Repositório RCAAP

The aim of this search is to investigate the occurrence of reflexivity phenomenon as it was developed by Donald Shön (1992), among Management graduated college professors. The goal was to unveil, in spite of the rational basis which characterizes this kind of professional, their own-reflexive capacity, in order to understand the formation possibilities to the reflexive practice exercise in professors environment. The search uses a qualitative approach, in which is clear the option for an epistomological reference associated to post modernity and to the reflexive teacher concept. Half-guided interviews were done to six both sexes professors in Management Course in Federal University of Uberlandia, Minas Gerais. These professors have wide experience in docent academic environment. Data analysis shows that there are limitations to a reflexive practice among the Management professors, mainly when one observes the theoretical management approaches and the weak preparation in the pedagogical knowledge, but it is also possible to find and to characterize a half-consolidated reflexivity, as a fruit from personal experiences and routes; The conclusion is that it is possible to insert the reflexive teacher perspective in continued formation programs in this area as well it is configured as an opportunity for personal development of the professors in this area.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This thesis is related to the research direction Knowledge and Educational Practices which is part of the Master s Degree Program at Faculdade de Educação da Universidade Federal de Uberlândia (FACED/UFU), located in the state of Minas Gerais, Brazil. This study was aimed at investigating and analyzing the exclusion/inclusion processes within the classroom stemming from the treatment given to students regarded as different. The purpose of this research is to examine how the problems concerning differences are dealt with in the classroom, as well as their outcomes, by investigating the teachers attitude in various circumstances in which it is possible to analyze differences and prejudice. Inferiorized differences that take place through hierarchization processes and through the use of violence under the indiscipline bias were defined as line of analysis. For this purpose, an eighth grade class in a municipal school was observed and examined. In order to assay these differences, the following binarisms were taken into account: homossexuality/heterossexuality; syndromes/absence of syndromes; beauty/ugliness; discipline/indiscipline; and black skin/white skin. A qualitative research method was adopted and data were collected through direct observation, documentary analysis, and semi-structured interviews with the teachers, the principal, the pedagogue and the school psychologist. From the overall information gathered from the interviews, the direct observation and the documents, the study showed that designing a curriculum which caters for differences demands new attitudes, new knowledge, new objectives, new contents, new strategies and new assessment methods from the teacher; more importantly, it demands new views so as to allow for the understanding of differences. However, what can be actually noticed nowadays is that teachers are unprepared to reflect upon a subject matter as complex as the one concerned.

This research has investigated biology teachers comprehension regarding the possibilities and/or difficulties there are to face in the development of the sexual education. Based on the ideas of Parrot (1997, 1999 and 2000), Weeks (1999), Altman (2001, 2005 and 2007), Furlani (2008) and Cross (2008), amongst others, it s assumed that the exclusively anatomical-physiological boarding does not serve the needs or answer the questions of young adolescents and does not face the challenges presented for the sexual education of our time. On the other hand, inhaled in Freire (2006) it is defended the dialogued and critical boarding, that installs an open, free, aesthetic and ethic conversation between teachers and students in matters subject to sexuality. To achieve the point of view of biology teachers regarding the conditions that promote a critical boarding of sexual education focal groups techniques were used. Six biology secondary school teachers of Uberaba/MG, that had taught sexual education in its lessons took part of the focal group. The raised data showed that teachers attempt to develop the subject of sexual education upon the dialogue with the adolescent students, however, this practices shows out to be a great challenge, they try to overcome using their professional experience and the National Curricular Parameters, mainly. The biggest objections or difficulties teachers find when working sexual education are the restricted initial formation, limited to the domain of a specific area, the omission of families and the unpreparedness and disinformation of students.

