Repositório RCAAP

The present work main purpose is to develop analyses of academic production in the Brazilian Midwest region concerning \"Public Policies for Early Childhood Education\" between 2000-2010 in order to understand the State of the Art in the field of Children Education Public Policies in the said region, describing and revealing the multiple approaches and perspectives of the researches. To this end, we opted for the type of research called State of the Art, which focuses on performing the mapping of academic and scientific productions, analyzing aspects of research in order to contribute to the consolidation of certain area of knowledge. The main considerations accomplished at the end of the research refers, firstly to the amount of production in that area which totaled thirteen works, allowing us to state that such thematic, in quantitative terms, lacks research in the Midwest. This, relates to the healing process while this field of knowledge. The presentation of scarce numbers of jobs may be related to the incipient character of lines of research focused public policies and also the Early Childhood Education Programs in Graduate Education in the Midwest. Regarding the analysis of the contents covered in the theoretical basis of the work that made up our research sample, we observed as the predominant trend investigative situations that interfere with the effectiveness of early childhood education. Thus, there were recurring themes in the work, which referred mainly issues related to the historical and legal processes of early childhood education as well as the financing and interference of international organizations such education stage. These themes were important to theoretically support the debate on Public Early Childhood Education Policies, justifying achievements, challenges, advances, as well as historical, social and economic contradictions from different eras, which interfered in the educational field. In addition, the face of these problems there was an extended debate in the dissertations, which proved essential for the formatting of early childhood education as belonging to the school systems. The themes mentioned above all to local public policy - state or municipal; the Inter-sectoral and integrated policies; the influence of international organizations in education; the realization of children\'s rights Early Childhood Education; the funding of early childhood education policy; and finally, the interference of Ong OMEP in kindergarten.

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This study aimed to discuss issues related to the work with Science in Childhood Education. The questions that guided this research were: What are the representations of Childhood Education teachers from Uberlândia on the work with Science in this level of education? According to the teachers, what must be considered in that area of knowledge? For these subjects, what are the appropriate methodologies for the work with Science? What are the possibilities and difficulties of addressing this discipline in the routine of Childhood Education? Our objective was to investigate the social representations of teachers of Childhood Education, from Uberlândia, about the work with Science and methodologies that must be contemplated in this area of knowledge. We also seek to identify the representations of the subjects on the possibilities and difficulties of the work with Science in Childhood Education. The theoretical and methodological background utilized was that of Social Representations in Moscoviciana perspective. The research is qualitative, and the questionnaires and interviews were the instruments used for data building. The found representations refer to the fact that the work with Science occur in Childhood Education through the following themes: environment, hygiene and feeding. In its representations, the methodologies employed in the work with Science are: expository and dialogued classes, practical activities and work with educational projects. The main representations found on the positive aspects of the work with Science in Childhood Education were: relation of the subjects with the children routine; awareness for social change; learning that occurs through pleasurable activities; possibility of habit formation; the fact of this area of knowledge contemplate practical activities and experiments. The difficulties of the work with Science in Childhood Education focused on issues related to working conditions, such as lack of teaching materials, difficulties with transport to conduct classes outside of school, lack of spaces for practical activities and/or experimentations, gaps in training to work with this area of knowledge and lack of a good relationship with the school community in general. We hope that this research will contribute to the discussions and productions about the work with Science in Childhood Education, topic that is not commonly investigated in the academic community.

The choice of the theme \"Teaching legal content: problems and perspective for the twenty-first century\" was developed in the research that originated this thesis which is articulated with Knowledge Research and Educational Practices and the Group of Studies and Research in Developmental and Didactic Teacher Professionalization (GEPEDI), from the Post-graduate School of Education (FACED/UFU), by proposing the questioning of one of its main agents: the university teaching. In order to understand their practices, as from the teachers own education to their performance in the classroom, it is crucial to inter-relate it to the social agents that are mapping the guidelines and objectives in higher education teaching: the government departments (the Federal Constitution, the MEC, the INEP and CAPES), the class representative bodies (OAB and Abedi), university college department and the students whom all the process is or should aim at. This paper falls into the context of deadlocks and paradoxes, represented here as problems facing the legal and judicial teaching. It regards the choice to rethink Education and, especially, the Law in order to provide some answers to the so-called Legal content teaching crisis as from analyses of initiatives of institutions which implemented teacher development programs centered on the course itself, on students learning, on sharing of experience, on group support, on supervision and reflection. The methodology developed at all stages of the research, and which is based on the Diagnostic Study method, primarily followed a critical-reflexive perspective of analysis of data collected from the thorough exam of bibliographic and documental sources, the interpretation of results of a research conducted in the undergraduate degree in Law from Fadir, as well as, from observing forums held with the aim to restructure the Political Pedagogical Plan from college. Based on the diagnostic study carried out, it is concluded that the solution of the problems raised go beyond the strictu compliance with current legislation as well as the development of a Political Pedagogical Plan that, yet in practice, have not had the acceptance of teachers and, for this reason, it remains compromised the effectiveness of their proposals in the day by day university life. Therefore, and in view of the results achieved with the \"diagnostic study\" it has been found that only through a change in working conditions and in the attitude of those involved in the educational process before its commitment to educate the proposals aimed at improving education and, in particular, the content of legal education can be properly implemented.

