Repositório RCAAP

This research is concerned with the attention given by professors to issues that include inclusive education in higher education. Has as main objective to identify the concepts of disability, of the training of teachers and the teaching-learning process that university students have forward the issue of inclusive education, to understand whether these concepts fit or not to practice inclusive. Was used the quanti-qualitative methodology through the application of a questionnaire with three items, conceptions of disability, teacher training and teaching-learning process, whereby for each of these, five issues were willing, analyzed statistically using the analysis tool SPSS 16.0. In this sense, the research local was a university in the Southeast region of Brazil, and the participants were 27 professors under the exclusive dedication of the Pedagogy Course, Faculty of Education of the same university. The research has concluded that the participating professors are concerned with issues of special education, since to the majority (66.7%) is very important the physical and academic adjustments to the university students with disabilities can complete the training in a satisfactory manner. However, few (26%) have continued training in the area, demonstrating the need for the disclose experiences and researches completed on the subject. Thus, the three items cover the main theoretical issues worked, outlining the characteristics of participating teachers about their concerns in the practice of inclusive education. The study proves the existence of the need for continued work to ensure that special education be present in Brazilian universities, having centers that help professors and students with disabilities to adapt to model of inclusive education. Considers the importance of the organization of the continuing education for the entire university population, because the information about special education allows the universities are appropriate for inclusive education.

This study was developed in the context of the Line of Inquiry of Politics and Management of the Education of the Program of Postgraduation in Education of the Federal University of Uberlândia UFU, which search to discuss questions made a list to the Education and I Work breaking it talks the relation between the professional formation in superior level and the labor market in the context of the productive restructuring in the world of the work. Since fountains of inquiry are used documents, laws and projects. It is considered that the whole state of affairs of the construction of the sense of the work and of the education at present articulates technological innovations with the new forms of organization and management of the production, in spite of the worker to be still essential for the realization of the work. One understands that the function in the society is being revised, since the society coexists with high taxes of unemployment. The current system it makes difficult enormous possible of men and women who sell his workforce, one lives in a quick society of consumption with the objective to speed up the reproductive cycle of the capital. The inquiry indicates that the official speech associates the idea of the schooling with the acquisition of a post of work, being so, the private higher education gains that it forces. These changes that do not manage to guarantee a better standard of living for the workers, a free time that could be used to guarantee the dignity of the man, aim only and exclusively the reproduction of the capital, provoking still more exploration of the workers.

In the literacy teachers training history field of discussions, this research discusses questions like literacy teachers training in a Teacher-training College, schedule and school disciplines, and contents and teaching methodologies. It is about a qualitative research that used of documental and oral crossed information, by a documental search and Oral Theme History. The objective of this study was to analyze literacy teachers training on the Teacher-training College by the Language Didactic discipline on a period between 1971 and 1985, also researching the teaching methodology contents studied on this discipline and the methodologies used by the training teachers in their classes. To reach this objective, was analyzed the Teacher-training course and the course disciplines legislation, class-books and the testimony of the teachers that ministered the Language Didactic discipline classes. The research results shown that the most studied contents were the literacy training methods and their techniques and methodology application. The teachers trainers reveled that their pedagogic practices had the methodological teaching practices as a priority instead the learning theories and in their classes they used lots of technical proceedings like teaching methodologies. At this period they had the concept that the Teacher-training College students should learn how to give classes recipes .

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This dissertation is the result of a case study that investigated and analysed the integration of technologies, namely, the object of learning: What can be done to reduce the environmental impact caused by the use of batteries? , in the teaching of Chemistry in a public high-school in the municipality of Uberaba MG. Twenty-seven students and one high-school teacher were part of the investigation. The procedures adopted for this research were: bibliographical revision, questionnaires with open and closed questions, semi-structured interviews and observation. The results pointed out to the fact that integration of technologies in the school context, depends on a number of determinants, such as an adequate technological infrastructure, investment in teacher training, review of teaching and learning paradigms and convictions about how to improve students learning by means of technologies, and the need to rethink the learning contexts. Results suggest that the integration of technologies is due more to enthusiasm concerning a differentiated manner of teaching and learning than by the adoption of educational views that may produce changes in the form of seeing and putting into practice the formative processes when there is the availability of other didactic resources other than the traditional blackboard and chalk. Thus, it is necessary to have a policy that will assure discussion and reflection about the integration of technologies in the school environment, meaning an improvement in the school.

