Repositório RCAAP

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

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

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

Mestre em Educação

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

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

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

This paper identifies the prescripts of leisure and recreation during the military period. It departs from the assumption that the concepts of leisure and recreation translated the expectancy of building compliant and disciplined bodies in order to control the population, so that they would be aligned with the military government ideal, thus creating conditions for the nation s safe development. The paper is supported on Michel Foucault s theoretical elaboration, inasmuch as the author states that social control is exerted by means of soft strategies of domination and submission, in which repressive techniques do not prevail in the practice of power, instead, it is based on the dissemination of the discourse concerning an ideal of freedom and autonomy among individuals. Aiming to observe the way these discourses were propagated in the field of Physical Education during the military period, we use as reference material Revista Brasileira de Educação Física e Desportos, issued from 1968 to 1984. This magazine is broadly characterized here by demonstrating its technical and ideological aspects, as well as its prescriptive character concerning leisure and recreation towards the various social actors with the purpose of introducing them in that normalization society model. The paper concludes that leisure and recreation, as bodily practices in the field of Physical Education, were employed as elusive mechanisms for establishing that social order. Hence, it presents another perspective rather than the one defended by the military regime, which, intending to maintain itself, simply used repressive actions. Such perspective considers that there were artifices aimed at spreading the positivist ideal along the society. Therefore, the paper defends the belief that, in order to conduct the population s behavior, leisure and recreation were educational practices applied to the whole social body, both in the formal and in the informal fields.

This research investigates the influence of the sexuality in the teachers' fortmation considering that the same occurs during the whole life and continues during all their formal and informal educative process. In this process the sexuality is regularly present, influencing the professors' personality. The studies about the teaching formation from the 90's of the past century, evidence that the experience lived deeply for the teacher throughout her life is the base for the construction of her formation. When detaching the experiences, the sexuality is implicit, fact not indicated by researchers in that decade in reference. As methodology we chose a qualitative approach, and as inquiry instruments we used questionnaires and interviews. Wilhelm Reich is the main theoretical reference of this research, for considering the body as locus of register of the individuals' history life. Reich was a significant theoretician for the context of century XX, for having had the courage to advance in regarding the Freud 's studies about sexuality, and that was the starting point of his investigations for a long period, what resulted in the elaboration of a theory of the scientific-natural sexuality, empirically established, called sexual economy. The theoretical proposals of the reichiana theory are considered as the main element of the understanding of the sexuality in its multiple contexts such as: social, politician, economic and cultural. From this reference, and standing out the emphasis given to the sexuality as basic element in the individuals' life, we analyze histories of life of two teachers that, conscientiously or not, transmit to their students the values that had been transmitted to them throughout their lives. For Reich, the repression of the natural sexuality generates great part of evils that prejudice the social life, and the absence of that repression would become the life more healthful. The two searched teachers' history of life discloses that fact. The teacher who received a repressive education process of her sexuality reflects a strict way of being in her daily teaching. The other teacher whose education was less repressive discloses more flexible and interactive in her educative practical, as many for her students as for her pairs. In that perspective we stand out the need of reestablishing the natural love life of the children, teenagers and adults. Such fact implies in transformations in the social dynamics as a whole. We believe that the educational system and the teaching formation can give significant contributions for these changes.