This work presupposes to present the History, Memory and Experiences research: The EJA in the North of Minas Gerais 1940-1960, which objective was to investigate the local history, retracing the history in the memory of the knowledge and practices of seven literacy teachers, analysing the context, the place, the space, their difficulties, problems, strengths, and especially the meaning of the craft as an adult literacy teacher in the period of 1940 to 1960. It sought to delimit initially the historical period, identifying, describing and analysing the knowledge and practices mobilized by the literacy teachers in the teaching-learning process of adults. As well as the ways these literacy teachers used the teaching method in the conduct of literacy activity, given the need for acquisition of the alphabetic code and the development of reading skills and comprehension of texts. In addition, it intended to understand how the US literacy teachers preceded in adult tutoring, considering the difficulties of that reality to the knowledge of their occupation and the professional know-how. This study presents itself in the field of Youth and Adult Education, where the focus was the thematic oral history in the North of Minas Gerais, Brazil. The period of this research takes us back to memories of numerous levies standards that were and are unhealthy for students, including those that justify the many prejudices that somehow foreshadowed the collapse of some social barriers, which showed that these and so many other promises to adults in the study period were strategies to perpetuate the power of a group. The results of the research show how the trajectories of these educators were built, marked by political and pedagogical restraint at a time when the wilderness of northern Minas Gerais was considered a region of \"habitual illiteracy resistance\", as \"rude and undisciplined, helpless and excluded from the benefits, or why not say, abandoned to its own fate in relation to various aspects, especially in relation to adult education. Evidence that indicates how much this area is marked by the attempt to overcome the different forms of existing discrimination and exclusion in our society. Therefore this research led us to the realization that the surveyed literacy teachers not only created job alternatives or even learned from their own experiences, but mainly enrolled themselves in a tradition, trying to rescue ties with the EJA, as tributaries, maintainers and retreaters of a tradition.

This doctoral research is linked to the line of Knowledge Research and Educational Practices, the Master\'s and Doctorate Programs in Education at the University of Uberlândia - UFU. Considering the needs presented in the Brazilian educational context, with regard to learning disabilities and scientific production of didactic, as the area responsible for the theoretical basis of educational practices at school, this research was first purpose, seizure of that scientific production. Was elected as an object of study that produced didactic knowledge, embodied in Articles prepared by teachers of the lines of research, the Graduate Program in Education located in the Midwest Region, from 2004 to 2010. This research is justified considering the contributions that a body of knowledge, inferred of the subject matter, can bring to think the educational practice, the constitution of teaching with regard to their investigative field, signal trends, objects being neglected and theoretical foundations that support these productions, which are important to the overall understanding of didactic knowledge produced in the academy and how it can support interventions in school practices. It aimed to unveil the conceptions and the knowledge produced on Teaching in Brazilian graduate, to what extent these views allow or not the teaching-learning relationship that promotes development. The specific guiding objectives were outlined to map scientific production of teaching, understand the constitution of this in teaching and research, analyze and discuss the theoretical and methodological aspects that sustain the knowledge produced, as well as highlight the contributions of the teaching thinking is guided Theory of Developmental Education. To this end, there was a state of the art using as theoretical foundation, the historical materialist method dialectical and theoretical and operational principles of developmental teaching. It was found as the most significant trends that scientific didactics production has prioritized as an object of study, training and professionalization of teachers for performance in higher education, focusing more on the teaching-learning area, the size of the grounds, to the detriment modes and conditions in which teaching is performed. The results indicate the need for education organization intends to provide the student\'s development in the context of the classroom taking into account the formation of theoretical thinking and social and cultural practices, which are embedded in the school routine. Evaluation as a teaching resource that contributes to the quality of teacher education, taking into account that, beyond the realm of academic content, you need to consider creativity, affection, subjectivity, emotional and motivations. How overlooked aspects were identified little expression studies with an interest in early childhood education, primary and secondary education, with total absence of studies on adult education, as well as the relationships that are established in the school\'s organizational structure, materials textbooks used in the special needs presented by students. With regard to the privileged location are few studies that direct their attention to the classroom, to the organization\'s context of school or various locations.