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This work is the search result desenvolvina at Masters level, with line of research in polítcas and management of education and problematizes the process of management of state public schools of the State of Tocantins, with focus to the schools of the City of Miracema, jurisdicionadas the Regional Directors of Miracema. In this study reflect the strategies of democratization and decentralization of public schools of the state, through the Community School Program for Management Shared (PECGC). The programme was implemented in Tocantins, from 1997, and according to the official discourse aims to "promote financial autonomy, administrative and educational, and the guarantee of democratic participation of communities" and local school. The Community School Program for Management Shared (PECGC) is the lead in the context of the 1990's, tends to assimilate the characteristics and trends of current reforms of the state. In the field of education is incorporating the logic of decentralisation of management and autonomy of educational systems, which actually put education in a clear process of internationalization of education, assuming an exclusionary logic, turned toward the goals of the capitalist system. It was apparent that the policies of education adopted in the state of Tocantins, point to a character expressed by PECGC management, strengthening the devolution of management with the detachment of the state of their social obligations. The same logic is reflected locally accepted by these policies and their implementation - under the guidance of the Department of Education - the state schools in the city of Miracema. This management model shows, in schools surveyed, the pursuit of a relative autonomy, exacerbated by a process of democratization imposed.

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This work proposes an investigation into a school institution, the Educandário Ituiutabano, established in Ituiutaba city, in Minas Gerais State. The school was built and maintained by the União da Mocidade Espírita de Ituiutaba (UMEI), by means of campaigns. The UMEI verified that, until 1954, there was not free secondary school in the city, and 57% of the population were illiterate. The temporal landmarks were delimitated between 1954, the beginning of the building of the Educandário because the moment of its installation was one of religion and political fights and 1973, the year of its second principal s dismissal, the Teacher Paulo dos Santos the central personality in the development of the institution. As the School was declared secular, in the local press, in the date of its inauguration, the aim of this research is to find out vestiges which can prove or not religions characteristics, mainly by the way it was set up, supported and directed. The project of the historical research was carried on, focusing on questions as temporariness, globality, method and sources. It was used school documents, such as records, annual reports and the opening process; records of Ituiutaba City Council; local press; photographs and interviews with ex-employees, exteachers, ex-pupils, Paulo Santos relatives and people who opposed to the School. The movement between the theoretical base and the sources made the (re)construction possible from the historical moment researched, finding out vestiges of what is intended to, in a critical perspective. It was confirmed that the School was like other educative experiences in Spiritism, especially in Brazil. In spite of proposing, as the main objective, to remedy an educational lack in Ituiutaba city, presented, in its educative proposal, the philosophy of Spiritism, focused on concepts of the development of an integral man, in assistance postulates; in which the work of UMEI was based on. The Institution has also met in Paulo dos Santos, the central figure, able to plan a teaching practice in the pattern of the Spiritism: without proselytism, open to everyone, related to a moral formation of the human being and based on assistance and charity practices.

Considering the school inclusion of students with mental disabilities in regular education, this study aims to discuss and understand the educational practice of the teacher who works in the literacy of mentally deficient students, the educational practice understood as essential for the proper school inclusion of these students. To achieve the proposed objective as a guideline for analysis, the Vygotsky studies about development and learning were chosen. As methodology of this research this study is based on a qualitative approach and involved the participation of the literacy teacher who had in classroom a student with mental disabilities. To construction the data, classroom observations were used with registers in field notes, and reflective interviews. The field notes were available to the conductor teacher for reading and reflections. The analysis of data indicates the crucial importance of educational practice in the process of inclusion of students with mental disabilities, demonstrating in their way that a change in the conception of the teacher promotes a change in attitude that reflects a more inclusive educational practice. The present study enabled a change in the way the teacher understands aspects of the classroom and the deficient student, as well as made possible a look at the possibilities and potentiality rather than the limitations from the disability. It is considered that these changes, so necessary for the effective inclusion of students with disabilities in the classroom, extrapolates the issue of specificity of students with mental disabilities and must be considered in the whole school context. Thus, the construction of this study shows that an inclusive educational practice is possible. This work contributes to the perception that the teacher can offer his or her students a practical education that characterizes itself by being inclusive, thereby contributing with teaching and school inclusion.

