Repositório RCAAP

This work has as object of research the history of the Official Commercial College of Ituiutaba, current State School Teacher Maria de Barros, defined by year of establishment of the college, 1965, until the year of 1979 when the \"Commercial\" absorbed the students of the Spiritist Primary School of Ituiutaba and enabled the extinction of that educational establishment without detriment to the community. Parallel to the historiographic study of the Commercial College, our goal, we reflect on the origins of the history of professional education in the Pontal do Triângulo Mineiro, not before describing, in notes, the origins of professional education in Brazil and in Minas Gerais. In our research we start from the macro to the local discussing the political, economic and social scenery of the country and of the city of Ituiutaba, from the civil-military coup that ousted the country\'s president. Our intention is to contribute to research of Brazil s education history, especially vocational education and educational institutions that offer this type of education, the subject of little research in the area. For this purpose we seek in the methodological procedures bibliographical sources, documentary, and iconographic testimonies of characters of the searched school environment, which could, in the development of this work, collaborate to identify the importance of the \"Commercial\" College for the city of Ituiutaba. In the city there was not the provision of free public vocational education and let alone in higher education. The youth of urban and rural elite were sent to pursue higher education in large urban centers, while for the others, the vast majority of society, was left the local education, in private school, a reality that has changed since the mid-1950s, when were created several public schools in the city. In this scenery the Commercial College had important social role, because in had in its classes students from poor backgrounds, poor, with the hope of finding the way in technical education for the guarantee of professional achievement and social mobility, often not realized.

The aim of this dissertation research is the history of the São José College, the first confessional educational institution focused on the formation of the male youth of the city of Ituiutaba (Minas Gerais), in the period between 1940 - the date of its origin, and 1971 - when the school declines. In preparing this work, we pursuit understanding the process of multiplication of religious congregations in mission around the world from the Ultramontane movement, which was a reaction of the Catholic Church to changes caused by Liberalism. We also made brief reflections about the school education introduced by Catholicism in Brazil, from the arrival of the Portuguese and Jesuits, through investigation of the principles of the Congregation of the Sacred Stigmata until the genesis of the São José College in the educational context of the town, establishing connections with education in Minas Gerais and Brazil. The study of the trajectory that allows us to understand the practices and culture developed in the academic area, through the approach of their stakeholders (alumni, former teachers and former managers), also analyzing the infrastructure provided for the development of the educational activities and investigating the uses of knowledge by the Stigmatines, who arrived in Brazil in 1910 and twenty-five years later, in 1935, the city of Ituiutaba/ MG which developed many social and educational activities reaching social and political prestige. For over forty years the São José College attended part of the privileged youth of the city and other regions of the country, since its maintenance was mainly of monthly contributions from the families of students to the college. Besides the bibliographical study, throughout the investigation the answers for the evoked questions have arisen from different sources (newspapers, minutes, iconography, etc...), so that we had to look on them in the basement of the old school (which closed in 1985), and also in raising private files of witnesses who lived then. Through oral history interviews were collected to understand some possible ways to express the educational policy, school culture and pedagogical proposals that support the education offered by the São José College for more than four decades.

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The present research is an exploratory study about the political and judicial configurations of Infant Education in the city of Uberlândia, Minas Gerais, Brazil. Its objective is to approach the offer of vacancies in this stage of education in the Basic Schools in the municipal infant schools (EMEIs) and in the day care centers (NGOs), and also to discuss about the work conditions of the infant educators in the city of Uberlândia, MG, such discussion will be based on the philosophical and scientific analysis of the configurations of the world of the capitalist work. In order to achieve our objectives, at first we tried to identify the ontological dimensions of the work world that allow us to understand the deterioration of the teachers work. Secondly, we analyzed how the educational policies materialize in the public schools that were being analyzed and the implications of such policies in the work conditions of the infant educators. At last, we identified, through the analysis of the interviews, what the perceptions of the infant educations when it comes to their activities and their professional identity were. After this research, we consider that there has been a great advance in the offer of infant education in the city mentioned, especially after the Found of Maintenance and Development of Basic Education and of Valuing of Teaching (Fundeb). This quantitative evolution (verified by the number of registrations) was significantly subsidized by the offer of vacancies promoted by the partnership between the public government and the non-governmental institutions. However, in our opinion, this advance was not translated in better work conditions to the infant educators, as we found evidences of work intensification, in objective as much as in subjective dimensions of the deterioration of the teachers work.