The objective of this doctoral thesis is to conduct a comparative study between the FHC and Lula governments, taking as reference the changes in the neodevelopment and its impacts on society and education. For it, it is taken as a reference, in educational terms, Reuni - Support Program for the Restructuring and Expansion of Federal Universities. The study is divided into two parts. The first part analyzes the FHC government and the beginning of the Real Plan. The second part discusses the Lula government, demonstrating his assumptions, continuities and ruptures with the FHC government and a final emphasis on the expansion project of public higher education called Reuni. Primary sources were researched in newspapers of the period, government documents and discourse analysis of the main political actors of the project in question. What we show is that the Lula government did not break with the monetarist logic of the FHC government. In FHC government there was an expansion of private higher education, expressing precarious projects of teachers\' work. In the Lula government, the process of internalization of the public university expressed the contradiction of the access to students in higher education, but also in poor conditions for the development of science and technology.

The purpose of this dissertation is to discuss the project Esporte para Todos (EPT) in Brasil, within the period between 1973 and 1990. The theme was selected due to the existence of propositions which exalted EPT as a democratic movement, inspired in the population, with spontaneity and in the spirit of improvisation, despite its apogee during the Brazilian military government. On the contrary, our hypothesis is that the EPT was devised with the aim of promoting social control, especially when the weakening military regime started adopting discourses to encourage popular participation in several spheres. Our objective is to present context configurations in which EPT movement was developed, that is, we intend to outline the articulations concerning political, economic, social, and educational dimensions established during the military regime, more precisely, from the beginning to the end of EPT. That entails going through national and international nuances in the second half of the 20th century which influenced in the deflagration of the military coup d\'etat in Brasil, in 1964. The documental scope comprises EPT documents, legislation related to the period handled, and interviews with people who took important roles in the conduct of EPT. With such documentation, it was possible to verify that EPT composed discussions demarcated in international scenery, concerning disputes between mass sports and high performance sports. The project was implemented in Brasil as a campaign in 1977, by means of proposals referring to mass sports dissemination which had been discussed since 1973. However, at the end of 1978, EPT campaign was officially discontinued. That could be attributed to the discomforts caused by the gathering of crowds at events, but the fact such events drew power disputes among characters in government ranks and even in the segments of Physical Education should not be neglected. From that point on, according to authors who took part of EPT, the project became an autonomous movement, free from state meddling and riddled with contributions of pluralism and decentralization. This study investigates the degree of hegemony conferred by EPT on the population in the fruition of informal physical activities. It is concluded here that EPT anchored on the endorsement of the State, resorting to popular repertory of informal physical activities in order to define itself as a movement permeated by the interests of the community. Nevertheless, this dissertation verifies that EPT did not reach enough cultural rooting to be considered a movement with popular matrix, unlike the informal sports activities historically present in the heart of communities. The institutionalization of EPT showed signs of weakness in the throes of military regime. At that point, the movement sponsored by the State started to give way to corporate interests in Physical Education market. This can be demonstrated by the poor legacy left by EPT.

This study has its theoretical-methodological epistemological basis materialized in Marxism. It retrieves the debate on the work of nurses and union resistance in the state of Amapá. Takes the view that with the advent of the neoliberal project in Brazil there was an intense precariousness of this profession, whose momentum was with the change in national policies related to health back in the Collor government. It shows that this process of precariousness enhanced the construction of a combative and socialist trade union, the workers\' resistance expression to the changes in their working conditions. It perceives that there is a precariousness process rapidly going all health categories, particularly in nursing. We believe that workers\' resistance, manifested in the organization and trade union struggle, is a political process of educational nature aimed at training the consciousness of workers in the sector about their condition of exploitation and the need to overcome this relationship.

