This dissertation presents the results of a research developed in the Graduate Program in Education of the Instituto Federal Catarinense, linked to the line of research Formative Processes and Educational Policies, which main objective was to analyze the possibilities and challenges for the development of an emancipatory national environmental education in the initial training of teachers. Methodologically, the study was developed from bibliographic and documental research. With regard to bibliographic research, we used authors guided by historical-dialectical materialism and by Brazilian and Latin American critical thinking. For the documentary research, educational legislation related to teacher training and also to environmental education were analyzed, among which we mention: Resolution CNE/CP 01, of February 18, 2002, Resolution CNE/CP 2/2015, Resolution CNE /CP 2/2019, Resolution CNE/CP No. 2/2012, the National Environmental Educator Training Program (proFEA) and the legislation on the National Environmental Education Policy - PNEA. In the study, the concept of emancipatory national environmental education seeks to contextualize, problematize and discuss the relationship between human beings and nature in the face of the specificities of the Brazilian environment, situated in its underdeveloped peripheral condition and dependent capitalism. The need for the presence of this concept of environmental education in the most varied educational spaces is defended, but mainly in the initial training of teachers. The present study found that the development of emancipatory national environmental education in the initial training of teachers still constitutes a pedagogical challenge, but above all a political one.

The ongoing research entitled Education of Deaf Children in the Early Years of Elementary School in a Bilingual Context and in School Inclusion aims to investigate the education of deaf children in the early years of elementary school in a bilingual context and in school inclusion in the state of Santa Catarina . The methodological path of this research will be descriptive (GIL, 2002; GIL, 2008), bibliographical and documentary (MARCONI; LAKATOS, 2003; SEVERINO, 2007; GIL, 2008) with a qualitative approach (SEVERINO, 2007; GIL, 2008; SILVEIRA; CÓRDOVA , 2009). In the teaching philosophy of Oralism, the literature points to a real failure in the school trajectory and an abyss in the history of deaf education during this period. From Oralism to Total Communication/Bimodalism we do not perceive significant changes (CICCONE, 1990; GOLDFELD, 1997; SOARES, 2005; STROBEL, 2009; PIETZAK; 2017). Bilingualism, however, advances significantly, as it is from it that Sign Language is accepted as the mother tongue, First Language (L1), and therefore it is understood that this should be the language of instruction in deaf education. (LACERDA, 2009; QUADROS 1997, 2005, 2006, 2008; SOARES, 2005; QUADROS E STUMPF, 2009; QUADROS E PERLIN, 2007; FERNANDES, 2005, 2015). However, despite Bilingualism showing itself to be the best proposal in deaf education, the impasse is then in the way it presents itself in the contexts discussed. The State of the Art demonstrated that discussions on this theme lack the scientific and methodological rigor of research in the context of postgraduate research.

The present study was developed in the line of research “Formative Processes and Educational Policies”, of the Graduate Program in Education, of the Instituto Federal Catarinense – IFC, of Campus Camboriú and has School Supervision as its object of study. The main objective was to analyze the performance of School Supervision in the process of continuing education in the school environment based on the perceptions of teachers from the Municipal Education Network of Florianópolis. The theoretical references are based on Freire (1996), Gadotti (2000, 2005 and 2008), Saviani (2003, 2013, 2015, 2019), Tardif (2014) and Bourdieu in several of his productions as a theoretical supporter of the analyses. The research has an interpretative qualitative character and was developed in six schools, located in different regions of the city of Florianópolis. Teachers from the early years of elementary school participated in it. The questionnaire was the data collection instrument: it was organized in a virtual way, without the presence of the researcher at the moment of the answers. The research initially presents the historical path of School Supervision, through a bibliographical survey and legislation and, subsequently, the importance of its re-signification as a profession, highlighting its role in the continuing education of teachers at school. In order to contextualize the locus of the research, some aspects of the city of Florianópolis were discussed, as well as the Municipal Education Network. The approximation with the reality of the schools took place through information obtained by the Pedagogical Political Project. The understanding and interpretation of the collected data were anchored in the Bourdieusian perspective with the purpose of building the profile of the teachers and analyzing their perceptions about the role of school supervision; its role in the continuing education of teachers in the school environment, in their pedagogical practice and in their continuing education process. The considerations show that currently the attributions of the school supervisor are more focused on the pedagogical work than the administrative one, in an attempt to overcome the bureaucratic work, based on the supervision and control of the pedagogical practice, in the same way as the continuous formation in the school is already a reality in some institutions, although it still walks at a slow pace. The profile of the teachers who participated in this research is also presented in order to understand the social world, social trajectories, choices, “point of view” and the living conditions of each of these agents.

The present work aimed to investigate to what extent the black students of the Continente II Nucleus of Youth and Adult Education of the Municipality of Florianópolis permeated the discussions of Education for Ethnic-Racial Relations in the curriculum they built through research as an educational principle. The research is part of the efforts to reflect on Brazilian education, especially with regard to anti-racist school spaces. The methodology used was the Case Study, having as sources bibliographic productions and legislation on the subject, in addition to questionnaires, interviews and productions of the black students of Núcleo Continente II. As a theoretical contribution, we emphasize Passos and Santos (2018) addressing the relevance of working on Education for Ethnic-Racial Relations in Youth and Adult Education; Hall (2011) with the concept of identities; Oliveira (2004) addressing research as an educational principle; Arroyo (2010) pointing out the curriculum as a field of power disputes; Muryatan Barbosa (2008) conceptualizing Eurocentrism; Aníbal Quijano (2009) and Pratt (1999), coloniality; and Boaventura de Souza Santos (2001), epistemic racism. Three sections were carried out: racial, temporal and spatial. The racial one with the objective of understanding and dialoguing with black students about the perceptions they have built in their school paths, intertwining discussions on education, social inequalities and racism; the temporal one, between the years 2020 and 2022, thinking about the milestone of the 20 years of the promulgation of Federal Law No. 10.639/03; and the spatial one, of Núcleo EJA Continente II, for serving peripheral regions of the city of Florianópolis, spaces mostly of black population and characterized by resistance to coloniality. The conclusion is that Education for Ethnic-Racial Relations permeated the curriculum created by the students, being present in all the research carried out and in their experiences at the Center, with teachers and other students. It seeks to contribute to stories, memories and the production of non-colonized knowledge about Education for Ethnic-Racial Relations, Youth and Adult Education and the lives of its students.