In today's times the importance of playful activities has been increasingly highlighted in the process of child development. In education of very young and young children, playing shows up as a crucial social activity and represents a key opportunity to global development in its cognitive, affective, social, among others aspects. By considering the pre-school as a spacetime marked by interactions, affections and emotions, then, by the social relations experienced by children, we see this institutionalized educational area as a locus for the development of playing activities, since the games allow the exercise of an education of young children in a creative and free perspective, in which learning occurs from the playing, and require an interpretative and imaginative behavior of children. This research has been guided by the Historic-Cultural Theory, which maintains the playing as essential to child development, since such activities are marked by the culture and are mediated by relationships between individuals. This study has aimed to get to know and examine when and how recreational activities used to occur on a daily class of children in early childhood education and to what extent these actions influenced in the process of formation of teacher and students. Some questions guided our path during the search: What is the frequency of the use of games on a day-to-day class of pre- school? In what extent the space-time of playing developed in pre-school contributes to the constitution of a subject who learns? What can be shown working with children on the playing activity? What conceptions of children, child development and playing permeate the practice of teacher education? In search of answers to the questions mentioned we have done a case study. In line with principles of qualitative and collaborative research, we have taken part in a routine of a classroom of four-year-old-kids, in planning meetings with the class` teacher, we have analyzed school documents, registration sheets, planning of teacher and school activities proposed by her, we have interviewed the teacher and photographed the scenes of the daily life of that class. We have also produced field notes to record the experiences that we have lived in EMEI Criar, Municipal School of Childhood Education of the city of Uberlândia - MG. The research that has been carried out revealed that playing with the 1st period D of early childhood education class, in the year of 2008, although regarded as moments in which children learn, relate to and are constituted as subjects, such actions were not sufficiently planned and/or accompanied by the teacher. The data showed that the playing occurs in a limited space-time and in most cases, is used strictly as a didacticpedagogic tool, which restrict the play to school aspects.

The present research has its axle- tree in the field of evaluation of politics for the superior education, established since the nineties from the XX century. More specifically, it pursuits to learn the meaning of the implement of Teaching Incentive Gratification (TIG) at the Federal University of Uberlândia (UFU). For so, it has been analyzed the new configurations in the organization of the production, of the work and of the State in the context of the current Brazilian educational reformation in times of economical globalization and the advance of neoliberal ideal. It has been evidenced a whole of structural standard adopted by the Brazilian State under orientation of the multisided organisms of financing, in particular, the World Bank, in order to find a budget equilibrium via reduction of public expenses. In the specific field of superior education, the adopted modifications since Fernando Henrique Cardoso - FHC governs (1995 - 2002) have returned to the expansion of the private superior education by the side of the weakness of the public section. Such configuration, founded in the institutional differentiation and services diversification principles, represented the constitution of a new organizational pattern for Federal Institutions of Superior Education (FISE) based on the market logic which associates flexibilization, competitivity and evaluation in order to obtain higher productive index. The emphasis in the evaluation corresponded to the great strategy of the federal govern of commercialization of the superior education, according to the academic efficiency and efficacy criterion. Methodologically, after an analysis of the social historical conditioning which permeated the superior education development in Brazil, at the end of the XX century and using the technique of the content analysis of documents produced in the period of 1998 2003 at UFU, we focalize the study around the process of TIG implement at UFU. It has been evident that, in one hand, this process has developed without the necessity of a deep debate by the academic community and systemized about its meaning and dimension. In the other hand, it has also been evidenced, the homogenized and disaggregated character of TIG, besides its strong productive perspective, because the TIG objected to valorize, initially, the academic titulation and finish with the isonomic readjusts of salary by means of gratification based on performance. In a little time, the TIG could reach one of its basic finalities: stimulate changes in the teachers´ behaviour and in the nature of academic work, according to the politics and with the logic of the superior education. It has also been responsible, for one institutional worry to adequate, to register, to control and to uniformize teachers´ performance, in the areas of teaching, research, extension and administration. Besides, each teacher has passed to pawn in adequate their academic activities to the most punctuated items of TIG. The "class", especially in the graduation, has become the most significative object of this adjustment. Sticking out, yet, as the implementation of this gratification in the process of flexible standardization of academic work, in the FISE, in the proportion that it propitiates a salary differentiation, it stimulates the competivity among teachers and, in this way, denies the public university model which associates the education, the research and extension as a guide principle to the education quality.