This study is an investigation related to the search of social reason and objective of the Elementary School Professora Alice Paes, in Uberlândia- Minas Gerais, from 1965 to1971. Limiting the study to the initial years was due to its creation by the Decree 8176 from February 22, 1965, and ended in 1971, when the Elementary School, with that conception, was extinguished. The specific objectives of the study were: to indentify the motivation for building an elementary school in a peri-urban of the city; to delineate the social-economic profile of the public served by the school at that time; to analyze the teaching practices at the school. The sources analyzed were inserted in several portfolios, with images portraying the opening ceremony of the Elementary School Professora Alice Paes and the activities done by the students, donated notebooks, the Daily Attendance Book Record, and the Monthly Activities Summary of 1971, the Manual of the Elementary School Teacher, Cumulative School Record (documents collected at the referred school). The social reason for the Elementary School Professora Alice Paes was identified by analyzing the social-economic origin of the alumni and the schooling and Professional trajectory of each one of them using a structured interview. All subjects interviewed were from the popular layer, with no economic capital. One group of those interviewed found reason for that school, since it provided the necessary means for female students to have the aspired social ascension, by embodying the cultural capital transmitted by the family nucleus and by the educational institution, it was possible to mobilize this capital, acquiring the social capital and possessing a new habitus, breaking up with the initial social economic origin. In contrast, for another alumni group, the school had no reason, for it did not promote the acquisition of these capitals, resulting in that they remained in the original social group. The social objective of the Elementary School Professora Alice Paes, was studied by analyzing the curriculum of the school, where the primary objective of this institution was to form the civil subject, willing and able to serve the religion, the country and the work. However, the school was not able to transmit the same idea of civility, respect, and discipline to all students, since each subject represented a single identity; thus, for each student there should be a type of teaching to be applied in order to organize the classes in homogeneous parameters, which is the conclusion of this study.

The building of citizenship and the formation of collective citizens have become a major concern in the official documents of Science Education in Brazil. Singled out as an overriding principle nowadays and emphasized by the Science, Technology, and Society field (STS), this kind of approach requires, however, that scientific knowledge must be endowed with a closer examination of either the benefits or the social and environment implications involved. In order to analyze the discursive reworking of the scientific information texts in Science textbooks, this work has opted for Biotechnology as a major theme. In this sense, a documental study was carried out on three top books, all approved and nominated by the National Textbook Program (PNLD) in 2011. Aiming to shed light on these books characteristics in compositional, stylistic and thematic terms, we especially examine the discursive reworking process of all these aspects particularly as they are inserted into textbooks. With regard to the thematic content of them, the presence and/or absence of some STS approach substantiating the building of citizenship was identified. Through a comparative view, this study also found that, by means of a dialogic approach based on the idea of interlocution, the original scientific information texts seek to enable readers to think over and more closely keep up with the current progress in Biotechnology researches, while those inset texts are rekindled to the point of featuring driven, excerpted information which is supposed to be reliable but in most ways is only designed to be received without critique. It is clear, therefore, that original scientific information texts contribute to the building of citizenship much more relevantly than when they are rekindled to fit in the Science textbooks.