This research is related to school evaluation in Art. The objectives are to better understand knowledge about the evaluation process of teachers of Art working in the Elementary Level, and identify concepts and evaluation practices in the everyday lives of teachers of Art that are taking post-graduation courses and work both in City and State schools in Uberlândia-MG. Due to a number of historical and conceptual issues, evaluation in the teaching of Art is a polemic subject that generates many discussions mainly in what regards grade giving in that subject. The qualitative research had the following questions: How is it to evaluate in Art? What is it to evaluate? Why do we have/don t have to grade? What is it to be evaluated, the process or the product? Aren t those who say teaching Art will only be recognized when understood as the other subjects, right? In order to answer to those questions and widen our understanding about the subject we studied the works of PERRENOUD (1999), HERNANDEZ (2000), HARGREAVES; EARL; RYAN, (2001), HADJI (2001), PARO (2001), ESTEBAN (2003), FREITAS (1995 e 2007), VASCONCELLOS (2003), ALVES (2004), BARBOSA (2005), FERNANDES (2009) and ARSLAN; IAVELBERG (2009). Our presupposition had been that evaluation is inserted in the teaching-learning process in order to offer some help to the teacher on the ways educational practice needs to be constructed by the subjects of the educative action, where all of them will be able to know the hows and whys they are being evaluated, so that they can be self-evaluated during the whole process. Among the teachers that were subjects in the research forty-five answered to two questionnaires, six were interviewed and one had her practice observed in two different schools being one a State school and the other a City school. All of them demonstrated to understand the role of evaluation in the teaching of Visual Arts, and presented different ways to evaluate their students, such as: practice works, image reading, portfolios, reports, expositions, and tests. The research demonstrated that the teachers evaluation practices are formative. Regarding grading the teachers consider that this practice is a lie in the current teaching of Art in schools. This way, grading is differently thought. Some of them approve it while others disapprove it. Thus, this research contributes for the understanding of knowledge and evaluation practices that teachers of Visual Arts construct and use in the everyday life of the classroom.

From a theoretical fundamentally grounded in Marxist (and Marxian) theory, the following paper seeks to analyse and reveal the objectives of a project of professional education for poor teenagers, in the aspects of so-called corporate social responsibility . For this, and directly related to the project, was important to describe the characteristics and measures of developed capitalist philanthropy in contemporary Brazil, as well as, to contribute to this, the deep changes in the pattern of state intervention (political society) capitalist. The philanthropy project, research object of present paper, was an important tool of business hegemony.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

When taking for premise the need of pedagogical knowledge to the engineer teachers, the objective of this work is to understand what the engineer teachers think regarding the pedagogical knowledge, seeking to notice the relationship that they establish between the pedagogical knowledge and the exercise of the teaching practice. In the process of investigation there have been used as reference both the qualitative and quantitative approach because it is believed that the integration of these approaches enhances the process of data analyzis, especially, having in mind the use of a questionnaire with open and closed questions as an instrument of data gathering. It is believed that the pedagogical preparation of the College Teacher is complex, but possible to be performed. The biggest problem faced is the conception of the graduation, materialized through the legislation and the own researched institution, in which to be a College Teacher, only the especific knowledge area is required. Though the teaching profession demands more than that, the pedagogical knowledge is also a necessity to what the teacher-engineers will only have access through the permanent qualification, because, during his studies, there has not been offered to these professionals the possibility to graduate pedagogically. This way, a partnership between the teachers and the Institutions of Higher Education is necessary, with the objective of providing to these professionals reflective moments about the transformations that happen every day in the world, about the pedagogical theories and especially about their performance as teachers. Especially in regard of the engineer teachers, it is possible to notice that they need space to exchange experiences, as well as possibilities to enable themselves pedagogically. The results of the research make it possible to affirm that great part of the engineer teachers do not have pedagogical knowledge, nevertheless they are concerned with their knowledge and performance in the classroom and they recognize their need for permanent qualification. It has also been possible to notice a lack from the Higher Education Institution analyzed, of projects for permanent qualification, so that these professionals have conditions to qualify pedagogically and to keep their knowledge updated. This way, the Higher Education Institutions must be aware of this necessity and act in favor of the College Teacher.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This research aims to examine issues regarding the teaching in face to current educational policies and restructuring process. To this end, we contextualize the precariousness of employment in teaching at the public educational network of Minas Gerais, as well as its relation to the teacher‟s participation in the school management and the quality of public education. The research sheds light on the perception of teachers inserted in the daily working at school on the multiple determinations capable of constituting its pedagogical practice through an empirical research conducted with teachers working in state schools in the municipalities of Formiga and Uberlândia in Minas Gerais. This study demonstrated through empirical data and discussed theoretical framework that teachers undergo a significant weakening of employment, which rely on a process of precarious teacher‟s employment due to several factors such as wages squeezed, intensification of work, loss of labor guarantees, lack of a plan position and salary that encourages teacher category, beyond decline in their autonomy and a process of proletarianization of their work, lack of social recognition, professional identity crisis and issues related to the precarious condition of teaching in the exercise of their activity. These aspects directly results the poor performance of teachers in school management, and the quality of education. Thus, we see the importance of implementation of structural public policies facing the measured problems, intervening at the crucial point for the quality in public education of Minas Gerais: the education worker.

