Repositório RCAAP

This research is part of the Research Line State, Policy and Management Education, having as main theme the Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Jovens e Adultos (Proeja) and its implementation at the Penitentiary of Uberaba. The objective was to analyze and understand the political foundations, historical and social program as well as its limits and possibilities for the formation of the inmates of that prison unit. The study adopted the epistemological founding the historical and dialectical materialism, constituting of a bibliographical and documentary research, qualitative. For the development of the survey were analyzed books, theses, dissertations, research papers and official documents of public policies related to education and youth and adult. They also analyzed documents relating to Proeja available at participating institutions of research, such as Pedagogical Projects, Work Plans, Worksheets Budgets and Expenditures, among others. They were held ten semi-structured interviews, whose subjects were prisoners who participated in the Proeja since 2009 to 2012 and then the local coordinator of the program in the meantime. Our analysis led us to conclude that, despite the comprehensive education discourse that permeates Proeja policy, the integration between basic education and vocational education at the Penitentiary of Uberaba was not achieved at all, because, among other things, structural issues society, the historical association between professional and precarious work and the organization of the prison system.

This study aims to analyze the processes of formation and professional development of university teachers, participants in continuous training activities, with regard to understanding the pedagogical practice. The questions that guided the research were: To participate in training activities and professional development, which the understanding of university teachers regarding their teaching? This problem, other questions arise: What knowledge is constructed by academics who participate in training activities? What are the contributions of the training activities for the development of professional identity of professors? The research subjects were the teachers who work in various areas of knowledge, participants of training actions provided by the Division of Teacher Education of the UFU. The research was based mainly by the following authors:Behrens, Cruz, Imbernón, Pimenta, Masetto, Marcelo Garcia, Nóvoa, Tardif and Vasconcelos. It is a qualitative study, the type action research. Data were obtained through interviews recorded with the participation of teachers in training activities, questionnaires and interviews. Action research consisted understanding of strategy, analysis and diagnosis of reality as it presents possibilities of, to understand reality, their problems and challenges, study concrete ways to modify it. The results indicated that teachers who attended the continuing education courses could understand and revise their beliefs and professional attitudes, build and rebuild knowledge and teaching identity. Thus, it was evident the need to promote training activities for academic staff, with a view to their full professional development and the improvement of their teaching practices, to highlight: the conceptions of education, public policy, planning, classroom organization, teacher-student relationship, education technologies, teaching methodologies, assessment, among other things present in the universe of teaching. In this sense, it is clear the need to establish a training culture as well as the consolidation of institutional policies of teacher professional development at the University. The consolidation of fruitful areas of continuing education that prioritize collective work, exchange of experiences and pedagogical support aimed at improving the teaching work directly reflects the socially referenced improving the quality of higher education.

This study aims to analyze how the official guidelines for early childhood education were implemented in Patos de Minas in the period 1996 to 2010. The incorporation of early childhood education to basic education through the Law of Basic Guidelinesfor Education (known as LDBEN in Brazil) LDBEN 9.394/1996 set responsibilities for the municipalities and demanded actions directly related to early childhood education, such as the organization and expansion of services, the professional training, and the integration of child care to the educational system. We sought to understand the implementation of policies for early childhood education from the macro concept to the institutional action, in the micro context. We historically contextualized early childhood education from the concepts of childhood, children and their institutionalization as well as the policies regarding this segment. Herein, the role of multilateral organizations in the formulation of early childhood education in Brazil the Federal Constitution of 1988 (referendum for the right of early childhood education) and the legislations arising from the LDBEN are focused. Besides, historical and political aspects are described as a means to understand the implementation of childhood education policies. Analyses carried out on the documents issued by the Ministry of Education and by the Municipal Secretariat of Education of Patos de Minas along with an interview with managers and childhood educators belonging to Municipal Centers of Childhood Education, allowed us to conclude that the implementation of policies concerning childhood education (whether it has actually happened) has not been satisfactory when it comes to valuing this educational segment.