This study is aimed at investigating the process of creation and installation of Grupo Escolar Minas Gerais, as well as identifying the pedagogical practices experienced in the institution in its early years of operation. This is the second educational institutional in the city of Uberaba/MG, created in 1927, but installed approximately seventeen years later. The study is organized in two parts. In the first, it was investigated the reasons why the institution that had already been built since 1930 only started working in 1944. It was also investigated how the city provided education to the school age population during this time, given that the only institution of the city could not cover all the existing demand. The methodological procedures used include the consultation and analysis of several local newspapers, minutes of City Council, official reports of the acting mayor and of the school inspector, among other corresponding documents for the period mentioned. From these sources, and using the theoretical references aimed to analyze educational institutions, it was sought to understand the local, state and national political relations that interfered in educational issues. In the second part of this paper it was possible to know the routine of the institution, using as main source the minutes of pedagogical meetings held between 1944 and 1962, the period that corresponds to Esmeralda Rocha Bunazar s management, principal that headed Grupo Escolar Minas Gerais for eighteen consecutive years. Besides highlighting the subjects involved in the educational process (principal, teachers, students, parents and school inspectors), special attention was given to teaching, disciplinary and religious practices, for being recurring themes in teachers meetings. It was found therefore that such practices were dialectically related, since religious issues were incorporated to pedagogical practices which were in turn influenced by discipline practices and so on. In conclusion, it was found that Minas Gerais School Group had its installation delayed due to political agreements, because the building of the school was assigned to the Battalion of the Armed Forces of Minas Gerais. Only in the 1940 s the institution opened its doors to the community to start playing its educational role.

This work is inserted in the group Saberes e Práticas Educativas (Knowledge and Education Practices) Mastership Course in the Education Post Graduation Program of Federal University in Uberlândia, Minas Gerais. This research aims to identify high school students sexuality representations in a public school, located in Uberlândia, Minas Gerais, involved in the Education Program for Youth Care (Programa Educacional de Atenção ao Jovem PEAS Juventude). We seek to further characterize, if any, the differences between the representations of the students which were members of the Program and the other high school students in the institution. The research took place in the period between May and December, 2010 and took as inspiration the methodological approach of qualitative case study. Information production took place from the application of a questionnaire to 118 students those, 43 were treated by PEAS Juventude and 75 weren t. We made also direct observations of the Program workshops and classes from three classes of high school. Based on the information obtained, we can consider that the representations of students PEAS Juventude members and nom members are similar when they discourse on sexuality. In relation to activities under the Program, we would like to emphasize that the thematic affectivity and sexuality, youth and citizenship, the workplace and life expectancy were not considered during the proposed activities with multiplication purposes. The teen-agers build and share representations of \"staying\" and \"dating\" that are marked by the criterion of faithfulness and by the differences between a stable relationship of a transient. According to them the \"staying\" relationship is casual, commitment-free, while \"dating\" relationship is serious, enduring and faithful. Pregnancy was represented as a problem by both groups of students surveyed. For them, pregnancy during the teenage youth implies responsibilities and hardships which were considered by them as impossibilities to youth experience that they could have concerning to violence, adolescents share the representation that infidelity justifies physical assault. The students PEAS Juventude members recognize that violence against women is a coward and criminal act, although some of them have said that before the attack is justified retribution. Participants and not-program participants students shared representations biased and fraught with discrimination on homosexuality. Although this thesis does not exhaust the possibilities of further research on this subject, we hope to contribute to discussions about youth sexuality.

This paper discusses the appropriation of scientific discourse by science teachers and how they do the didactic transposition of the scientific knowledge in the classroom. Therefore, we investigated fifteen schools and twenty eight science teachers from public schools in the city of Araguari Minas Gerais - Brazil. Three science teachers were selected to be interviewed and to have their classes observed. The school is one of the formal spaces of the scientific discourse and the teacher is who enables that speech schooled happens. The teachers mediate the appropriate content for students and for themselves, coming from multiple sources, and make the implementation of this knowledge, didactically, in their classes. Thus, we realize the importance of scientific-cultural mobilized by the teacher, as a citizen that is, to compose their social role. The purpose of this study was to develop an investigation that would provide an analysis of how science teachers from public schools appropriating scientific discourse and how to make the didactic transposition of this discourse in the classroom with their students. We highlight how problematic the following questions: What is the profile of the professional and social science teachers? In forming processes that teachers build their knowledge and skills, values and culture to compose his scientific discourse? How to bind the routine of school, curriculum, and school practice of information disclosed by the media about science and technology? To collect data, we used as instruments questionnaires, interviews and observation of classroom situations. The analysis of the information gathered in this study showed evidence that teachers take ownership of scientific discourse in different ways on diversity, intensity and quality of sources. And the socialization of this knowledge in didactic transposition is driven by science textbook.