This research has the purpose to problematize the devices wich are direct related with the new configurations of the relations between the public and private spheres, through the process of restructure the state. For this, will be problematize the expansion of the "third sector" and the impacts of their actions, that are spread in our communities through the volunteer work. From the beginning we have to assumption that the actions of social responsibility promoted by the companies, through the voluntary work developed by their employees, has a systematically contribute to the super-exploitation of the work force, that increase the mechanisms of value added in the production, and strengthen the capital control on the workers, through coercive actions. The dialectical materialism historical is the epistemological matrix which is the guide of this research, because, throw of the dialectical materialism historical we can study and analyze the totally category reality investigated. It is also a vital reference for analysis of the relationship between capital and work throw the potential analytical that is the concept of value added. This research was done through a bibliographic, using tracking of data in classic and contemporary themes that were essential for this work; documentary research was guided, above off all, in the legislation that regulate the object of this research and field research, witch was done in two companies located in Uberlândia - MG. Through the analyses undertaken we were able to learn that the neoliberal policies allied to the process of globalization of capital and new methods of management staff of enterprises are resulting in the affirmation of new forms to control the worker, through manipulate and coercive policies. These policies are responsible for intensifying the working day of employees, increasing the mechanisms of extraction of the value added through projects of social responsibility and the untrue volunteer work, in addition this thing helped to consolidate a new role of the state, in which changes occur in the design and foundations of social action. Thus, the provision of social issues, which are historically the responsibility of the state, are assumed by the civil sphere of society. Another relevant figure makes reference to the consequences of the opening of business logic in the spaces through cultural and educational projects developed by companies, because the space of the school should has a completely different dynamic of the business logic ruled in social Darwinism, meritocratic. Thus, those who can do everything go on, the others are excluded. In this space, the momentum should prevail the training of human beings, characterized by the historic patience in the construction of the other.

Mestre em Educação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The changes and educational innovations proposed by the Plural School pedagogic politic program, which was implanted at Belo Horizonte municipal district, since 1994, it has the incorporation of the main concerns, as way of the face the scholar failure and unsuccessfulness, and to establish a public school of fundamental teaching, democratic and inclusive. This work had as main aim, to understand and to analyze what the teachers know and what they think concerning a scholar knowledge that considers the dimension of the cultural diversity, it having the elaboration and development of the curriculum as the indicator axis, through the concepts of quotidian of teaching culture, and of school culture. As starting-point, for my investigation, I came to the choice of a school, which is a favorable to the proposed changes by the Plural School, in which I could undertake a case study, it having as aims, to interpret the teachers` perceptions of the process to construct a democratic curriculum to the school. In the investigation, of qualitative nature, the questionnaire, the semi-structured interview, the analysis of the documents, and the participant observation were used in the scholar quotidian. The results of the research revealed that the teachers commonly identify and explain the individual differences as different learning rhythms, in some cases, as cultural deficit, also having the concern with the ethnic-cultural differences. Therein, it was possible to verify that the teachers are based on diffused theories in the decades, of the 70s, the theory of the cultural handicap, in the decade of the 80s, the socialconstructivism, and in the decade of the 90s, they are influenced by the issues related to the multi-culturally. In general context, the teachers face the challenges of the construction of a space of teaching formation in the school, faced to the learning, and the experience of the social and cultural diversity, through the process of discussion of the curriculum cultural selection.