La presente investigación examina el periódico O Kró, pequeño informativo que circuló en Caldas Novas GO durante el período del Estado Novo . Través de ese periódico fue posible delinear las estructuras que estaban en formación en la ciudad de Caldas Novas, la forma como la educación sirvió a los intereses del poder local y su contribución para el proyecto pensado por los Coronéis das Águas . Los factores que van a proporcionar este cambio, por cierto, tendrán como uno de sus pilares las nuevas direcciones de Brasil en el pos -1930. Los años de la era Vargas o del Estado Novo , influirían totalmente para la formación política de la nación, el rompimiento de las hegemonías de la política café-com-leite y la introducción de los nuevos políticos en el escenario nacional. El mundo en la década de 30 sufre con la crisi, el caída de la Bolsa de New York y los partidos totalitaristas fascismo y nazismo crean matices diferenciadas a la nueva geopolítica mundial. Y Brasil, de la misma forma, no saldrá incólume de este proceso por la instauración de un populismo. Goiás, en el contexto nacional, tenia poca o ninguna representación, existía una precariedad en las comunicaciones entre este estado y los otros, solamente en 1913 fue implantada la primera ferrovía y la primera estrada asfáltica surgió solamente en 1921. Dentro del período del gobierno provisorio (1930 a 1934) fue creada por Pedro Ludovico la ciudad de Goiânia, esta creación hace parte de los planos de interiorización de Vargas. ¿Como sucede el proceso de formación político-social de la región de las Águas Quentes y la vocación para el láser y, después, para el turismo del municipio de Caldas Novas? ¿Cómo pasa la historia de la prensa y cómo ella fue utilizada en la ciudad? ¿Cómo fue implementada la educación formal y de que modo ella fue utilizada en la elaboración del proyecto de implantación de una estancia termal. Al final, el periódico O Kró descortinará las representaciones locales, desnudando sus moradores y ofrecendo una relectura y una revista a Caldas Novas de aquel período. La ciudad, su matiz, sus escuelas y el grupo escolar con sus modelos pedagógicos. Fueran eses elementos que nortearan el corpus de esa pesquisa, contemplando la necesaria comprensión historiográfica del período.

This research approaches the journalistic work, understanding it from the perspective of immaterial labor and as a producer of stuff in the Culture Industry, understood in its structural place in capitalist society. We discuss journalism and professionals in this area of activity on the development of this society and its relations with the common knowledge in dialogue with the world of life and the world of work. We also reflect on the knowledge that permeates the profession, related to professional culture and expectations of different actors interested in propagation of journalistic information, such as the State and the market. We argue that the way to produce this information, based on all kinds of information that circulate in society is sustained on a model of journalism that was consolidated by the development of capitalism. We intend to show how the product of this activity, the news - in addition to being itself the subjective interpretation of the producer, based on the immediate, fragmented and reified reality -, is constituted from the contradiction between different interests on this information, the limits imposed by the routine production, a specific parameter of social importance and validity, which is historical and social, from the requirements of the consumer market and others. We pointed out that some of these contradictions can be identified in the National Curriculum Guidelines for the degree courses in Journalism, established by the Ministry of Education in 2013, through a critical analysis of this document. The Guidelines, besides indicating another journalism relation with knowledge, this time, academic, refers to the formalization by the State of journalism professional requirements to meet the general demands and accomplish their social role. The Guidelines refer to the result of disputes over the legitimacy and recognition of the profession throughout history, which is based on a specific proposal of what should be the journalist and the news because of the needs of capitalism, of its society and its typical conflicts. All these discussions are made dialectically and the proposals and theoretical concepts are not separated from the method and are constituted in the development of all research.