This dissertation is affiliated with the Postgraduate Program in Education at the Federal Institute of Santa Catarina (IFC). Its main objective is to analyze how the recommendations of UNESCO and the World Bank from 1990 to 2010 influenced the development of in/exclusive education policies in Bolivia, Brazil, and Uruguay. The research adopts a qualitative approach with analytical-descriptive and interpretative characteristics, from the perspective of comparative studies (CARVALHO, 2013; 2014; CIAVATTA, 2009; FRANCO, 2000). Data collection was conducted through bibliographic and documentary research. This study presents the results of a metaresearch (MAINARDES, 2017; 2018b) that revealed a lack of existing work on the specific topic of the dissertation within the chosen scope. As theoretical framework, we start with the premise of the interference of the neoliberal, which transforms education into a commodity (TORRES, 1996; SHIROMA, 2001; LIBÂNEO, 2012; FONSECA, 2013; LOPES; CABRAL NETO, 2020; APPLE, 2003). Additionally, we address the concept of inclusion, considering its complexity, especially within the context of a neoliberal society, and accounting for the perspective of exclusion, using the term “in/exclusion” (VEIGA-NETO; LOPES, 2007, 2011; LOPES; LOCKMANN; HATTGE; KLAUS, 2010; LOPES; FABRIS, 2013; RECH, 2013). Applying the policy cycle approach proposed by Ball and colleagues (BALL; BOWE, 1992; BOWE; BALL; GOLD, 1992; BALL, 2011; 2014; MAINARDES, 2006; 2018a), particularly focusing on the context of text production, we interpret ten UNESCO documents produced in conferences and meetings related to inclusion, and four World Bank documents. This exercise aims to comprehend how the current in/exclusive policies in Bolivia, Brazil, and Uruguay are impacted by the recommendations of these organizations. Within the context of influences proposed by Ball and colleagues, we discuss how the mobility of this information occurs between UNESCO and World Bank documents and the documents of the selected countries' in/exclusive policies, based on ten key ideas identified in the recommendations of these organizations' texts. Among the results, we observe the role of Transnational Advocacy Networks (KECK; SIKKINK, 1999; BALL, 2014) encompassing international organizations, national governments, and global corporations that promote core causes, ideas, and values. This is accomplished through a web of relationships established as neoliberal ideas are disseminated and accepted (BALL, 2014). The actions of these networks trigger control mechanisms, displace responsibility, and question the role of the state in education, highlighting problems for which they themselves offer solutions, such as management consultancy and loans, resulting in a form of policy homogenization across the countries they operate in. Regarding the influence of UNESCO and World Bank recommendations on the development of in/exclusive education policies in the countries under investigation, we observe differences among them, indicating varying degrees of consent (SILVA, 2002) with which each country adopted these recommendations. In this context, while Bolivia and Uruguay, albeit differently, did not show significant adherence to these recommendations, Brazil demonstrated greater susceptibility, explicitly incorporating some of these recommendations into its documents and legislation.

The research presented here was produced as part of the Stricto Sensu Postgraduate Program in Education at the Federal Institute of Santa Catarina (IFC), Master's in Education. It aims to analyze how, in the Latin American context, current public policies aimed at black communities, specifically quilombos (Brazil), black communities, palenques and raizales, (Colombia) and Afro-Ecuadorian cimarrones (Ecuador), have been guaranteeing the right to basic education, which makes it possible to safeguard the traditions, culture and foster the black and Afro-Ecuadorian identity of these populations. The study is based on a qualitative approach (GIL, 2002) through exploratory, bibliographical and documentary analysis (GIL, 2002; SEVERINO, 2007), to find out about official documents obtained from the government websites of the countries examined, as well as programs and guidelines from multilateral international organizations on the subject in question. The analyses were carried out by triangulating legislation, theoretical references and scientific production, enabling us to see how the process of seeking the rights of these communities has been progressing, based on the legal framework that underpins the application of specific pedagogies in the three countries, with reference, in Brazil, to the 1988 Constitution, CNE/CEB Resolution No. 1/2004, CNE/CEB Resolution No. 4/2010, Resolution No. 8/2012; in Colombia, the 1991 Constitution, Law 70 of 1993; in Ecuador, the 2008 Constitution and the 2011 Organic Law on Intercultural Education. The theoretical references are based on the legal documents of the selected countries and scientific productions that discuss the existence of these "black and Afro-Ecuadorian communities" in such contexts, linked to forms of "other pedagogies". We based our studies on Medina Melgarejo (2015), Santos (2015), Gomes (2013; 2017), Leite (2016), Silva (2022), Antón Sánchez (2012), among others. We also used authors who are linked to "decolonial" perspectives, as we believe that we must start from the "subjects'" own struggle for demands in order to understand the realization of these agendas. In this sense, we dialogued with Restrepo (2005), Arroyo (2014), Dulci and Malheiros (2021), Fals Borda (2009), Patricio Arias (2010), among others. This research was also based on a "State of Knowledge" study (MOROSINI; FERNANDES, 2014). We concluded that despite the specificities of each country selected and the way in which these states constitutionally understand these black and Afro-Ecuadorian populations, there is specific legislation in each of these countries, with a legal framework that regulates exclusive forms of education for these populations. In Brazil, the guarantee of basic education that caters for quilombola communities and safeguards their culture and traditions is made possible by the "Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola" (2012), in Colombia, Decree 804 of 1995 which "Reglamenta la Atención Educativa para Grupos Étnicos", in Ecuador, a plurinational and intercultural state, the guarantees for Afro-Ecuadorian peoples are made through the "Ley Orgánica de Educación Intercultural" and agreement no. MINEDUC-ME-2016-00045-A (2016). We also understand that the struggle of the black and Afro-Ecuadorian population and their political movements have exerted positive historical pressure to obtain these agendas, however, we note that all the guarantees of these rights have come under "progressive" governments in these countries.

This study is part of the Postgraduate Program in Education at the Instituto Federal Catarinense - PPGE-IFC, in the Research Line Formative Processes and Educational Policies. It is an offshoot of the Research Project, approved by FAPESC Notice nº 20/2020, entitled: "Influence of multilateral organizations in the elaboration and implementation of inclusive educational policies and pedagogically innovative practices in Latin America". Considering the educational themes, a study was carried out that is based on the guidelines of the legal provisions, which aims to analyze how ethnic-racial relations occur in the curricular initiatives of basic education, already existing in the South of Brazil, in the states of Rio Grande do South, Paraná and specifically in Santa Catarina and in the border countries of Latin America, in Argentina, Paraguay and Uruguay. We emphasize the reference of guiding curricular documents and reports from international organizations (UNESCO (2019), World Bank (2018), OECD (2011), ECLAC (2017 and 2021), among others), as well as normative frameworks within the scope of Law 10.639/03, which establishes the mandatory teaching of African and Afro-Brazilian History and Culture and its guidelines. The choices of the theoretical conceptions of this research took place from the Afrocentric perspective, inserting mostly authors, by racial identity, black men and women, who reflect on the historical and colonizing process in Latin America, for an anti-racist education and the effects that racism provokes in the ethnic-racial identity of the social subjects present in the school space, mainly in basic education. For this, as a theoretical contribution, we will dialogue with studies of the following authors: Arroyo (2011), Canan (2016), Carneiro (2011), Fonseca (2000), Gomes (1995, 2002, 2007, 2017), Gonzalez (1982, 1984, 1988), Grosfoguel (2008), Hall (2003), Hernández (2017), Munanga (1994, 1999, 2020), Mignolo (2003, 2005), Minayo (2009), Moura (1992, 2014) , Morosini (2021), Nascimento (2004), Pinar (2007), Santos (2009) and Stake (2011) among others, who bring convergent positions in their thinking, which help us to (re)think important concepts and a reading of transformation of the world, interculturality and respect, (re)existence and (re)signification of the other. The present research, of a bibliographical and documental nature, is of a qualitative approach, with descriptive and interpretative analysis, through what correspond to Africanities, on the system of basic education in the context of Latin America. It is concluded that in this study it is possible to reflect on the curricular documents guiding the International Organisms, the affirmation of the identity of the black population in Latin America, either through the gaps that historically, culturally and socially caused distance in placing the black population and their experiences in the processes inclusive in society.