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This study is part of the line of research State, Policy and Management in Education of the Graduate Program in Education of Universidade Federal de Uberlândia, with the object of investigation the Target Plan on All for Education Commitment (TPAEC) as a part of Education Development Plan, and its interface with local politics, educational/school management and teachers‟ work. The Education Development Plan, officially implemented by Ministry of Education in April 2007, simultaneously with the promulgation of Decree No. 6094, deals with Target Plan on All for Education Commitment in the context of President‟s Luiz Inácio Lula da Silva government. Decree n. 6094 by instituting TPAEC, has mechanisms that delineate the educational policy enacted by MEC, such as the Articulated Actions Plan (AAP) and the School Development Plan (SDP-School). From this background, the objective of this research is to analyze the government program SDP/TPAEC and its developments in the public education management and teacher‟s work, taking into consideration the production process and implementation of this policy and the actors who interfered in its preparation, in the context of network policies. Considering this goal, a central question guides this research: To what extent a government program such as SDP/TPAEC, that is a part of a policies network, was able to implement the promised benefits in the public education management, compared to a national and international framework outlined by the economic and political aspects from Brazilian institutions and the dialogue with other actors such as international organizations and business segment. For this investigation, we chose the epistemological approach of dialectics and the contributions of the methodology from social network analysis and theoretical and analytical framework of the policy cycle, combined with procedures that contemplate other object perspectives, namely: document analysis, research field and interview. Results support the defended argument in which the implemented actions from the reform of SDP/TPAEC essentially failed to break the status quo as a result of the reproduction of policies network established between global and local aspects, from relationships between people, institutions and organizations, showing that State is not the core of the educational policy-making process, having canceled its major role in a scenario of disagreements and power/interests disputes. The promises announced by SDP/TPAEC policy materialized an upside down quality in school floors , bringing perverse effects to local politics and teacher‟s work, due to the logic of responsibility/accountability, which eventually established appropriate consensus to globalized economic order to attend the different interests at stake. A quality at the same time focused on school performativity and its professionals, remained material and objective conditions of work on school floors unchanged.

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The objectives the thesis are discuss and analyze the meanings and senses of school practices, which constitute the sayings of deaf students. They were used as theoretical and methodological supports: Discourse Analysis (Pêcheux, 2012), concepts of psychoanalysis Freudo Lacanian (Freud, 1921; Lacan, 2008; Teixeira, 2005 and others) and studies on sign language (Skliar, 1998; Sacks, 2000; Quadros and Karnopp, 2004). For the construction of the research corpus were two interviews with six deaf students, aged one twenty-six years, in the final years of elementary school (8 and 9 years) in a public school in the city of Uberlândia - MG . Interviews were conducted in Libras (Brazilian Sign Language), interpreted simultaneously in Portuguese (oral) and recorded audio and video. The information processed by the survey suggests that the constitution of the deaf in student results, first, the deaf\'s relationship with his deafness. Second, the need for access to a language so that communication can be developed and expanded. Research has shown that LIBRAS appears as a language that favors the development and communication of the deaf. Third research shows that school, to prioritize the Portuguese language (written and oral), to the detriment of a bilingual approach (LIBRAS- Portuguese), has lead the deaf student to live a situation of conflict, contradictions and exclusions within the school context, and to develop a kind of school interpreter dependence.

This thesis is inserted into the search field of the Disciplinary History and aims to investigate the trajectory of Educational Psychology in the oldest existing Pedagogy Course in Uberlândia-MG. The historical approach considers the period from the year 1959 until the year 2006, in which there have been several changes in the content of the discipline within the Faculty of Education, since its founding at the Faculty of Sciences, Letters and Philosophy, to its consolidation at the Federal University of Uberlândia. This research sought to understand important aspects in teaching of Educational Psychology, emphasizing the relationship between the prescribed curriculum content and pedagogical reality. In this sense, it started with a review of the literature on the object, doing the reading and analysis of historical materials of discipline, such as: course plans, teachings projects and regulations, and interviews with teachers and students who acted in the period surveyed. This study established the following categories of analysis of the discipline: the content taught; pedagogical practices in the classroom; the relationship between prescribed content and pedagogical reality; forms of assessment of learning; the relationship with other disciplines / interdisciplinary; the influence of curriculum standards and regulations; and bibliography. The results allowed the establishment of a timeline from the investigated object: Thus, the first period comprises the years 1959-1977, which was the initial development of Educational Psychology discipline in the Course of Pedagogy within the Faculty of Philosophy, Sciences and Letters of Uberlândia (FFCLU) and the University of Uberlândia (UnU) in the two decades leading up to federalization process. As regards the second period, which lasted from 1978 to 1986, it was characterized by be a transition period in which the Pedagogy Course was attached to the Federal University of Uberlândia, with the systematic provision of training for specific qualifications on a semiannual basis, with the Psychology disciplines predominating in the basic cycle. Finally, the third period, between 1987 and 2006, in which there was a return to the annual regime in Pedagogy Course of UFU, on which the stabilization of the discipline Educational Psychology, with 240 h/a. Finally, it discussed the interaction between contextual and particular dimensions of the educator to teach an academic discipline, because the subjective interests often shared influence in setting menus, the syllabus and the bibliographic reference of academic disciplines. These interests direct the daily pedagogical interventions in implementing the prescribed content of a discipline, and must realize the dimension of context, for their impacts in the construction of subjectivity itself.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Based on the Theory of Ideological State Apparatuses put forth by philosopher Louis Pierre Althusser and instigated by the contradictions between the rapid growth in the last two decades the number of courses of legal education and Bachelors they launched on the labor market as operators of the Law (which is based on liberal discourse of equality and freedom) and the inalterability of discrimination and oppression within the Brazilian society, this study uses the method of historical materialism dialectic to analyze the peculiarities of legal education and with this remove the varnish ideological that gives brightness to this type of education, revealing, in the end, merely as a specialized activity of the school ideological apparatus attesting to the state of potential operators of its repressive apparatus, whose primary function an ulterior motives are to ensure the reproduction of the relations of production of the capitalist mode of production.