This research proposes to investigate the actions of the Joint Action Plan (RAP) designed for inclusive and special education, the focus of this research. Thus aims to identify and analyze the actions of the Joint Action Plan aimed at special education in inclusive and intended for continuing teacher training perspective to act in the processes of schooling for people with disabilities, pervasive developmental disorders and high ability / gifted both in the regular classroom as the Educational Service Specializing in Uberlândia-MG, in the period 2008-2013. The research took as the research universe of Uberlândia-MG, covering Municipal Education and a public school. Regarding the methodological procedures, elect: a) documentary aimed to examine the national and the Department of Municipal Education official documents research, seeking information on Joint Action Plan on municipal actions aimed at training teachers to work in Special Education; b) content analysis to analyze the data collected through semi-structured interviews. The results obtained in this study indicate that: a) the PAR is presented as a planning tool that brought the educational management of SME experience to diagnose the reality of municipal education, from dimensions, areas and indicators in detail exposes the advances and shortcomings present in the school structure; b) by the terms of cooperation between the Union and the municipality, this policy brought a process of co-responsibility between federal agencies, with technical and financial support from the federal government in some actions and other actions, the council takes running alone; c) many actions planned in PAR as their sole responsibility the council can not be executed due to lack of financial resources; d) the PAR focuses on actions to continuing education of teachers who work in the ESA, this focus excluding other teachers who work in schools serving the target audience of the Special Education students; e) many demands of the school investigated were not included in the actions of PAR, raising the questioning about the coherence of actions foreseen in the PAR and the municipality experienced real needs in school and felt by its professionals; f) the PAR, according to the perceptions of school personnel investigated, failed to break with the tradition of many educational policies proposed by central agencies that do not consider the different subjects involved, as is the case of teachers, putting them in position mere executors of policy decisions and actions unknown to them.

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Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

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This research intended to investigate Social Representations of Science teachers working at 5th-8th grades in what regards the Scientific Method (MC) and the effects of those representations in their educational practices. The methodological theoretical referential used was that of the Social Representations, in the Moscovician perspective. For Moscovici and followers, in order to know the Social Representations of a group, one must identify the group, its symbolic content and in what specific context it is inserted. In order to formulate and present data, we used the three Jodelet s questionings: who are the subjects, what they know and with which effects. The instruments used for the research were questionnaires and interviews. Analyzing the subjects representations we verified some incoherence in their answers, both in the questionnaires when they were asked to take a position in relation to some statements which were sometimes constructivists and other times traditional , and in the interviews, when they verbalized their representations. The analysis of the instruments, although with some incoherence, it points out a prevalence of constructivist representations. In relation to the effects that those representations cause on the subjects practices, we concluded that this happens in part. We also verified that MC experience in the subjects lives was insignificant, both in the Basic and in the Initial and Continued Education, what can explain the difficulty of viability of that methodology in their educational practices. In general the teachers evaluate as advantageous the use of that methodology in the teaching of Sciences, justifying that they don t use it due to some operational difficulties and even due to education. We hope that this work can contribute to those that worry about the teachers of Sciences education.

This research presents a brief study about the influence of advertisements in the civilizing process in Uberabinha city, today Uberlândia, localized in Triângulo Mineiro. The chosen time frame were 1919 to 1929. In this time was analyzed copies of the newspaper A TRIBUNA. To achieve this goal, the motivating question was to analyze how the advertisements contributed to educate citizens as time that they lived wanted. Then was made a historical journey mapping the history of the Uberabinha city, the emergence of the press and advertisement in Brazil. Then the ads linked to tailors, machinery, services and cars topics were analyzed, to underscore the relevance of scientific discourse that was sustained in the method and technique to teach the citizens in accordance with the civilization and the modern discourse. The advertisements that mention the elements related to health, such as medicines, pills, elixirs were also presented. It is concluded that to civilize a citizen for the challenges of Brazil Republic, were launched many devices beyond formal education, including newspapers and advertisements printed thereon. Through the analysis of various ads, it became clear how the individuals were educated to new sensibilities and new habits. It was also possible to see how the ideals sanitarians imposed new benchmark, and confirmed the principles and ideas of modernity setting new patterns to that rural area. The analysis of advertising\'s principle construction as an element of culture. Thus it can be understood as dialogic and responsive element, in line with the men and the time that produced it, carrying their features. And is the reiteration through the periodicals, the strength of its communication and education.