This study aimed to present some considerations concerning to the historical context of childhood scholar education in Uberlandia, Minas Gerais, prioritizing, organization, care and maintenance of community day-care centers, which has been shaped during the political architecture of the so-called Participative Democracy, in the period from 1983 to 1988, which was marked by transformations in the context of political democratization in the country as well as its impact at the local level. Therefore, we sought to study further the issues specific to care for disadvantaged children in Brazil and in the city, uncovering political educational and social hidden purposes on this movement in order to understand the reality of childhood education in the city. We tried to detect how much Uberlândia day-care centers could be configured as family care, and if care practices has outgrown the educational practices within those institutions. Methodologically, the following procedures were performed: analysis of the literature concerning to the history of childhood and schooling, with further emphasis on the history of day care centers in Brazil; We also consider the studies related to organized social movements, interviewed the characters involved to the process of formation and consolidation of day-care centers in Uberlandia, sought references in the legislation as a way to identify questions concerning to daycare centre, as well as in periodicals and images (iconographic source). We also analyzed the reports produced by SMTAS about the work done at the community day-care centers and Administration action plan related to Participative Democracy, and also the budgets of the municipality in order to identify those data that was addressed these institutions. Therefore, all this sources signaled important evidences for the development of this research. Among the evidence specified by those sources such as bibliography related to the history of childhood education, interviews, analysis of legislation, periodical press, reports and budgets of the municipality during the study period, we can affirm that the analysis of these documents point to an effective social movement on its path marked by conflicts, struggles and achievements. These achievements, although not ideal, were somehow important to the society at that time, considering the position prior to 1983. Thus, these achievements were fundamental to reconfigure the understanding of infant, childhood and childhood education on the educational context at Uberlândia.

This search sought to understand the construction of representations concerning to the ideal citizen for the new society of the Brazilian First Republic (1889-1930). The problem we aimed to answer through this research regards to the representations of the idealized citizen built by local newspapers in the city of Uberabinha on the period from 1888 to 1926. To better understand the qualifications of the new citizen and the republican society we plotted as specific goals the understanding of work positivity explicit in local newspapers and in criminal proceedings; the analysis of social groups that had their way of life and how they reorganized themselves during the attempted reordering and cleaning of public urban space; to conclude, we aimed to understand the role of primary school to the achievement of ideal citizen for this desired new society. To answer these questions, we used as documentary source local newspapers, criminal proceedings, Proceedings of the City Council, Municipal Code of postures and Laws and Statutes of Uberabinha. Our results have revealed that in a period in which the educational institution had not established itself inward the state of Gerais, the "space producers" used the journals as a strategy to highlight their citizenship plans of patriotism and civility. The defendants from the poor classes defend themselves using speech that was close to the dominant groups, an example of appropriation and (re) signification of the strategies made by the weak to get rid of the stigma of felon or subversive. The formation of the first elementary school in Uberabinha still was, over this period, insufficient to achieve the national representations of the republican ideal citizen and therefore the elites propagated their ideas through press.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Mestre em Educação