This dissertation presents results of a research that had as source the Revista Brasileira de Educação Física (Brazilian Magazine of Physical Education). The theme is related to biopolitical discourses and the subjection processes that are inserted in Physical Education and Sports. The work is inserted in the Historical Research Line, and Education Historiography as well - (FACED/UFU). The analysis had Michel Foucault's works as theoretical foundation. His studies helped to elucidate the several controlling mechanisms that are transmitted by the discourses about humans body. In the first chapter the dissertation examines the new scientific paradigm of Systems Theory. Historically technocrats that represented Physical Education and Sports have chosen Systems Theory for they believe this is the best technique for administration of the government s actions. It was possible to verify that there has been an alignment between the government position and the knowledge produced in the area. The periodical discourses have founded our discussion on bio-politics and subjection; the first and second categories allowed an approach of theoretical and pedagogical nature, respectively. Based on Foucault it was possible to bring to evidence, that the network built by the effective moral and the pedagogic practice of Physical Education both exert a social control by "kidnapping" people s free time, with good and healthy activities. Regarding subjection we have read articles about pedagogy that are contemporary of the magazine analyzed, showing that techniques used to guide students, that were initially believed as innovative, are truly dominance processes identified in the works of Foucault. We finally discuss the neoliberal model and physical activities as well. Once again, the discourses inserted in higher level institutions allow us to foresee the ideological alignment of Physical and Sports Education to neoliberalism principles that aim at subjecting individuals under the values that support this society model.

The aim of this dissertation is to unveil historical data which are determinative on the creation and pedagogical structuration of Uberlândia Industry Learning Vocational School from 1962 to 1982. Theoretical basis for data analysis were studies on Education History and technical professional teaching in Brazil. Collected data to answer the proposed questions by this search are laws, decrees and decree-laws transcriptions on the creations and pedagogical structuration of the courses offered by the school as well pieces of ACIUB Uberlândia Business and Industry Association written registers, city and state newspapers articles and photos on this search theme, students entrance registers and reports given by the school principle in the studied period. Primary sources are settled in city and state public archives hips, in the 40th Region Teaching Superintendence, in ACIUB, in the René Gianetti School, mainly the interviews with the school ex-principle, Mr. Valdemar Firmino de Oliveira. These collected data allow to observe historical context in which the Uberlândia Industry Learning Vocational School was created and it makes also possible to verify which legal and pedagogical basis this teaching institution was settled on. It was considered, in those days, a region reference concerning to technical and professional education.

This research aims to analyze the stress and the welfare among teachers in a municipal public school of the city of Uberlândia-MG. Considering that the current moment is marked by social, political and cultural paradoxical changes, and also taking into account that many teachers live in the midst of situations of unease, of provocative cumulative stress, this study seeks to understand the welfare of teachers. It is intended to highlight the fact that despite the discomfort of the teachers and of the adversity falling on education and teaching, teachers resist, persisting in their profession and finding satisfaction, enjoyment and pleasure in the realization of a work. To uncover a "plot woven of many threads" the subjects and scenarios of the investigation were regarded as living systems, complex and unfinished, justifying the development of a qualitative research in everyday school life. The access to events and practices that highlight the experiences of welfare, conditions of stress and teacher discomfort, became possible, by means of systematic observations, descriptions and notes of field performed in the year 2008, and through reflexive interviews conducted with five female teachers who, despite the malaise, did not succumb to disappointment. The analysis of data collected in coexistence in space-time routine of school, with the teachers and their practices allowed the understanding that the problems that they face and the opportunities that are to face these are not just individuals. Moreover, many teachers cannot manage to reflect and realize that their experiences do not finish within the school or the classroom. Teachers` stress and welfare have also social, ethical and political components, and its corrosion effects are minimized or surpassed by means of very peculiar resistance (resilient ways to be and live). Therefore, they highlight the people subject of this research as builders of a story, at one time, collective and individual, able to make choices, create senses, transform and let them be transformed back, in the flow of each one`s own tension of everyday life, they are able to comply or resist, constituting themselves as teachers.

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The purpose of this paper is to present the results of a research involving the assessment of the object of learning. For that use the object of learning What is this Galvanization thing? , carried out by the Chemistry team of RIVED, at a public University in the state of Minas Gerais. The investigation approach is qualitative, actually a case study, as this research aims at reaching a deep understanding of one particular case, considering its context and complexity. Coherently to this option, the research techniques used in the data collecting were observation and analysis of documents, questionnaire, interview and field notes, as well as bibliographical research. The theoretical basis for this study is made up mainly by authors who study educational assessment and learning objects. Analysis showed that the teacher holds, as a parameter for object qualification, the appropriateness of the contents and their facility in use, due to the fact that there is a great worry on the fact of not wasting time because of the quantity of issues to be studied during the school term. On the other hand, the specialist focused on the pedagogical matter of the learning objects, claiming that, apart from the technological apparatus, it is necessary to think about the strategies of teaching, the language used and the use of this information. The students eyes were fixed on the ergonomic requisites of the object, due to the fact that their ability to deal with the virtual world has transformed them into excellent observers of these characteristics. The crisscrossing of these different points of view, allows us to say that the quality of an object is involved in its pedagogic adjustment and facility of use. This pedagogic adjustment involves right from the selection of subjects to be studied, to the didactic strategy to be used in the classroom. The facility in use involves the quality of the layout, interactivity and the quality of texts and simulations, as well as the capacity of execution in different platforms and types of machines.