This study it is an investigative work of Master under the Graduate Program in Education of the Federal University of Uberlândia linked to the Working survey line, society and education. The goalis to analyze the impacts and the new settings that teaching as taken on the state system of Minas Gerais in Uberlândia-after the implementation of educational policies guided by the managerial rationality by Governor Aécio Neves, from the year2003. The central element Research is the Individual Performance Assessment (ADI) as regulatory policy coming from the institutional apparatus of the State Reform - Call Management Shock. The aim is to verify the changes in teaching from this evaluation process embodied in assessment policies to control the teaching work. It brings the context of the restructuring that took place in recent years in the educational sphere and in teaching, given the capital\'s globalization scenario. The study supports in reading and analysis of documents such as the Constitution of 1988, the Law of Guidelines and Bases of Education No. 9.394 / 96 Pedagogical Policy Project Institutional, Career Plan of the State Network of Mining Education, Resolutions, Guidelines bodies responsible for deciding on educational policies in Brazil and documents provided by the Sind-UTE - representative of the teaching category in Uberlândia. It is a qualitative research that permeates the literature review and the classic discussing the issue with a view to recovery and analysis of the production on the teaching. The hypothesis that guides the study is that the resulting changes in education reform over the last few years have led to erosion and intensification of teaching work generating professional illness. From the government\'s demands Mineiro has been increased functions and tight control over the teaching, with interference in the pedagogical and working conditions. The results preliminary data indicate that teachers love what they do and intend to do a good job, but by the need to teach at more than one school, the lack of time to prepare lessons, the lack of conditions to perform quality its activities; in addition to the work overload and lack of salary incentives, there is a great motivation to teaching.

This research aimed to map the bids called Cultural Policies of Zaire Rezende s government held in the period from 1983 to 1988 in the city of Uberlândia/MG. The initial idea was to collect materials that would enable mapping out the bids that gave subsidies to the development of cultural policies, especially those related to reading incentive. This is a research conveyed the line of history and historiography of education. The specific objectives were: to identify how the cultural policy of Zaire Rezende s government towards reading have been implemented and how they arrived to low-income population; to identify and interview which were the subjects responsible for implementing government reading policies of Zaire Rezende; to investigate in which circumstances the reopening of the Municipal Library \"Juscelino Kubitschek de Oliveira\" took place, in that same government. It is a qualitative research whose methodology was based on the genre of Thematic Oral History, and used interviews with five people who worked at the Municipal Department of Culture as well as in the Juscelino Kubitschek de Oliveira Municipal Public Library in the first term of the office of the Zaire Rezende s government of 1983-1988, as it was also performed a documental and bibliographic research with trips to the Municipal Public Archives of Uberlândia and the Municipal Public Library. The interviews led to ascertain whether the population actually had space within the government entitled \"participatory democracy\" to make their demands, one of them reading. The study showed how the low-income population that had never before met their aspirations, now have as much as possible, considering the City Hall budget. As a period fresh out of the military dictatorship and the establishment of the Department of Culture, the ideas and wills so that projects were made covering reading and culture were great employees arising from both the library and the Department of Culture. In all narratives it was noted the strong desire to make it happen of the employees, as well as this poor population who wished for improvements, especially those related to reading.