This work intends to reconstruct the historical trajectory of the Municipal Center of Studies and Educational Projects - CEMEPE, in the period 1991 to 2000. It is an official space instituted in the year of 1991 to promote the qualification in the professionals' of the Municipal Public Net of Teaching of Uberlândia service (Minas Gerais) - RME/UDI. For so much, the used methodology of qualitative research based on the literature revision was used the documental analysis, the study and analysis of the representations of a total of 13 educators that participated as managers, technician-administrative servers, coordinators of projects of teacher s professional qualification in service or visitors to the long of that period, looking for to apprehend and to analyze, among other aspects, the impact and reflex of the actions of CEMEPE among the own educators in its schools. Among the found conclusions, he stands out the identification of the influence of the meaning attributed to the human formation along the history of the western world, as beginning of the educational politics instituted for the teacher s formation in Brazil during the century XX. Meaning this, largely interlaced ideologicalment to the interests coming of the material activity and of the human, guided interrelations and influenced by the logic of development of the educational institutions in agreement with the values and needs of the capitalist society. In that context, the foundation and the actions of CEMEPE in the period 1991-2000, besides reflecting the impact of the speeches and of the politics coming of the "macro-system", associated to the teacher s formation they contemplated, also, the impact of the social division of the work instituted in groups with political-pedagogic interests and collective representations differentiated inside RME/UDI. When examining the educator s representations it is observed that these converged, among other aspects for: a) the general recognition of the importance of CEMEPE, in spite of they be identified visions differentiated regarding its role, of the implemented administration politics, as well as of the impact of its actions in the schools during the researched period; b) the perception on the part of the educating visitors of CEMEPE, that this institutional space its image in wearing shoes RME/UDI in nested and centralizing administration models that they stayed, in some way, distanced of the schools, once its actions didn't leave, in general terms, of reflections methodicals in the acomplishment of work plans elaborated with those same educators, as alternative to contribute with the school transformation of its daily one. That, added to the fact that the actions of CEMEPE, along the researched period became, for times, repetitive and lineal, being configured like this, as punctual, broken into fragments activities and of theoretical deepenment, not very linked to the complexity of the school reality.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The current scenario portrays a time of great contradictions, in which the scientific and technological progress is ordained by holders of the capital. The neoliberal ideology tends to be associated with the processes of globalization of capital and market, which aims to liberate the capital to its destructive nature. In the field of Education for Graduate Training Technology, the hegemony of the market just thought the project teaching, based in the ideology of teaching skills and employability. In order to examine the policies of the Professional Education and Technology of Graduate and outline the impacts and consequences that neoliberalism exercises on these policies, is used as a literature search methodology and analysis documentary, in the period 1995 to 2007, with the categories: work, education, professional education and technology. At first, we examine the work establishing the difference between the understanding of it as a specific category of social being - size ontology - of the ways that he took under the command of capitalism. Then seek contextualize the meaning of education and professional education. In a second moment, describes the journey of history courses Superior Courses of Technology and the laws that supported its creation. Later, it made specific Laws to the analysis underlying the formulation and training for these courses. We signaling that the Vocational Education Technology of Graduate has two dimensions: an education formatted templates to the capital, but also of possibility and alternative, in its broad sense.

The subject of this research is about the history of the School Santa Tereza, an educational institution in Santa Tereza Farm, located in the city of Uberlandia (District of the City), between the years 1934 and 1953, when the majority of the population was living in rural area. The central problematic question that I tried to respond from this issue concerns the role played for this school in provide schooling for their students. The general purpose of the research was to (re)construct the history of this educational institution and grasp some aspects of school culture that permeated the school of the municipality of Uberlandia in that period. Specific purposes were: the context of rural education in Uberlandia, as well as in Minas Gerais and in the country; scrutinize the relationship between this education and the local, state and national society; understand the interactions between school culture in that institution under space focus and the elements that make up the culture through the universe where it installs a rural school; and finally, ask about the representation of backwardness of the rural universe constructed and appropriated for urban society. To meet these goals, the following sources were consulted: bibliography literature; newspapers and magazines; minutes and reports of inspection; registration books; daily class schedules and a notebook of a student of that school. The oral interviews with former students, former teachers and other people involved in the process in general were also employed as a source. The results of investigation indicate that rural schools of Uberlandia city in the period under study have a considerable quantitative growth. This fact was related to political interests, and to fight delay and lack of civility as terms recommended to rural areas. The traditional foundations of education taught in these schools improved the situation of the municipal school concerning illiterate rate compared with the reality of Minas Gerais and Brazil. Thus, the rural space is formed as a place of school, but characterized by little investment of the municipal government concerning the material and human resources. In this context the Municipal Rural School Santa Tereza fulfilled the role of literacy only, without, however neglecting the principles of moral and patriotic values. But its educational practices were distant from the inter-relationship school/life recommended by State legislation, since the school activities tended to idealize the urban area of the city of Uberlandia showing their physical and aesthetic development, to the detriment of peasant reality, practice come of positive representations of the first rather than last. This antagonism between rural/urban, in which the first would be linked to the perception of tradition, customs and human nature, while the second, the development and progress are representations of the European vision of reality stressed from changes with the modernity, which is spread through a large part of the American continent, particularly in Brazil. The consequences of this dichotomy for the rural school and in particular for the Rural School Santa Tereza increase the speech of comparison between rural schools and urban schools.