Mestre em Educação

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

In this work we analyzed the meaning of the PROCAP (Programa de Capacitação de Professores) for the process of continuous formation and for the teaching practice in Mathematics of the teachers working in the initial school years in Uberlândia-MG. PROCAP had as goal to act on the continuous formation of teachers working in the city and state schools of Minas Gerais state. It is part of a larger program, PROQUALIDADE (Project of Quality improvement of the Fundamental Teaching - 1st to 4th series) through an agreement between the Government of the State of Minas Gerais and the World Bank in the year of 1995. The implementation of PROCAP was carried out in two different phases. The first involved the areas of Reflection on Pedagogic Practice, Mathematics and Portuguese Language, being implemented in the years of 1997 and 1998. The second phase of PROCAP, entitled PROCAP - Fase Escola Sagarana , was implemented in 2001, involving the areas of Foundations of the Pedagogic Practice, Geography, History and Sciences. The program, in its first implementation phase, qualified 81572 teachers through a training process in the schools, by means of a formation strategy in service, being used the modality of distance education, incorporating the use of printed materials and videos, especially produced for the Program. In order to obtain data we carried out a qualitative research in four schools of Uberlândia-MG, having as a methodological procedure the use of a questionnaire and four group interviews. Data demonstrate that the teachers evaluate the experience of continuous formation through PROCAP as positive for their pedagogic practice, however, pointing out that the program was not enough to change the teacher's practice, what demands a very larger investment in the school, work conditions, professional valorization and in the process of the teacher's formation as a whole. Regarding the teaching of the mathematics, data evidenced that the teachers evaluate that the repercussions of PROCAP can be noticed in their practice, but are insufficient for a deeper domain of the mathematical contents and of a significant understanding of appropriate methodologies for the development of the students' mathematical reasoning. The teachers expressed the need of a program that is continuous and elaborated starting from their formative needs, as well as of the reality of their work context. The present study shows the need to think for more concrete and significant forms of investing in the continuity of the teacher's formative process as a challenge for the construction of teaching quality and of a school committed to the citizens' formation, and contemporary subjects.

This research was conducted in the Biological Sciences Major Course of the University of Uberlândia having as objective the study of representations on the teaching work of the course students. It is a qualitative investigation that used the Social Representation Theory as a methodological-theoretical reference framework in the Moscovician perspective. That made it possible to approach the subjectivity of the individuals researched as well as their representations. For data collection a questionnaire was applied to 168 students, 21 of each course term and, in a second moment we had a semi-structured interview with 16 students, two of each term. We decided to combine the quantitative and qualitative data, a resource often used for data analysis. That makes it possible to have a more complete view of the phenomenon studied. The questionnaire quantitative data and the interviews were qualitatively analyzed. Their discourses were analyzed according to Bardin s content analysis technique. Results showed that the students share the same representative referential regarding the teaching work, what can be explained by similar experiences in the course of Biology of UFU. Among the representations we could find that: teaching work is hard, but gratifying and covered of great importance, although it hasn t been recognized; it is associated to teaching and not to research, being teaching understood as content transmission; nonmotivated teachers, who are not well prepared, not well paid, besides having no autonomy, negatively contribute to the educational process; students who are not interested and not prepared, absence of their family in school activities, and non contextualized teaching are factors that impede students learning; interaction teacher-student-school-family-community is essential for the learning success which does not depend only on cognitive aspects but also on affective ones; teachers training, both on specific contents and on the pedagogical ones is of great importance for a good teaching work; parents see the teaching profession positively, while friends see it in a negative way. The option for the teaching work guarantees a job in the market place, and, for that, they do not give up this opportunity, when facing the uncertainties of a researcher career. This research does not end with the possibility of future studies on this theme. However, we hope that this work can contribute for the discussions on the teaching work in the teachers training courses.