This work is part of the research process undertaken by the Postgraduate Studies in Education Program (PPGED) at the Federal University of Uberlandia (UFU) related to the State, Policy and Management Education research line (EPGE). It inquiries about the understanding of the official documents and how they present the relationship between citizenship and education, developing a theoretical reflection up the concept of citizenship and, also, a survey of the inchoate (or not) about this concept in the Brazilian legal provisions, starting by the 1988 Federal Constitution, the National Education Bases and Guidelines Law No. 9394/96, the National Basic Education Curriculum Guidelines and specifically the National Secondary Education Curriculum Guidelines. The emphasis in Secondary Education is due to the condition of this is the last stage from the basic education, being a defining moment for the compliance of the legal provisions about quality education expressed in the guidelines as a nation project concepts. In this sense, it is analyzed the possibilities and challenges of public policies about education in relation to the construction of citizenship at school and its relationship to the state, society, democracy and participation. To this end, a basic education school was inserted in the context of analysis, and documents, such as the Political Pedagogical Project and the teacher s secondary education course plans have been used as a source of collecting data as an attempt to identify, in the documents of the school, the relationship between citizenship and educational processes. The metodology adopted to implement the research was the document analysis, starting with the official documents in order to link this research to the study of the institution\'s own documents. The research has been organized from the national policy taken from the 1990s, considering the issue of democracy and the implementation of national curriculum guidelines. Finally, we present considerations about the official documents analysis, particularly the National Secondary Education Curriculum Guidelines, raising relevant issues presented in the pedagogical proposal of the school and the teachers\' course plans, and being possible to verify the principles and purposes of the documents forms built up in the school pedagogical practice.

This work is part of a process of investigation made with the Post-Graduation Education Program of UNIVERSIDADE FEDERAL DE UBERLANDIA, in the research line of State, Politician and Education Management. The main purpose is analyze the guidelines and make the School Boards stronger, with good proposals , and study your implementation in public schools in the city of Uberlandia while democratization mechanisms through the creation and execution from the categories participation, democratic governance and citizenship. The research starts questioning educational problems of creation and fortification School Boards, this Counsel guide the practice and analyze the viability to effect these proposals. The methodological approach of this work traces back the process of elaboration and implementation of Counsel of School for the democratization of school management that supports in theoretical productions already made about the object. We analyze the implementation of Counsel of School in six schools of city Uberlandia in 2014 and 2015, we done a qualitative approach employing the use of documentary research, in the national, state and local sphere. The research shows the way of how the educational system is organized, the conditions of work that are offered to professionals in Brazil culture, among other factors, the acting of School Boards cannot accomplish all the responsibilities that the regulatory context predict. The conclusion of this work shows that School Boards contribute to the democratization management and for exercise citizenship, but there is no warranty of this practice, because everything depends of other mechanisms of participation and the interests of all involved sectors.

This work is part of the research of the Master s Degree in Education program from the Federal University of Uberlândia/MG and has as its primary objective to know, analyze and register the paths taken in the construction of the Nossa Senhora do Amparo high school, built in the city of Monte Carmelo, in the year of 1939 under the direction of the Franciscan Sisters of Nossa Senhora do Amparo, paying special attention to the issue of feminine education. This research is set between the tears of 1939 and 1973, taking into consideration that, in the 70 s, the Normal Course curriculum received the subjects of the then called Scientific Course, as a consequence of the alterations brought forth by Law 5.692/71 of the 1º and 2º degree education reform, after which it became known as Normal High School. This approach will be made by highlighting the macro history context in which this catholic confessional school inserts itself, allowing therefore the possibility of thinking of it as an educational space where women students and nuns re-create unique and multiple ways of thinking and behaviors, among the appropriations that highlight peculiar and relevant hues for the historical construction of Brazilian education. The theoretical-methodological support for this research was obtained in the propositions of the New Cultural History, under the perspective of the approaches proposed by Roger Chartier, seeing as possible to think history from the point of view of social representations, which articulate themselves as mechanisms forged in the interior of relations permeated by clashes, in the practice of social subjects who manifest themselves in the acceptance/re-elaboration or rejection/resistance to the roles which are in many ways imposed or offered as adequate or convenient. By interviewing the big and the little , it is intended to rescue the details of a history that is built between signals and readings of a past that always provokes a new look, a new path along the ways of historical research of Brazilian education.