The game activities can play a relevant role in the teaching-learning process and in the child's development in the infantile education in their multiples aspects: cognitive, affectionate, social, motor, ethical, aesthetic, among other, and they express the way that a child contemplates, orders, builds and rebuilds the world with his or her way. The development of game activities in the infantile education can restructure the space and time in scholar and, mainly, the established relationships between the children and the knowledge, the children among themselves and their teachers. It becomes important, therefore, that we better know the limits and the possibilities of the game activities in the infantile education and what is in "game" in our children's life daily scholar and teachers. How do they play, for which games they are interested, which are the themes of their games, which objects do they use, how do they use them and why do they make it? In that sense, in this research, we question: how is constituted the daily of the game activity at a classroom of infantile education of the town of Itapetinga-BA? How is the interaction relationship between children and teachers in the educational activities, mainly in those that use game resources? How the intersubjective relationships mediated by the game contribute for the constitution of those subjects in the school? To understand the process of daily organization of the game in a school of infantile education and the relationship of that process with the way of behavior of students and teachers is to implicate in bringing to the reflection behaviors marked by meanings and inseparable senses of the histories of the involved subjects. This research, developed to look for answers to the previous subjects, was built starting from theoretical and scientific beginnings of the qualitative investigation and orientation of ethnography, with the use of interviews with teachers, pedagogic team of an infantile school in the town of Itapetinga-BA; observations in classroom, of pedagogic meetings, documental analysis (pedagogic proposal of the Infantile Education, teaching plannings, notebooks of the children's activities and notebooks of annotations with registration of the evaluations of the child's development, among others). The data of this study showed that the daily of the game activity of the school is configured as a space-time of learnings, even with the limitations of physical space of the Escola Brincando e Aprendendo; a planning for the children's recreation inexists; the daily scholar is structured as a formative space, and the game become as an important tool in the social relationships established among the subjects being configured as potential space of learnings and constitution of the social subject; it urges to invest in the teachers' continuous (and game s) formation and the warranty of better work conditions. We looked for, therefore, in that way, to create itineraries to make possible the (re)construction and/or enlargement of knowledge and reflections concerning the game, as well as the understan

This research it s in the discussion field of the literacy processes and training of teachers, clarifying issues relating to knowledge and practice of teachers in the city of Ituiutaba - MG, Brazil, during the period from 1931 to 1961. This is a qualitative research, which use the methodological approach in the form of the Oral History Focus. Thus, through interviews with three teachers, who acted in the starting series in public schools, located in urban and rural areas of the city territories, trying to unveil and to understand their stories as teachers inserted in a historical context and the history of their teacher training. Through the narratives, this study could have access to the voices of those subjects who experienced the problem of literacy in a period marked by many social, economic and cultural transformations. The oral narratives were recorded, transcribed and put in the text form, with the goal of producing a reflection about the knowledge and practices deployed by those teachers during the processe of alphabetization literacy. The study showed that the recovery of knowledge and practices developed by the teachers and the analysis of this ideas and knowledge underlying them, emphasize the important role played by them in the process of alphabetization and reinforce the need to consider alphabetization as a dynamic process that involves the mobilization, construction and reconstruction of various knowledge through the long life training of teachers. In their narratives, the teachers demonstrated the commitment to knowledge and practices of alphabetization in the school culture prevailed at their time. I conclude that, during the occupation, the experiences lived by teachers, the process of teachers training, the contact with texts, or with their peers, have essencial knowledge to the process of alphabetization. Although, they all had in common the same purpose and use, at times, the same methodology of alphabetization, each one formed their own strategies, giving identity to their teaching work.