The present scientific research work entitled "The Politicizing Dimension of Continuing Education in Early Childhood Education Institutions: A Dialogue from the State of Knowledge" is a bibliographic and documentary research, mostly qualitative. Result of an analysis in the perspective of dialectical historical materialism, supported by Marx and Engels (2014), Netto (2011), Tonet (2018) and Gramsci (1978, 1980 and 1982). The methodological anchorage for the accomplishment of the bibliographic review that concerns the realization of the State of Knowledge - material basis of the research - is supported by Morosini et al (2021). The general objective of the research was: To investigate and hypothesize about the politicizing dimension of continuing education in early childhood education institutions in dialogue with the State of Knowledge. And as specific: Categorize relevant aspects of continuing education developed by education networks in early childhood education institutions from the analysis of theses and dissertations that investigated such process in loco; To analyze within a Gramscian framework, some contributions of the theoretical accumulation with regard to Brazilian educational policies as a fundamental tool for a global societal project; and, To examine the Curricular Guidelines of early childhood education and teacher training in their instrumental perspective of social conformation, as well as the still timid discussion about the role of the many regulatory policies of teacher education in the face of their legal discontinuity and the materiality of these processes. The main theoretical references with which the research dialogued were: Canan (2016), Laval (2004), Neves (2005, 2008), Shiroma, Moraes and Evangelista (2011), Tommasi, Warde and Haddad (2009), Evangelista and Seki (2017), Evangelista and Shiroma (2007), Freitas (2002), Shiroma (2018), Shiroma and Evangelista (2015), Campos (2011, 2013, 2021), Rosemberg (2013), Kramer (2005, 2006, 2008). The analysis of the results of this research process showed, mainly, that the discourses produced by the international organizations such as the World Bank for education, are sedimented in the constitution of the consciousness of teachers of early childhood education, often by mechanisms of conformation that are not the policies of curriculum and training, however, in them they gain official character, contributing to the normalization of the progressive dismantling of social policies as a whole.

This research develops studies on the line of research of Qualification Processes and Educational Policies of the IFC Education Program. Initially, a state of knowledge was carried out in order to map the scientific production related to the subject of this study and a contextualization of the researcher´s history/professional/personal trajectory, relating to the object of study. The objective of this work is to analyze the importance of the voices of literacy teachers on the relationship between the Curriculum Guide-lines for Basic Education in Itajaí and Political Pedagogical Projects of the schools where thesy work whit continuing education and pedagogical practice. A qualitative methodology Bogdan e Biklen (1994), Gamboa (2002, 2003), Gatti (2007), Gatti e André (2010) with document analysis procedures Severino (2007) e Gil (2008), semi-structured questionnaire Marconi e Lakatos (2013) and Analysis of Content Bardin (2004) and Franco (2008). The main objects of study or document of the Curriculum Guidelines for Basic Education of Itajaí and the PPPs of three schools (elementry school, school group and fieldschool). Or it will be to make a critical analysis of the Municipality's Curriculum Guidelines and PPPs, in addition to understanding the perception of two teachers in relation to continuing education and the pedagogical practice mediated by these documents. The research subjects were the teachers of the literacy cycle (1st and 2nd years of Elementary School), havingn seven participants. The theoretical framework is based mainly on Fonseca (2017), Soares (1985, 2005, 2009), Tfouni (2006), Mortatti (2006), Ferreito e Teberosky (1999), Moraes (2019), Freire (1987), Garcia (2015), Nóvoa (1995), Garcia e Alves (2012), Oliveira (2018), Cartaxo e Martins (2008), Santos e Costa (2014), Rios (2015) and Francioli (2010). This research theme is relevant because, due to curricular reforms, teacher training seeks to understand the processes of literacy and is considered the center of discussions. The survey results show thhat most literacy teachers participated in continuing education related to the Mucicipal Curriculum Guidelines and the elaboration of the school where They work, stating that these moments are important to provide a guide for pedagogical practice. In addition, most teachers ponti out the importance of teaching proin relation to public policies and continuing education, indicating the relevance of the Exchange of experiences between peers, the quality of teaching related to physical and human resources, professional development and the theoretical relationship and practice.

This study aimed to analyze the meanings that the students of the Licentiate in Quilombola School Education - Pedagogical Training at UNIVILLE produce about this experience of initial formation. We emphasize that given the historical claims of Brazilian Quilombola Communities and the Unified Black Movement, in 2010, Quilombola School Education was included in the General Curriculum Guidelines for Basic Education as an educational modality. In 2012, its National Curriculum Guidelines were drawn up. For its implementation in the states, there was a need for teachers with differentiated training, capable of meeting the specificities of Quilombola Communities. Responding to such demand in 2019, the Santa Catarina Department of Education (SED) opened a Public Notice to accredit Higher Education Institutions to offer the Degree in Quilombola School Education - Pedagogy Qualification. In the same year, as a result of the process, the University of the Region of Joinville (UNIVILLE) was accredited, and started to offer the course, and this class being the first and only of Licentiate in this modality throughout the state so far. Therefore, the students of this group constitute the interlocutors of this research. To discuss their formative experiences, we built the information (collected the data) in two moments: 1. Conducting a semi-structured online questionnaire; 2. Conducting an online focus group. Both moments were online due to the context of the coronavirus (COVID-19) pandemic. To analyze this information methodologically, we took a qualitative approach, through the content analysis of Bardin (1977) and Franco (2018), using the following theoretical framework: Givânia da Silva (2012, 2018), Vanessa da Rocha (2020), Munanga (2020), Hall (2014), Silvio Almeida (2019) and the National Curriculum Guidelines for the EEQ. In terms of results, it was noticed that: in addition to the difficulties inherent in any learning process (time management, access, and organization of course content, understanding/assimilation/apprehension of the content of a given subject, etc.), students face other difficulties, linked to ethnic-racial condition (prejudice, discrimination and stigmatization - racism); The course also has potential resources for the construction of a professional identity (quilombola teaching identity) because the curriculum matrix of the course is filled with disciplines that deal specifically with the history, culture and tradition of quilombola communities, as reported by students.