Universidade Presidente Antônio Carlos

This research focuses on Physical Education academic teaching and the relationship its professors establish between pedagogical background and their university teaching practices. Its aims include understanding such a relationship and, more specifically, identify the professor profile, what makes his/her pedagogical practice easy and what limits it, knowledge involved in the making of their teaching identity, besides verifying how a professor builds his/her pedagogical practice. This inquiry follows the quantiqualitative research approach, its data coming from questionnaires containing open and closed questions answered by Physical Education professors graduated in Physical Education teaching at two private higher education institutions. Results reveal individuals aware that pedagogical training is important to teaching although some of them do not see it as the most important requisite. They also reveal that reflexive teaching practice, professor-researcher practice, theoretical knowledge, and technical and academic training are the most important requisites to the professor s background. One hopes this study stimulates new inquiries into these matters and increases academic knowledge on professors teaching and pedagogical practice, above all Physical Education ones.

This study aims to investigate and analyze the limits and possibilities of the webquest as a methodology for the development of interdisciplinary activities in the school context. We presuppose that it constitutes itself in a methodology that enables the articulation between the different fields of knowledge, using the resources of interaction and research, available on the internet in a collaborative manner. The investigation is qualitative, therefore, uses as instruments in the production of data questionnaires, interviews and field notes. Far from producing conclusive results, the research indicates potential uses of webquest for the development of interdisciplinary activities in the school context.

This paper has got the objective of analyzing the autonomy process of the municipal regions concerning its educational policies in Brazil. The research took in account the phenomena of decentralization, deconcentration, municipalization and autonomy. In order to achieve this goal, a historical study about the outdated conceptions of the State and its evolvement in time was done, what clearly depicts, as an outcome, the updated notion of the State of Brazil and its municipal regions nowadays. Then, the range of the educational public policies was discussed in the remodelling scenary of the Contemporary State related to the distribution of functions and roles among the federate beings. In the quest of identifying a possible autonomy for these educational public policies, this study was focused on the district of Patos de Minas, Minas Gerais and its educational system during the period of 1997 to 2003. A bibliographical research about the development process of Brazil was done as a first step. Afterwards, the Brazilian Federal Constitution of 1988 was brought into context, especially in the articles related to education. The Fourteenth Amendment, the law that created a National Fund for Maintenance and Enrichment of the Educational System (FUNDEP Fundo Nacional de Manutencao e Valorizacao do Magistério) and the law of Aims and Bases for the National Education (Lei 9394/96 LDB Lei de Diretrizes e Bases da Educacao Nacional) were deeply studied in order to detect the real extension of the municipal autonomy. Also, other texts, laws, projects, reports, statements and statistic data form the district of Patos de Minas were analyzed. The decentralization related to the educational policies is indeed regulated by the Law of Aims and Bases for the National Education, the so called "LDB". This regulation is committed to a flexible educational policy, what allows the municipal regions to focus on its own, according to their profile. The deconcentration, though, engages the municipal regions to maintain the common schools only, without the responsibility to create their own teaching and methodology system, what means that the common schools belong to the States. The municipalization itself does not permit us to analyze its credits. It relies on the commitment of each county. Also, the autonomy is ruled and implies the capacity to develop the municipal educational system. However, this autonomy can be limited by the municipal budget, by its illegal or improper use, by the poverty of the assisted population and the economy itself. It came to the conclusion that, beyond all the law about the Educational System, maybe it is the public policies, among them the educational one, that creates a barrier to the evolvement of the districts. This fact demands a great self-government capacity to strengthen the municipal autonomy. The State of Brazil controls the educational policies through the "LDB" Law, systemic assessments, PNLD and PCNs. It is known, although, that there are municipal regions developing its proper autonomy.