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Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Contemporary culture is marked by digital technologies. These extends the potential for the use of language. Verbal, visual and sound elements converge on the computer screen and interrelate. With the arrival of computers in education, glimpse the possibility of doing something different, embrace change. Embrace also the challenge of providing, at school, digital inclusion and multiliteracies, indispensable for full social practice. This paper studies the Animated Chronicles Project, which has taken place in the public elementary school of Uberlândia - MG, since 2006, through a partnership between the City Hall and the SESC / MG. The purpose of this qualitative study was to understand the trajectory of the Animated Chronicles Project and its implications for the development of digital literacy of students who participated. In this project, students write chronicles and turn them into animations, animated chronicles, using a computer program. Art, literature and technology are worked in an interdisciplinary way. The results show that students have developed communication skills. They learned to retextualize chronicles in scripts, storyboards, drawings and animations, and had contact with intertextuality content. The activities involved verbal, visual and sound elements. The relationships and interactions between distinct elements, that they performed, and that are characteristic of digital literacy, contributed to the development of digital literacy of the students.

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From an historical point of view, the teaching of Geography has been a field with many transformations and disturbances. For many years, the traditional approach has shaped the teaching of Geography, basing itself on memorization and noncritical contact with reality. Accepting the importance of this subject for preparing students for citizenship and considering the great expansion of distance learning in our country, mainly for teacher education, our research was directed towards identifying how subject matters that explore the teaching of Geography have been proposed in pedagogical projects for Pedagogy majors in public institutions in Brazil, mainly in the southern, southwestern and center-and-western regions of Brazil. This work analyzes documents pertinent to twenty one pedagogical projects permitting to conclude that the curricular proposals for Geography subjects in Pedagogy undergraduate courses are a long way from expressing a consensual outline or similar perspectives in the studied universities. Among other points, we outline that important aspects of the distance learning scenario are still to be detailed and planned in the pedagogical projects of these undergraduate courses. We also make evident a relevant diversity in the proposition of subject matter Geography in these courses projects and the prominence in the syllabus of themes and subjects that specifically include topics related to the teaching of Geography instead of investigative aspects and contents pertaining to Geography itself.

This dissertation takes part of researches and discussions that aim to verify the digital inclusion process on Special and Inclusive Education. From the investigation of docent knowledge it aims to understand how are constituted and dimensioned by the practices referring to the resources by which children with visual impairments may access knowledge. The research context was the specialized educational assistance in municipal schools of Uberlândia, Minas Gerais, Brazil, where thirteen students with visual impairments receive a curricular and pedagogical complementation. They are enrolled in nine Basic Education schools in the city. The theoretical framework focuses on information and critical reflections concerning to three main challenges of our time: the Inclusive Education, the digital inclusion and the inclusion of ICTs Information and Communication Technologies in the Education of students with visual impairments. During the course of this dissertation, moved by the characteristic contexts of the present digital age, we proposed to analyze Braille System and the computer with screen reader as resources involved in reading, writing and information access problems, as well in accessing information, knowledge and social interaction. The search method was conducted under a historical and cultural approach, according to Gonzalez Rey s qualitative epistemology. The interviewed subjects culture and identity come into play to determine their knowledge and skills with ICT. We used semistructured interviews as data collection resource. These data were further analyzed under the Content Analysis approach described by Bardin. Data construction resulted in the formulation of categories or analysis axes established from the aspects considered as fundamental in order to include the entire focused reality. From this reality, we discussed the constitution of docent knowledges, the challenges and the possibilities on using the ICT, the didactical aspects and finally, we described the difficulties verified as a result of the inclusion and the exclusion that summit teachers and students. The results reveal knowledges and practices consonant to individual and social culture of teachers, which are characteristic of the historical range we find ourselves, concerning to as the assimilation of digital technologies for education and society.