Technology is embedded in people's daily lives beyond what we can perceive. In relation to the current generation, which is already born immersed in this digital world, the traditional way of teaching tends to present itself with less attractiveness every day. Every day, educators are faced with students who show low performance, lack of enthusiasm and even a certain aversion to teaching mathematics. On the other hand, teachers of this discipline feel little stimulated due to the difficulties faced in their work performance (LAURENTINO; FREITAS; NUNES, 2017, SANTOS; FONSECA, 2019). In this context, educational games when used in the school environment as pedagogical tools can contribute to arouse attention and positively assist in teaching and learning. From another perspective, a pedagogical game cannot just be an object of entertainment, it needs to have clear teaching objectives, and with resources so that the teacher can evaluate which games really fulfill their purpose. A base teórica elencada para fundamentar as análises da pesquisa contou com a colaboração de autores, como: Prensky (2012), Mattar (2010), Laurentino, Freitas e Nunes (2017), Santos e Fonseca (2019), Souza, Depresbiteris e Machado (2004), Coutinho e Alves (2016), Ramos (2013), Jappur, Forcellini e Spanhol (2014), Savi (2011), Feuerstein, Feuerstein e Falik (2014), Feuerstein (1990), Keller (1987, 2016), entre outros. The study was carried out with the objective of analyzing whether, in the perception of the students of the Mathematics degree course at the IFC campus Camboriú/SC, the Fraciomia game helps in the teaching and learning of fractions. To evaluate the game, John Keller's ARCS evaluation model and Reuven Feuerstein's Theory of Structural Cognitive Modifiable (TMCE) was adopted. This is an applied research, with a mixed and exploratory approach. Data collection was carried out through a questionnaire sent via online to the academics of 3 of the ongoing classes of the Mathematics course, academic year 2021. A total of 27 academics participated, whose answers were tabulated and analyzed in relation to the ARCS evaluation model and the TMCE. The results of the data analysis indicated, in the perception of the respondents, for the validation of the Fraciomia game as a tool to aid in the teaching-learning of the content of addition and subtraction of fractions with different denominators. However, it is considered to expand this study in a school environment with students of elementary school II and strengthen the results indicated here, that the Fraciomia game can help in learning. Also collaborating for the incorporation of technological resources, such as digital games, capable of contributing to the promotion of learning for a school environment more compatible with the preferences of this current generation.

The performance of a multidisciplinary team constitutes an important tool in the development of aspects related to education, in its broadest sense; From this perspective, this research, entitled “Multiprofessional Team at Instituto Federal Catarinense: performance and impacts on the training process of teachers”, was developed in the line of research: Training Processes and Educational Policies of the Graduate Program in Education of the Instituto Federal Catarinense – PPGE/IFC. As a general objective, this study aimed to analyze the performance and impacts of the multidisciplinary team for the training process of IFC professors, Araquari campus. Methodologically, the research is anchored in the qualitative approach about which we dialogue with researchers such as Silva (2005), Minayo (1999) and Stake (2011). The elaboration of the State of Knowledge dialogued with Morosini, Kohls-Santos and Bittencourt (2020), and the exploratory research was based on the debates established with Lakatos and Marconi (2001). The analytical procedures found essentially in Bourdieu (1990; 2007; 2010; 2011; 2013; 2014) and Dubar (2005; 2009), among others, the support to delimit the profile of the multidisciplinary team and the professors of the Instituto Federal Catarinense, Araquari campus from of the broad categories personal data, school trajectory, professional career and initial and continuing education; as well as to analyze the impacts of the performance of the multiprofessional team in the training of teachers of this same campus. For such analyses, the data collection instrument was a semi-structured questionnaire sent through “googleforms” to the multidisciplinary team and to the professors. In the introductory section we contextualize the object and its personal, scientific and social relevance; we list the objectives and the methodological course of the investigation. In the second section we reveal the approaches to the object from the state of Knowledge. In the third section, we characterize the Federal Network of Education, Science and Technology and the Federal Institute of Santa Catarina, listing teacher training, and then we discuss the Araquari campus “locus” of the research. In the fourth section, we present the multidisciplinary team at the Federal Institutes of the Southern Region of Brazil and at the Instituto Federal Catarinense - Araquari campus, highlighting its performance and educational dimension. We also present the professional profile of the multidisciplinary team. The fifth section presents the professional profile of the Araquari campus faculty and the sixth section analyzes the impacts of the multiprofessional team's performance on the teachers' training process. With regard to the results of the study, we observed that with the development of the State of Knowledge, we differentiated a multidisciplinary and multiprofessional team; we also highlight the importance of developing collective activities that adopt interdisciplinary perspectives. The analyzes focused on the performance and impacts of the multiprofessional team showed that some professors do not know the work developed by the multiprofessional team on campus and professors who claimed to know the work developed described aspects related to the qualification of pedagogical practice, evaluation processes, the use of different teaching methodologies, pedagogical support and support that generate inclusive processes and the importance of collaborative work. The results of this study also showed that the performance of a multidisciplinary team in the school context can occur in different ways and at different times, with a view to contributing to the teaching and learning process in a broad way.

Brazilian higher education officially emerged in the 19th century, aimed at elites to meet state demands for manpower training. In the 20th century, higher education began to become popular in the country, but with difficult access. The scenario began to change at the beginning of the 21st century, with government initiatives that resulted in the Support Program for Restructuring and Expansion Plans of Federal Universities (REUNI). In addition to this, another initiative that impacted the expansion of the federal public network is the creation of the Federal Institutes of Education, Science and Technology, in 2008. Despite the expansion, the enlargement of access, research reveals high dropout rates, that is, the permanence of academics has faced challenges, even with the elaboration of public policies and mechanisms to combat dropout. And the Instituto Federal Catarinense is no exception to this reality. Based on the foregoing, this work aims to Analyze the effectiveness of institutional initiatives and national policies practiced in terms of dropping out of higher education at the Instituto Federal Catarinense. For this purpose, the National Student Assistance Program (PNAES) and the Project Study on School Dropout in the IFC were chosen for the analysis of effectiveness. The research was carried out in a quali-quantitative way, using a documental data collection technique and adopting content analysis in the data analysis. The quantitative sources were the IFC's internal censuses from 2013 to 2019, with data on dropout from Bachelor's (Agronomy, Computer Science, Veterinary Medicine and Information Systems), Bachelor's Degree (Physics, Mathematics and Pedagogy) and Technology (Computer network). The exposition and analysis of the data took place in the light of the historical context, of public education policies and with the contribution of works on dropout located in a survey of the State of Knowledge. In addition, it was found that: the higher education course in Technology analyzed has the highest dropout rates, ranging from 7.94 to 20.5%; in second place are the Licentiate courses, between 12.78 and 16.07%; and Bachelor's courses have the lowest rates, between 9.77 and 11.54%. Among the main probable causes of dropouts: the difficulty of reconciling work and studies, the difficulty of entering the job market and the devaluation of the teaching profession. On the other hand, Bachelor's courses have lower rates due to the fact that they are predominantly daytime and full-time, that is, they have an audience that is exclusively dedicated to studies. From the analyses, it was possible to verify that public policies and institutional initiatives to combat dropout have been effective only partially because dropout levels have been maintained, that is, dropouts have not reduced, but neither have they increased, having remained between 11.75 and 13.34% in the last five years of the analyzed period . As IFC is a federal education institution, its institutional initiatives are governed by public educational policies at the national level, but with the possibility of flexibility to adapt to the immediate reality of the institution and its academics. For more effective initiatives, not only consultation with academics and the community is necessary, but also constant monitoring of the students' formative path. A more preventive, than more effective work, may the institution take initiatives that can generate more positive results in reducing dropout rates.