This research approaches the existent contradictions between the professional qualification and the precariousness of the telemarketing operators work in Uberlândia, Minas Gerais. It recovers the dialectic mediations between that process and the transformations in the work environment. In recent years the service sector presents a considerable growth in Brazil and particularly in Uberlândia. Though, that growth is materialized in a context of productive restructuring of the capital that has as consequences the flexibility, precariousness and fragmentation of the working class. Discussing on the principles of the dialectic historical materialism that has among its presuppositions the criticism of the work in the capitalist production mode, we demonstrate that unlike the optimistic discourses of the capital that point to the consolidation of workers endowed with larger intellectual content in the end of the twentieth century and beginning of the twenty-first century, we verified the permanence of work ways which are alienated and precarious. In that way, we approached the impacts of the structural crises of the monopolist capitalism that are present in the existent relationships between work and education facing the transformations of the productive process as well as its reflexes in the organization of the work and in the process of professional qualification of the telemarketing operators in the company researched in UberlândiaMG.

The present work aims to identify and understand the different acquirements found in the pedagogic practice of educators who work with bearers of deficiencies in the first-grade of elementary school. In order to achieve this objective, two public schools, which work under the perspective of inclusive education, located in the city of Uberlândia were chosen as a scenario. The study has started with a brief historic of Special Education and the definition and characteristics of mental deficiency. Afterwards, the educators knowledge and background were emphasized, favoring the understanding but the way these educators acquire and/or build and the mobilization of this knowledge, and what type of relation are established amongst themselves and their pedagogic practice. Through the nature of this work and the theoretical principles in which it is based, our methodological option was guided in a qualitative approach and it included the involvement of 3 specific educators who have students with mental deficiency in the first-grade, within your classrooms. In order to gather the data, it was used semi-structured interviews. The gathered information indicates that educators own a set of knowledge arising from all sort of sources and all of them are relevant for your professional performance, but the ones that most affect the pedagogic practice with the mental deficiency students in regular education, are the personal and experienced knowledge, whereas the educators do not have formation to work with these students. It was verified within this study that, in the lack of this formal initial knowledge, educators develop the work with the mental deficiency students searching inside their personal experiences and their auto-formation, and therefore, building their own set of experienced knowledge. In this way, the development of this work reveals the built knowledge of these three educators, in their performance with the mental deficiency student and it may contribute for the seek of alternatives to the initial and continuous formation, recognizing and valorizing the experienced knowledge built through the work development of the student. Add to that, It may also contribute to the reflection about the qualification of the educators.

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This research, inserted in the Line of Politics and Administration of the Education of the Program of Masters degree in Education of the Federal University of Uberlândia, has as object of investigation the School Collegiate of the Public Educational System of Minas Gerais, Brazil, based on the study of official proposals of the standardization and adjustment of the operational process in these administration instances, promulgated in period 1991-2006. The demand for it, is to identify and analyze the ruptures and continuities, the approaches and the political and ideological farness, expressed in the legislation, in a global context of reestablishing the world of work and the role of the State in the neoliberal perspective, as well as the present evidences of decentralizationdisarrangement, participation and democratization of the public school system. The methodology of the research of qualitative delineation was used critically to determine, organize and analyze the laws, rules, designations and other official documents announced in the period between 1991-2006, besides other publications originated from the mineiro public power (authority). These documents were dialectically composed by the study of social, economical, political and cultural set of the country and the state of Minas Gerais. It s very clear that the pronunciation of the local context with the world scenario, marked by the globalization of the economies and of a significant performance of the multilateral organisms in some sectors of countries in development, such as the educational sector. A bigger tendency of the public policies has been verified because of the hegemonic interests mainly economical, the generalization about the reformation done in the field of public education and on the mineira society, shows the necessity to recompose, through the spaces and constituted collegiate agencies, new strategies of inversions and social control of this reality with the objective of the repeated delimitations in the State orientations and its implications in the constitution of the School Collegiates in Minas Gerais.