https://repositorio.ufba.br/handle/ri/34009 2026-04-18T01:36:00Z https://repositorio.ufba.br/handle/ri/44383 A atuação do Núcleo de Apoio à Inclusão do Aluno com Necessidades Educacionais Especiais (Nape) na inclusão de graduandos com Transtorno do Espectro Autista (TEA) na Universidade Federal da Bahia (UFBA) Silva, Tamires de Freitas Silva, Regiane Barbosa This work focuses on the role of the Support Center for the Inclusion of Students with Special Educational Needs at the Federal University of Bahia (Nape/UFBA) in the inclusion of students with Autism Spectrum Disorder, and poses the following research question: How does Nape UFBA work to include undergraduate students with autism at UFBA? To answer this question, the general objective was to analyze how Nape (Center for Support and Assistance to Undergraduate Students with Autism) operates to include undergraduate students with autism at the Federal University of Bahia, and the specific objectives were to describe how Nape functions and to identify specific actions taken with undergraduate students with autism. This is a descriptive and qualitative case study, conducted through interviews with two pedagogues from the center. The responses obtained were read and analyzed using Bardin's content analysis. The research findings demonstrate that Nape faces several challenges in its operation: difficulties in mediating between undergraduate students and professors, physical and attitudinal barriers, and a lack of investment in human resources to reach a greater number of students, given that the demand for the service has increased, both among undergraduate students with autism and those with other specific needs. Universidade Federal da Bahia Trabalho de Conclusão de Curso 2026-02-12T00:00:00Z https://repositorio.ufba.br/handle/ri/44302 A avaliação em Projetos Pedagógicos de Cursos de Pedagogia de Universidades Federais da Bahia Nascimento, Jéssica dos Santos Vilar, Edna Telma Fonseca e Silva This Final Course Project analyzes how Assessment for Learning is conceived and presented in the Pedagogical Projects of the Pedagogy Courses at the Federal Universities of Bahia (UFBA, UFRB, and UNILAB) that offer such courses. Starting from the understanding that Assessment constitutes a political-pedagogical act inseparable from the teaching-learning process, the relevance of assessment as a formative dimension necessary for teaching is discussed. The research, with a qualitative approach, involved bibliographic review and document analysis procedures, using as corpus the PPCs of the investigated institutions, their curricular matrices, and syllabi of components associated with the theme of assessment. It was identified in the PPCs that Assessment constitutes a specific curricular component and is a topic of discussion in curricular internships and teaching methodologies. The density and relevance of the content of Assessment and the possibility of multiple approaches to its study suggest the need for its discussion in diverse curricular components, in specific disciplines and formative experiences. It is concluded from the reading and analysis of the PPCs that the importance of Assessment in teacher training is recognized with the necessary articulation of theory and practice, aiming at the construction of evaluative practices consistent with dialogical, inclusive and emancipatory principles. Universidade Federal da Bahia Trabalho de Conclusão de Curso 2025-12-18T00:00:00Z https://repositorio.ufba.br/handle/ri/44261 O direito ao uso do nome social na escola, nas normativas legais e no SIGEDUC da Bahia Melo, Jamile dos Santos Vitoria Rocha, Telma Brito The use of a social name in schools is a right aimed at ensuring access to and permanence of transgender people in the school environment. Since 2008, federal units in Brazil have issued legal regulations guaranteeing this right; for example, in 2013, the Bahia State Council of Education published Resolution CEE No. 120. It was only in 2018 that a regulation at the national level was published, namely Resolution CNE/CP No. 1, prepared by the National Council of Education and approved by the Ministry of Education. The legal regulations regarding the use of the social name in schools indicate that these measures affect school documentation and have pedagogical implications. Thus, in the present study, it was necessary to investigate the Integrated Education Management System (SIGEDUC), used to include students’ social names in school records in the state of Bahia. Therefore, the general objective of this research is to understand how the right to the use of the social name in schools is ensured through legal regulations and through Bahia’s SIGEDUC system. In addition, three specific objectives were defined: to present how academic literature has addressed the use of the social name of transgender and transvestite students in schools; to map the legal regulations that guarantee the implementation of the use of the social name in schools, with emphasis on the state of Bahia; and to investigate how Bahia’s SIGEDUC enables the registration and use of the social name of transgender and transvestite students. To achieve these objectives, a methodological approach divided into three main stages was adopted: literature review, survey of legal regulations, and field research through interviews with a school secretary and a pedagogical coordinator. The results indicate that Bahia’s resolution meets the provisions established by the national resolution regarding the use of the social name of transgender people in school records; however, when compared to regulations from other states, there are measures that could be adopted in a new publication, such as the use of the social name in electronic addresses and external documents. Furthermore, SIGEDUC allows the inclusion of the social name and automatically updates the teacher’s gradebook, but it presents a weakness regarding the confidentiality of the civil name, as it is used in the institutional email. UNIVERSIDADE FEDERAL DA BAHIA Trabalho de Conclusão de Curso 2025-12-18T00:00:00Z https://repositorio.ufba.br/handle/ri/44191 Avaliação como questão [de] política educacional: problematizando [dis]funções ao ato avaliativo Conceição, Vitória Beatriz Leite Vilar, Edna Telma Fonseca Silva e Universidade Federal da Bahia Trabalho de Conclusão de Curso 2025-07-23T00:00:00Z