The right to children's participation is the theme of this research, which has as its central objective to analyze the children's right to participation in the daily planning of municipal public institutions of Early Childhood Education in Gaspar /SC, guaranteed in the Political Pedagogical Projects. The following question is intended: To what extent is the right to participation of children, in the daily planning of the municipal public institutions of Early Childhood Education in Gaspar/SC, guaranteed in the Pedagogical Political Projects? Supported by (FREHSE, 2005), (CLIFFORD, 2016), and (OLIVEIRA; BARBOSA, 2019). The PPP's that will be analyzed refer to three versions from the year 2012, randomly chosen from the period of implementation of the documents in the institutions, in order to understand the historicity of the trajectory experienced by the municipality. The others are versions identified as the latest version, updated by the institution in 2020. In addition to the PPP's, the analysis will permeate the Pedagogical Proposal of the Municipal Network (GASPAR, 2010); the Methodological Framework for Pedagogical Practice (GASPAR, 2010); the Assessment Criteria for Early Childhood Education (GASPAR, 2012) the ebook, Gaspar's Early Childhood Education: a proposal under constant reflection (GASPAR, 2016); and the Guiding Document for Elaboration and/or Update of the Pedagogical Political Project (GASPAR, 2017). As interlocutors for the analyses, documents produced by the MEC – Ministry of Education, the National Curriculum Guidelines for Early Childhood Education – DCNEI (BRASIL, 2010) will be used; the Basic Curriculum of the Territory of Santa Catarina – CBTC (SANTA CATARINA, 2019) and the Common National Curriculum Base – BNCC (BRASIL, 2017). The discussion of aspects of public policies for Early Childhood Education will take place from the production of the area based on: (GADOTTI, 1998); (CARIA, 2011); (VEIGA, 2001) and (KUHLMANN JR, 2010). The methodology is based on a qualitative approach and the research is inscribed as an ethnography of archives/documents, in a documental perspective. The documents will be analyzed through content analysis (BARDIN, 2011), considering the following concepts: child citizenship; (SARMENTO; SOARES; TOMÁS, 2004), listen; (VASCONCELLOS, 2017) (ROCHA, 2008) and (SARMENTO, 2005), child protagonism, (NASCIMENTO, 2019); (GAITÁN, 1998) and (FRIEDMANN, 2020), socialization, interpretive reproduction and peer culture, (SARMENTO, 1997; 2007; 2009); (SARMENTO; PINTO, 1997) (QVORTRUP, 2011) and (CORSARO, 2002; 2009), in the perspective of assimilating the articulation of these concepts, with the participation of children. (SARMENTO, 1997; 2007; 2009); (SARMENTO; PINTO, 1997) (VASCONCELLOS, 2017) in addition to (SARMENTO; FERNANDES and TOMÁS, 2007, p. 197) To interpret the concepts present in the source documents of this research, the concept of representation, based on (CHARTIER, will be taken). , 1991), in order to understand that the present conceptions and representations of children, childhood and Early Childhood Education, even indicating struggles of representations.

We present the Master's in Education research carried out in the Stricto Sensu Graduate Program in Education (PPGE) of the Federal Institute of Education, Science and Technology of Santa Catarina (IFC). It is a study developed within the line of research Formative Processes and Educational Policies. According to research carried out, education professionals build their educational practices in different training and in their teaching practice (GATTI, 2013). Teachers' life experiences are related to professional tasks, as teaching also requires personal involvement (IMBERNÓN, 2010). An essentially heterogeneous knowledge, formed by different knowledge that comes from training institutions, professional training, curricula and daily practice (TARDIF, 2011). From this study, the present research project aims to understand the training processes of literacy teachers of the Municipal Education Network of Gaspar - SC, identifying possibilities for continuing education. The theoretical references on literacy/literacy were based on researchers (SOARES, 2020; MORTATTI, 2010 and FERREIRO, 2003), referring to teacher training, in the studies of (NÓVOA, 1998; FREIRE, 1996; GATTI, 1997; TARDIF , 2011 and IMBERNÓN, 2010). The methodological trajectory of the research covered theoretical reflections based on a qualitative approach, of a bibliographic and documentary nature, based on (ANDRÉ, 1983; GAMBOA, 2003 and CRESWELL, 2010). Data analysis took place from the application of a semi-structured questionnaire that included the participation of 12 literacy teachers who acted as regents of the 1st year of Elementary School classes. The questionnaire was organized into four categories for a better understanding of the data (Professional profile; Experiences and experiences; Conceptions and training needs). The objective of this research was to identify the professional profile of literacy teachers, to outline the experiences and experiences related to the training processes, to go through the concepts that permeate literacy practices and to enable referrals to continuing education. Our study presented results that made it possible to reflect from a subjective analysis, enabling referrals to a formation based on personal, academic and professional identity, proposing indicators in order to re-signify conceptions, potentiate new knowledge and share experiences and experiences.

This research has as general objective to understand what are the senses and meanings that teachers of the 6th grade of elementary school in the municipal network of Camboriú attribute to reading. The specific objectives are outlined in the following route: Identify which are the senses and meanings that emerge from the recorded and transcribed interviews. As a question of this research we take: what are the senses and meanings that 6th grade teachers in the municipality of Camboriú attribute to reading. The discussion is based on Bakhtin's dialogical analysis and Vygotsky's conception of the consolidation of learning through interactions, which allow the establishment of the zone of proximal development (zpd). An investigation characterized as a qualitative approach was carried out, consisting of a bibliographic review and semi-structured interviews, analyzed from the dialogical perspective of language. The study is characterized as a state of knowledge, methodologically anchored in dialogic theory/methodology, based on Bakhtin and his circle. Thus, through the Vygotskyan proposition of zone of proximal development, inscribed in historical-social psychology, it explores the psychological processes of man from the point of view of language, both based on dialectical materialism. For data analysis, the conceptions of senses and meanings in Bakhtin (2007, 2003, 2011) and Vygotsky (1989) were considered as fundamental. At the end of the investigation, it was found that there are still divergences regarding the meanings and meanings of teaching reading, since different discourses/conceptions emerge, thus, the following stand out: the teaching of reading related to decoding, to the isolated work of reading activities , restricted to the reading of literary works, reading as a practice of reading the world, reading as a subjective space of interaction and conception of reading as a tool for the development of orality and writing.