This paper aims to present the current state of the research project in development, entitled History of the Office of Zootechnic Uberaba: An Institution of Rural Higher Education (1892- 1912), under the guidance of Prof. Abraham of Dr. Vera Lucia Borges. This is a search inserted into the theme of History of schools. The focus of this project focuses on higher education geared to the rural area, a period in which Brazil passed by two major changes: social, due to the abolition of slavery, and politics, with the advent of the proclamation of the Republic. The importance of searching the Office of Uberaba Zootechnic is to understand the causes of the installation of higher education within the Central Brazil, especially vocational education geared to the rural area. The Office of Uberaba Zootechnic was inaugurated in August 1895 and was initially in a class composed it are nineteen students, with the aim of educating professionals scientifically prepared to guide the livestock production. A single group able to form and only eight received the diploma of agriculturist, in 1898. Aimed to interpret the history of the Institute Zootechnic of Uberaba, covering the period of their origin (creation and installation), operation, suspension of activities and final extinction, which is 1892 to 1912. The research is based on the survey, the collection, organization and analysis of the sources found in different places, such as Public Archive of Uberaba, Mineiro Public Archive, Museum and Art Folk Dance Ruy Menezes - Barretos, São Paulo, the Academy of Arts Triangle Mineiro, Museum of Mining Newspaper library and MADA, as well as sources that integrate personal files. The steps proposed are methodological collection, study, analysis and interpretation of primary and secondary sources found on the object of this research. The theoretical reference was made in the study of books, theses and author of several monographs, referring to the theoretical and methodological contexts and the Brazilian miner and the period under study and also focused on the theme. With regard to results, we can not say much, because the project has not yet been completed. Without compromising too, emphasizes the importance of the creation of the Office of Uberaba Zootechnic to have contributed to the modernization of the rural work in the city of Uberaba, one city predominantly agro-pastoral economy, located in the Mining Triangle, Estate of Minas Gerais.

The National Curriculum Guidelines for the training of teachers of the Basic Education Curriculum Reform established a for Undergraduate, in response to numerous problems presented in the field of teacher training. As part of this proposal, the introduction of 400 h / a Research and Practice for the Pedagogical since the start of the course, with the goal of working interdisciplinary, articulate theory and practice, articulate and educational expertise, caused some resistance on teachers As far as the specific contents of teaching. The Federal University of Uberlandia under the coordination of the Pro-Rector of Graduate / Board of Education, after numerous discussions, involving all Undergraduate, interpreted the law and produced its Institutional Project, which entered the Integrated Project Educational Practice (PIPE) , Which is now in our object of study. We focus in the courses of Bachelor of Biological Sciences, Physics and Chemistry, with the purpose of investigating how these courses organized their curricula to meet the existing legislation and how is the implementation of PIPEs. The approach used in the research was qualitative and collection of data made through the literature search, documentary and field. The data showed that the PIPE is a challenge for Undergraduate, and several strategies are being used in courses analyzed, to meet the specified working hours, without prejudice to the specific contents. Thus, under a variety of obstacles - epistemological, institutional, methodological and academic culture itself, the PIPE needs further clarification. Facing the difficulties encountered in its implementation, initiatives of the courses investigated are laudable, most are still far from answering the purpose intended for PIPEs.

The present research has as an object of analyses the organization of the school work in the rural schools of the city of Uberlandia, Minas Gerais, during the period of 2001-2004, focusing, particularly, on aspects the characterize the school management. In this sense, we will analyze how the implementation of the Political Teaching Project of the School, the election for the Principals Position, and the relation school/community took place. The questions that lead the way to this research are shown the following way: What aspects print the identity of the rural schools? What are the influences and contributions of the social movements on the elaboration of educational policies? What are the principals, conceptions and values that support the democracy of the schools of the Uberlandia area during 2001- 2004, specially in the rural areas? Preliminary studies allow us to state that the service focused on the education of the rural worker was handled, in the Brazilian reality, in a marginal way in the field of public policies for the education of rural areas, where we have a higher rate of illiteracy, presenting the chronic rate of 28,7% of people in the condition of total illiteracy. In this sense, the analyses of the policies on rural education are essential for the unstoppable process of re-signification of this type of teaching so that it reaches, in a successful way, a part of the population that historically has been left aside of formal education.