This dissertation is the result of an investigation into masters level graduate program in education of the Faculty of education of the Federal University of Uberlândia-UFU. The aim of this work was to describe and analyze the theoretical reflections and the representations of education professionals from RPME/UDI and the UFU, about difficulties and possibilities of implementation of the Law 11.769/2008 establishing the compulsory teaching of music in primary education. For both were used as methodological procedures the qualitative research based on the bibliographical, documentary investigation techniques and the study of representations of education professionals from RPME/UDI and UFU, about the difficulties and possibilities for implementation of the law 11.769 in 2008 of professional practice and training of music teachers. The importance of this study lies in the fact that the law points to make the music as content required in basic education, not exclusive of curricular component called \"art education\". For the purpose of exhibition, this research was structured in three chapters. The first is performed an analysed on music in contemporary capitalist society and its implications for education according to the propositions of critical pedagogy. The second is presented with a reflection of the teaching of music in historical context of educational policies in Brazil. And the third chapter analyses and reflects from field work conducted in this research. In summary, it can be said that the final result of the music education in the schools of basic education has also met with different political-pedagogical concepts and practices which are contrary in reality at the time of the implementation of educational policies for this area, bringing as a result, the shift away from the teaching of music, both in relation to traditional curricular components, as regards the teaching of Arts which emphasis has been given to the teaching of Visual Arts. This is due, among other things, the lack of infrastructure for the teaching of music; specialized teachers and public tenders for contracting of the same educational networks. Despite this picture, can be seen in the context of this research, the interests of groups of teachers, both from public schools from Uberlândia, as from the music department of UFU to music education in school is actually introduced and enhanced through the expansion of teacher training and hiring generalists music teachers. However, the critical analysis of the situation points to the fact that, apart from the introduction of music education as more a \"curricular component\", it becomes vital to value the teaching profession at school and work to integrate, inter-and transdisciplinary, the knowledge and practice of the art, science and technology as a way to achieve an emancipatory education, capable of overcoming the dominant disciplinary paradigm, without it, is considered that Will be impossible to put into practice law 11.769/2008.

This work shows that many researches are being carried out in Brazil and abroad about the process of teaching and learning in physics, based on different constructivist approaches. Accordingly, the purpose of this work was to use simple experiments in a problematic and investigative way in order to stimulate the development of certain cognitive abilities, as well as the construction of knowledge in physics. We have used the Meaningful Learning Theory of David Ausubel as theoretical reference. The research was conducted with fifteen students in the 9th grade of elementary school, divided into two groups, belonging to a public school in the city of Uberlândia, Minas Gerais. Regarding the field of research, there was an educational experience that has been developed over four classes, which were prepared according to the Three Pedagogical Moments of Delizoicov, Angotti and Pernambuco. Data collection took place in three stages: first, it was applied some problematizations to all students, with the title of Previous Activity; later, the experiments were conducted (Float or Sink? Will the bag hold out?) and finally, the Final Activity, containing questions related to the contents worked, but different. The results indicate that activities permitted incite the students and possibly raise their level of cognitive process, because they required the students the capability to establish relationships between what they knew in the Physics and what was presented to them. Thus, it is considered that experimentation contributes effectively in the development of cognitive skills, since it provides a more active student, allowing that the student to be challenged and experience some important conditions for the teaching-learning process: simultaneous manipulation of objects and ideas; invention; discover by the senses and logical reasoning, a greater involvement of learners in the classroom, which enhances the possibility of test their knowledge, it creates a good climate for teaching and learning, since students are somehow seduced, to realize that he can control some variables when it comes to physical phenomena.