This study is part of the line of research: Formative Processes and Educational Policies, of the Graduate Program in Education, from the Federal Catarinense Institute - Camboriú Campus. This research aims to understand how the experiences of ID fellows / residents participating in the PIBID and Pedagogical Residency Programs of IFC impact on initial teacher training. The study has a qualitative approach, from an analytical-descriptive perspective, with an interpretive characteristic. The object of study is the PIBID and RP ID Programs. The participating subjects are one hundred (100) students of the IFC Degree courses, ID scholarship holders / residents of the PIBID and RP Programs. In this context, the following research instruments were used: the semi-structured questionnaire and the focus group. As a data analysis procedure, the Content Analysis technique was used (BARDIN, 2011). The theoretical discussion is based on bibliographic and documentary research, and on authors such as Tardif (2012); Nóvoa (1995; 2009); Marcelo Garcia (1999); Gatti (2014; 2016); Demo (2005; 2006; 2015). The profile of the participants in the ID programs they are young, single and live with their family. They are largely students in the PIBID group. The majority of RP residents are young workers. Five categories of analysis were created, based on the data collected in the focus groups. With regard to the category: Insertion in the Public School: approximation with the teaching practices of the daily school life, it was evidenced that the experiences within the school environment provided by the PIBID and RP programs are presented as qualified training spaces and develop a praxis from the insertion of the students. ID scholarship holders / public school residents. In relation to the category: Articulation Theory and Practice: experiences in the R&D programs, we identified that the pedagogical practices developed in the R&D Programs enable activities such as planning, creating, elaborating, executing and reflecting, becoming significant actions during the initial formative process, expanding the dialogue between the theoretical knowledge learned in higher education courses and the pedagogical practices developed in R&D programs. In the category: Construction of Knowledge: Collective actions / Use of technologies and production of materials / Research as a scientific and training principle, collective and supervised actions are related to the feeling of security, in addition to causing teamwork, through research and reflection providing opportunities for the elaboration of activities; The use of technological resources and the creation of alternative materials are also exposed as moments related to the use of new methods and methodologies, developing skills such as: research, creation and personal development; From the data analyzed, it was found that the research presents itself as a scientific and formative principle in the elaboration of the teaching practices carried out in the R&D programs. In category: Experiences, possibilities and dilemmas of being / feeling a teacher, it was evident that for most ID / resident scholarship holders, the PIBID and RP programs contribute to the construction of professional identity, positively influencing the choice of teaching career. In the last category analyzed: Insurgencies: other dialogues about R&D programs, it was inferred that the inclusion of BNCC in the PIBID and RP programs was used for reading and reasoning, in order to guide and not reduce the pedagogical practices related to the programs of ID; as for mandatory hours, some residents stated that they were able to reconcile well with their routines, however, it was not a consensual statement, especially for the 'working students', who observe a somewhat tiring routine and cannot dedicate themselves with quality to the program. And in relation to the internship, it is concluded that the IFC seeks to provide integration in relation to the supervised curricular internship and the teaching reality, despite some limitations. In comparison to the internship, the residents understand the PR as an option that allows the use of more significant methodologies, as it brings together Higher Education and Basic Education, causing experiences that suggest providing more security in the teaching work. It was also inferred, from the data analyzed, that the RP develops more activities based on research as a scientific and training principle than the internships, by stimulating teaching actions, resulting in more significant experiences, which become theoretical-practical framework for their future profession. We consider, based on the data analyzed, that the R&D programs are linked to the IFC's formative curriculum promoting the partnership between Higher Education - Basic Education, aimed at teacher training based on research, emancipation and autonomy. The Programs cultivate authorship, self-elaboration and reconstructive questioning when they promote experiences of insertion in the school by developing teaching actions that link theory and practice.

This dissertation discusses the relationship between the right to early childhood education and the work situation of women responsible for young children. It is the result of a master's research developed in the Graduate Program in Education of the Federal Institute of Santa Catarina, in the line of research Educational Processes and Inclusion. Through the materialistic-historical approach, this study had as main objective to analyze public policies related to the access of working class children to public and free early childhood education and their impact on the work situation of women responsible for children enrolled in three municipal public units of Florianópolis (SC) from data collected in the school year 2020. The bibliographic research was carried out from a Marxist epistemic basis, which allowed us to understand the totality and materiality of the question presented, and the data were collected through semi-structured questionnaires. Starting from work as a category of analysis, this research discusses the situation of the working class, the condition of women in society divided into classes and the sexual division of labor. The research shows the role fulfilled by the State as an instrument of class domination through the elaboration of educational policies for early childhood education, legitimizing the exclusion of part of working class children and acting as an instrument of oppression against women. Due to the section of vacancies in public institutions of the municipal network of early childhood education of Florianópolis, working-class women undergo situations of duplicity and precariousness of work, dividing their daily activities between productive work and the reproduction of their families' workforce. With this research I was able to identify that the scarcity of vacancies available by the State in public day care centers contributes to the precarization of work, unemployment and the lowering of wages, which mainly affect women. It was also possible to understand that the public policies of the bourgeois State related to early childhood education, which prevent the access of all working class children to public and free early childhood education, act in order to reproduce exploitation in the capitalist system.

Under development in the research line “Formative Processes and Educational Policies”, of the Postgraduate Program in Education, of the Instituto Federal Catarinense - Campus Camboriú, the study entitled “Formation Processes and Professional Socialization of Graduates of the Pedagogy Course of the Instituto Federal Catarinense - Campus Camboriú e Videira (2010-2016) aims to analyze the training processes and the professional socialization of graduates of the Pedagogy Courses of the Instituto Federal Catarinense - Campus Camboriú and Videira in the cut period. This institution has been offering degrees since its creation, which took place through the enactment of Law No. 11,892, of December 29, 2008. Thus, this study is at the heart of the Pedagogy Course and, even more specifically, the training processes and professional socialization of graduates of this course at IFC on the mentioned campuses. Researching graduates is an important practice in the current Brazilian scenario, as it provides knowledge about the course itself and the access of recent graduates to the world of work. Through these studies, contributions to the construction of policies for undergraduate courses can still be obtained. It is based on the qualitative research approach and as for its objectives it is explanatory, considering that it seeks to identify the aspects that determine or cooperate so that the phenomena related to the training processes and the professional socialization of graduates of the Pedagogy Course can be interpreted and explained, having in view that allow to search the knowledge about this specific reality. As for technical procedures, it also performs a bibliographic review, as it (re) visits studies, scientific articles, books, dissertations and theses, without pretending to be a bibliographic search. We used the questionnaire as a technical instrument for data collection, as we developed an instrument that consists of an ordered list of questions, which are being answered in writing and digitally, without the researcher being present. The questionnaire contains open, closed and semi-structured questions; all this in order to understand the object of study in question. The structure of the study is presented as follows: in the introduction, we highlight the theme; the justification that presents the personal, social and scientific relevance of the study; the general and specific objectives; the methodology; aspects of the theoretical contribution; the division of the text and nuances of the conclusion. In chapter 2, we venture into paths that historically address the Pedagogy Course in Brazil, as well as debating its role in forming bachelors or graduates when it was created. The third chapter discusses teacher training in Santa Catarina, considering education in this state in the first half of the twentieth century, through an overview and also teacher training, especially in Pedagogy courses at the Federal University of Santa Catarina (UFSC ) and the State University of Santa Catarina (UDESC). The purpose of the fourth chapter is to deal with the Federal Institute of Santa Catarina, the Pedagogy Course and the profile of the graduate. We activated aspects of the constitution of this institution, as well as elements of the creation of the Pedagogy Course and we also deal with questions about the curriculum of this course on the Camboriú and Videira campuses, so that we can “draw” the profile of the egress through personal data. In the fifth chapter, in order to understand the training processes and professional socialization of graduates, we used the category of school trajectory and the training received at the institution in the areas of teaching, research and extension in each campus. In the final considerations, the main results of the research are highlighted, as well as we suggest new possibilities of studies on the object on which we analyze the training processes and professional socialization, which constitutes an effective contribution to the construction of the field of the history of education in Santa Catarina and Brazilian and favoring the consolidation of IFC as a teacher training institution, through the offer of the Pedagogy Course.