This present research has been organized based on the systematic observation of the Extension Project with interface about the scientific research and technological development. Having as one of its goals to make a discussion about the ongoing training of teachers, the authorship process of the research subjects, as well as the integration of information and communication technologies in the teaching-learning. This purpose determined our participation during the years 2008/2009 as researchers of medias courses in the math classes (Nod I and II) attended to the math teachers who teach in Elementary Education in public and/or private schools observing the presence relations with the no presence support, which the important focus on the studies: Understand the digital Educational process of math teacher from the Elementary Education in a viewpoint of constitution of teaching knowledge . As methodological studies of the research, we focused on the contributions of González Rey, doing our research based on the Qualitative Epistemology principles, which contribute with the knowledge production through the helpful analysis interpreting. It was based on observations and recordings done in the areas, interviews and questions, we could have the informations found in our studies. We realize that the formative process can be developed in socialization process and creation of teaching know-how which helps them use their creativity during their educational practices, based on critics and conscious of technological and communicative information. However our research shows us the subjects experiences in the formative process in the interaction moments, mediate interactions and person one, also their day-bay-day experiences in class, form important factors in the constitution of autonomy authorship of the subjects expressing the effective teaching-learning process for teachers and learners that appeared since they got the didactic and digital materials.

The present study is inserted in the research line - Public Politics and Management in Education of the Mastering Program in Education of the Federal University of Uberlandia. Its goal is to comprehend the historical construction of the process of Direct Election of Principals for Public Municipal Schools in Uberlandia, between the years 2000-2004. It also analyzes critically the political-pedagogical and ideological impacts of this process in the school routine. Since its creation, in the late 80 s, the Public Municipal Group of Education from Uberlandia-MG RPME/UDI (Rede Pública Municipal de Ensino de Uberlândia-MG) was a target of political-party management related organically to the executive power, which oriented, ideologically, the indication of jobs of school management to attend, authoritative and physiologically, interests of the class hegemonically dominant in the city. Given the relevance of this historical construction, the present qualitative research was based methodologically on the principals of Dialectical and Historical Materialism. The research promoted the documental analysis (of the Organical Municipal Law of Uberlandia LOM 1992, of the Commitment Letter to the Development of Public Municipal Education of Uberlândia 2000, of the Government Program of the Connection Now it is Zaire 2001-2004, of the Program Citizen School of the government Zaire Rezende 2001- 2004, of the Law of Elections for Principals in the city of Uberlandia Law 216/2001, and later regulamentation Law 7.832/01 and also of the letter of political pedagogical principles 2003-2004). It also examined a set of semi-structured interviews, organized in focal groups constituted of educators directly and indirectly involved in the process of construction and fulfillment of school elections in RPME/UDI. The discourse formations of the interviewee pointed to the initial acknowledgement that this process happened in a complex and contradictory juncture, permeated by fragmented actions of the municipal power, which reflected critically, in the process of the law elaboration that institutionalized the school elections (Law 216/2001), as well as in its implementation. The law mentioned counted, actively, with the participation of SINTRASP, rightful representative union of the category, in that time, the managers of SME, direct representatives of school units and the popular elected mandates in the city council and segments related to the educational sphere of UFU. Two elections for the job of management occurred between 2001 and 2004, and from this experience the interviewees confirmed, among other aspects, the fact that the construction of the democratic school management doesn t depend exclusively on the election of principals. That it must be consubstantiated in the adoption of public politics of education professional value, financial and administrative decentralization, as well as the effective political will of the established powers to give the school units the real autonomy of management. In 2007, the Public Ministry pointed out the unconstitutionality of the law 216/2001, fact that was used by the new municipal management elected for the period of 2005-2008, to justify and transform the election process in a consultation to the education professionals , which was interpreted by the interviewees as a profound throwback in the walk towards democratization in the schools of RPME/UDI.