This is study deals with the process of an implantation of a public school for professional graduation, CEFET-MG branch in Araxá, UNED ARAXÁ, considering the sociocultural and politician movement around this process, the expectation related to the implantation and the professional education s project for the city council, in that epoch. They tried to identify and analyze the way that this process happened, its determinants and its social power that structure the dynamic, considering the employees expectative, ex students, contractors, managers of public politician and the community, in general, as the person s point of view about professional education and the work. The study was developed by the inquiry of academicals production upon education and work, indivudually upon professional education, and based in documents and others registers, beyond the interviews with people involved and/or related to the UNED ARAXÁ s implantation. The investigation had as theoreticmethodologist relates the historical materialism dialectical and showed the constitution of two distinct movements relate to the UNED ARAXÁ s implantation: fisrt, by employees and usual people that disengage the expectant authority, and second, by contractors and public politician managers, which power and interest mobilize the forces capable of determinant and justify the CEFET-MG branch s settlement in the area. The subjacent perspective of the project of the branch s creation point out for surpass of the logical economy about the educational conception by ample angle. The analysis of the testimony s people, who were interviewed before, indicate that the capitalism productive reconstruct is taking as reference as they can for ell the process, in way that expectative related to the professional education concentrate themselves generally, in the priority and in the searching for the adequacy by the molds from the work market. The education perspective motion is ampler, in the technology education s way, is substituted by the obligation of the search for the professional preparation, central preoccupation with the employees, contractors and another people.

Dante Moreira Leite worked at Regional Centre for Educational Research of São Paulo (SP-CRPE) between 1957 and 1960. During this period, he published three articles in the journal Pesquisa e Planejamento, newsletter CRPE-SP: The toy reading and child (1958); Automatic promotion and fitness curriculum to student development (1959); Content Analysis of reading books primary school (1960). This paper discusses certain aspects of the pedagogical thinking of Dante Moreira Leite, analyzing the articles cited. We put under suspicion innovative education proposed by the author and his criticism of what he called traditional teaching. The submission of articles mentioned a critical methodological repertoire, brings out power relations within the project of liberal education designed for Leite. For this, the references were reflections of Michel Foucault about the modern political rationality, notably his studies on the concept of biopolitics. These methodological tools investigate values ingrained in the discourse of Leite. You can see that the speech renewing established social rules guiding appropriate social adjustment of the child. In suggesting the replacement of old schemes for certain educational devices reordering of students in the school organization, Leite proposed solutions to the problem of the adequacy of the child to the structures of urbanindustrial society.

The present work aims at investigating the use of a pedagogical resource entitled Problematizing Narratives (PN). The PNs are short texts which present a hypothetical situation and lead the reader to a problem. From the application of the PNs, seven in total, all about Astronomy related topics, the research presented the following main question: what comprehension emerges from the discourse of a group of teachers who participate of an in-service formation about the use of PNs for the teaching of Astronomy, after its implementation in the classroom? Its aim was to investigate the feasibility of using this pedagogical resource (PN) in the Astronomy Education. The data was obtained from an in-service teachers´ course, held in 2011, with monthly meetings, each of which lasted four hours. The analyzes was carried out considering: the evaluation and use of PN texts; the evaluation and use of material resources with students; the evaluation and comprehension of the student´s role in the implementation of the activities; the evaluation and comprehension of the teacher´s role in the implementation of activities and the evaluation and comprehension of the interference of the conditions of school infrastructure in the implementation of the activities. The results were that the most teachers involved, were favourable to the proposal. They approved of the use of PNs and all its scopes: the methodology, the conception and the materials. However, they approved of it with some considerations, once in many of their testimonies, it was possible to identify many of these teachers referring to limiting factors, such as problems with their personal educational background, as far as the themes were considered, and the necessity of more time than it was offered to them for the preparation and realization of activities. This way, we understand that the adequate use of the material resources which are employed with the PNs can be of vital importance in order to enhance the teaching activities. Therefore, from the stages of this research as well as from the teachers´ testimonies, we could conclude that once the necessary configuration is made, the PNs are feasible and relevant as Astronomy teaching tools.