Brazilian society is characterized by the miscegenation of races, cultures and beliefs. The diversity of religious expressions in the country, in particular, resulted from the colonization process, which provided, even unintentionally, the coexistence of different traditions, indigenous, black and European, in common environments. The school, today, is a space where these differences become noticeable, especially at times when human issues related to spirituality and the transcendent are discussed. The state of Santa Catarina is one of the pioneers in teacher education in this proposal for Religious Education from the perspective of Religious Sciences. In this context, it is assumed that the formation of teachers for Religious Education in undergraduate courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina constitutes a great challenge, considering the secularity of the State and the diversity of religious expressions. The following problem-question is presented: How to understand the constitution of the teacher education curriculum for Religious Education in undergraduate courses in Sciences of Religion and Religious Education of / in the state of Santa Catarina, considering the secularity of the State and diversity of religious expressions? In order to understand this issue, the main objective is to investigate the formation of teachers for Religious Education in undergraduate courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina, considering the secularity of the State and the diversity of religious expressions. Institutions offering training in Sciences of Religion or Religious Education were investigated, in the degree modality. The researched institutions were elected according to registration in the e-MEC System, whose data were extracted on December 16, 2019, with a record of 6 undergraduate courses in Sciences of Religion / Religious Education started and with an “active” situation in the state. The coordinators of these courses were contacted, via e-mail, by letter presenting the research intentions and requesting the Pedagogical Political Project of the courses and other related and relevant documents. With these documents, the curricula of the courses offered, in this territory, are being perfunctory analyzed, submitted to a content analysis, from the perspective of the diversity and secular categories. The dissertation will be structured in three chapters: the first, reports on teachers for Religious Education, from proselytism to Sciences of Religion. The second, discusses the conceptions about secularism and religious diversity: a look at the principles and guidelines of the pedagogical projects of undergraduate courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina. The third, deals with the challenge of the approach of secularism and religious diversity in the curricular matrices and in the curriculum of the courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina: proselytism x science.

This research addresses the theme of Open Universities for the Elderly, which fall within the field of Educational Law, according to the assumptions of non-formal education, based on the representations of the elderly, who participate in the Center for Studies on the Elderly of the Federal University of Santa Catarina (NETI/UFSC), considering the physical, social and psychological aspects. Education is understood as integral training, with a humanizing and personalized proposal (TRILLA, 1987; GOHN, 2006; HOZ, 2018; DOLL, 2008), highlighting three central aspects: the perspective of the course of life observed in gerontology (CACHIONI, 1998; 2006; QUADAGNO, 2014), critical understanding - applied to education (MÉSZÁROS, 2005; VIGOTSKI, 2011; FREIRE, 1996) and to the labor market and international organizations (LEHR, 2016; SPRING, 2018; ANTUNES; ALVES , 2004) - and the importance of welcoming, assisting and valuing the elderly, in order to break the marginalization and exclusion (ARGENTIN, 2019; SAVIANI, 1991, 1994; BOSI, 1994) and to guarantee equality before the law and inclusion social, is understood as a social process that involves the dimensions of education and aging (CARVALHO, 2013). The objective of the research is to analyze the representations of the elderly participating in the NETI/UFSC, in view of the debate on quality of life, non-formal education, inclusion as a social process and aging. The specific objectives are: (1) To discuss academic production based on the state of knowledge of educational research regarding the concept of the elderly, social roles, life trajectory, social inclusion and non-formal education; (2) Critically reflect on the historical aspects involving old age, the social processes of inclusion and exclusion and educational policies in the world and in Brazil; (3) Characterize the object of study, involving the history of UATIs and focusing on the Center for the Study of the Elderly at UFSC (NETI/UFSC); (4) Problematize the data collected in the context of non-formal education and the representation of NETI participants about quality of life and inclusion. The research is characterized as a qualitative, reflective and descriptive approach, belonging to the Educational Processes and Inclusion Research Line of the Academic Master's Degree in Education at the Federal Institute of Santa Catarina (IFC). As a starting point, a bibliographic survey and academic publications related to the studied topic was carried out, in the form of the state of knowledge (BRIZOLA; FANTIN, 2016; MOROSINI, 2015). Then, analysis categories were mapped, based on the critical perspective, contrary to "human objectification", and on the literature that emphasizes the centrality of human dignity in the educational process, in order to emphasize the importance of critical and scrutinizing training of the teaching. The outbreak of the COVID-19 pandemic led to an adaptation of the methodology and, in order to capture the social representation of the elderly (CHARTIER, 1995), we opted for the collective virtual interview and the use of an electronic questionnaire sent to WhatsApp groups in that NETI participants received the material during this period of online activities. In data analysis, the analytical-interpretative perspective is assumed (ROSENTHAL, 2014), divided into two distinct moments, in line with the aforementioned attributes of a qualitative, reflective and descriptive approach. First, there was the tabulation of the first questionnaire, which served as a parameter for the elaboration of the script used in the press conference. The quality of life, as well as the individual perception of age, was analyzed as a subjective aspect – as elements that, in the final analysis, form social representations – in relation to objective issues – physical, psychological and social (NERI, 1995; 2006; INOUYE , K. et al, 2018). As results achieved, the importance of education to the group of elderly participants of NETI is indicated as a promoter of quality of life, through the mobilization of their own self-educational resources, knowledge sharing and teaching guidance. Regarding the social representation of the participants, quality of life was indicated as a result of physical, mental and social well-being, stimulated through the institution's educational activities. From non-formal education and inclusion as a social process, the particularity of Elderly Education consists of not sticking to training and/or improvement for the labor market, emphasizing, above all, the teaching of contents that take into account individual characteristics and the socialization of knowledge, in addition to the process of cultural extension beyond the university walls, in which school institutions “educate” society and society “educates” these school institutions.

This dissertation is the result of a Master’s Degree in Education research from the Stricto Sensu Graduate Program in Education (PPGE) of the Federal Institute of Education, Science and Technology of Santa Catarina (IFC). We emphasize that it refers to an investigation of the line of research Education Processes and Inclusion and has as thematic: the development of reading comprehension in students with disabilities in Youth and Adult Education (EJA) from the perspective of Inclusive Education. In besides, has as aim review, through a State of Knowledge, what the discussions of academic productions of dissertations and theses published in the virtual library of the Theses and Dissertations Catalog of the Coordination of Superior Level Staff Improvement (CAPES) reveal about the development of reading comprehension in EJA students with disabilities in perspective of Inclusive Education, in a time record from 2008 to 2019. In the meaning, the analysis, reflections and interpretations of data are based on the assumptions of the quanti-qualitative approach (MINAYO; SANCHES, 1993; SANTOS et al., 2020), using the State of Knowledge method (MOROSINI, 2015) in approximations with Content Analysis (BARDINI, 2011). Therefore, in the introductory section, we aim to contextualize about the thematic, justifications and concernments, problematic and objectives of the investigation. In the second section, we search to indicate the choices of the methods used and the methodological course developed for the construction and analysis of our corpus, which is now composed of 8 (eight) works: 5 (five) dissertations and 3 (three) theses. In relation to third section, we bring our perspective on the reading concepts and strategies present in the process of developing reading comprehension (LEFFA, 1996; KLEIMAN, 2002, 2004; GUEDES; SOUZA, 2011; SCHARDOSIM, 2015; MASCARELLO; PEREIRA, 2015; ROYES SCHARDOSIM; ALVES, 2019); as well as concerning Reading training in students with disabilities at EJA (FREIRE, 1989; HADDAD; DI PIERRO, 2000; PAULA; OLIVEIRA 2011; SILVA, 2018); and this training as a possibility of inclusion of students with disabilities in EJA in the perspective of Inclusive Education (ROPOLI et al., 2010; BARCELOS, 2012; FINATTO; SANT’ANNA, 2020). Finally, in the fourth section we present the results of our investigation, explaining, firstly, in relation to the description of 8 (eight) works analyzed; then, we discuss about the conceptions of Reading, Disability, Special Education, EJA and Inclusive Education present in the analyzed works. Through the results, we considered in the last section, that, despite the relevance of analyzed works, none of them effectively brought discussions about the development of reading comprehension in students with disabilities in EJA. Therefore, we can prove the need for investigations that address this thematic as a way to uncover the gaps and possibilities that involve the reality of the educational field.

