of the effects of Constitutional Amendment No 103/2019, without capturing its medium- and long-term developments. Furthermore, although the data used are public and institutional, they present limitations in the disaggregation of fundamental variables for a more in-depth analysis of exclusion profiles. Additionally, the choice of the state of Ceará as the unit of analysis, although appropriate to the regional scope of the study, limits the possibility of generalizing the results at the national level.
Tipo: Dissertação2025-01-01T00:00:00Z