This dissertation is the result of research developed in the Graduate Program in Education of the “Instituto Federal Catarinense” and is linked to the line of research Formative Processes and Educational Policies. This is a study that deals with the path of construction and implementation of Guidelines for Integrated Secondary Education (EMI) of the “Instituto Federal Catarinense” (IFC). The general goal of the research is to analyze the challenges and potentialities for the EMI, offered by the IFC, to constitute an offer of integral human formation in the current historical context. The research was guided by epistemological bases and assumptions of historical and dialectical materialism and used bibliographical, documental and field research procedures, from a qualitative approach. The first section discusses some of the historical determinations of work, its forms of organization under capitalism during the 20th and 21st centuries, providing an overview of educational policies aimed at Vocational Education and High School. The orientations and political and philosophical bases of the EMI proposal with the theoretical support of Brazilian researchers were also known. The second section had as main sources some institutional documents and was articulated in order to discuss the recent path of construction and implementation of the Guidelines for EMI by and at IFC, which had its genesis in 2012 and which corresponds to a collective trajectory never before experienced by the institution in the search for a theoretical-political and methodological alignment in the offer of integrated courses. The path of construction of the Guidelines for the EMI had as a synthesis of the internal disputes the document approved by Resolution No. 016/2019/CONSUPER/IFC, from which its implementation stage was linked. In the third section of this dissertation, the focus was to analyze and problematize the perceptions of IFC workers who participated in some stage of the institutional journey through data produced from field research instruments and procedures. The main results of this research have as potentialities that the IFC movement aimed at EMI, is committed to a conception of integral human training and to the construction of an institutional policy that is not limited to the educational reduction proposed nationally by the Counter-Reform of Education Medium (Law No. 13.415/2017). In addition to the purpose of overcoming the historical duality that marks Brazilian education, the path of construction and implementation of Guidelines for the IFC's EMI also has the potential to involve a group of workers who defend the concept of integral human education that bases the EMI and seek ways to strengthen, in integrated and integrative practices, the EMI. On the other hand, the main challenges for IFC's EMI to constitute a proposal for integral human training are due to the lack of understanding of many IFC workers about the EMI concept, despite the long path of the last nine years ; the lack of continuing education for workers accompanied by conditions for discussion and deepening; the opposition to the institutional proposal and the historical determinations of the work-education relationship arising from the social totality.

This dissertation, linked to the research line Formative Processes and Educational Policies of the Graduate Program in Education of the Federal Institute of Santa Catarina - Campus Camboriú, has the general objective: To analyze the perceptions of teachers about the implementation of the Counter-Reform of High School in Santa Catarina, focusing on the continuing education of teachers offered by the State Department of Education of Santa Catarina (SED/SC). The specific objectives of this study are: To Historicize Secondary Education in Brazil from the 1930s until the Counter-Reform of Secondary Education instituted by Law No. 13.415/2017, articulating the legislation with the country's political context; b) Analyze Law No. 13.415.2017, the National Curriculum Guidelines for Secondary Education approved in Brazil in 2018 and the impacts of the Common National Curriculum Base for Secondary Education (BNCC) on the comprehensive training of young Brazilians, for work and for teacher training; c) Contextualize the implementation of the Counter-Reform of High School in Santa Catarina; d) Analyze the continuing education events offered by SED/SC through web conferences in order to map the perceptions of teachers about the implementation of the NEM/SC. Methodologically, this study required a qualitative approach that used bibliographic research and document analysis. The data produced were analyzed using Content Analysis (BARDIN, 2016) and related to the theoretical framework of the research. The main theoretical references used were: Aguiar (2018); Andrade and Motta (2020); Araújo (2019); Bazzo and Scheibe (2019); Caetano (2019, 2020); Freitas (2019); Frigotto and Motta (2017); Kuenzer (2011); Moura (2007); Filho, Moura and Silva (2015); Peroni (2003, 2020); Peroni and Scheibe (2017); Pessanha and Silva (2014); Rose (2018); Saviani (2003, 2011, 2013); Scheibe (2008); Silva, F. (2014); Silva M. (2003, 2018a, 2018b); Zotti (2002) et al. As for the results of the study, we highlight: a) the existence of a strong alignment of SED/SC referrals to national regulations regarding the implementation of Law No. 13,415/2017 and its consequences, through the production of a legal-normative apparatus at the state level, represented mainly by the “Guidelines for Implementation of the NEM” and by the “Basic Curriculum for High School in the Territory of Santa Catarina”; b) a strong influence of private institutions in the implementation of the NEM, with emphasis on Instituto Ayrton Senna, Sebrae and Instituto Iungo both in teacher training and in curriculum development; c) The Flexible Part of the curriculum organization through Elective Curriculum Components, Life Project and Deepening Paths, significantly limits and undermines the Basic Education of young students and impacts on the teaching work. d) the massive use of the continuing education of teachers in the virtual format as a strategy of the SED/SC to build the adhesion of these professionals to the implementation of the Counter-Reform of High School; e) there are adhesions and resistances to the reformist discourse among teachers.

The research developed is part of the research line: Educational Processes and Inclusion, of the Postgraduate Program in Education, of the Federal Institute of Catarinense - Campus Camboriú. Its investigative focus was the qualitative analysis of how the educational processes of collaborative learning of the Braille System between family and teachers can contribute to the development of the visually impaired. In this sense, the study also aimed to expand the knowledge of the Braille System, which is essential for the independence and autonomy of the visually impaired. The theoretical framework on the subject was based on Almeida (2002), Bruno (1993), Carvalho (2012), Mazzotta, (1996), Vigotski (1988), in addition to other authors and documents that address the aforementioned theme. In theoreticalmethodological terms, bibliographical research procedures were used to aim at theinterpretation of the investigated phenomenon from its historical-cultural context. Throughdata analysis of the surveys found, it was possible to see that just as the teacher has knowledgeof the Braille System is important for the learning of the visually impaired, the family also needs to be clear about the importance of their actions and that the collaborative work betweenthem is essential for the better learning of the Braille System by the visually impaired.