Repositório RCAAP

This study has as objective generality to analyze the effective system of succession of controllers of the UFU, with the concerns to understand and to evaluate its importance for the process of democratization of the university management from the historical analysis, of the current politics for the public superior education and of its internal reorganization, emphasizing the questions of autonomy, decentralization and participation in the period of 2000 the 2005. The study proposal was developed by means of analysis of the category-key while pillars of the process of democratization of the educational management in which if it inserts the Federal University of Uberlândia. One is about the analysis of the management in a situated federal university in the Southeastern region, the State of Minas Gerais. In the development of the several nuances and dimensions that the educational management presents and that the democratic management is demanded, the element that if places in the studies on the thematic one is to look for to understand for where it walks the dimension and the means of the democratization of the management in the superior education. The way covered for the development of the work was the accomplishment of a field research, opting itself to the qualiquantitative methodological boarding, that allows to more than appeal the one technique of collection of data. In the quantitative research, of objective analysis, an inter locution with the qualitative research occurs, of subjective analysis, so that if it can better translate the intention and the approach of the study. Ahead of the facts, it was considered that it had an advance in the process of participation in the elections in the scope of the university, but that act to only vote does not mean that has democratic management. A democratic management also passes for the management of the processes and the results with the user, external intern and, as well as the relation of the UFU in the community that represents and that it represents it. Therefore, ahead of the answers of the involved citizens in the research, one becomes necessary to have conscience of that it needs to go beyond the management model, that is, the model starts to be accessory, what it is considered is the capacity to know to lead the university are practised through the practical managements and not substituted by action and goals that move from time to time.

The constitution and mobilization process of teachers experiences with regard to inclusion in mentally deficient students classroom is analyzed. Research also investigates whether working experience with the above-mentioned children made any change in continuous training and in the constitution of the teacher s knowledge. Research, based on authors that discuss the epistemology of teachers practice and knowledge, was undertaken in a municipal government primary school in the urban area of the municipality of Itapetinga BA Brazil, in which the mentally deficient children were enrolled. Methodological options involved a qualitative approach and an ethnographical orientation due to the peculiarities of the investigation and its theoretical bases. Half-structured interviews with the teacher and the headmistress and observations in the classroom reported in a diary were used. Data revealed that the teacher appropriates herself with different types of knowledge when dealing with learning and teaching situations since daily school activities make possible the production and the mobilization of knowledge experiences. The teacher s practical knowledge acquires objectivity when subjective certainties are confronted with knowledge produced by the collective experience. Research showed that the teacher had her limitations when directing her pedagogical activities to mentally deficient children. Gaps hailing from initial training and from the school s organization and structure contributed towards difficulties experienced in her pedagogical proposals to attend to the mentally deficient students learning needs. The constitution and the mobilization process of teaching knowledge vis-à-vis mental deficiency involves aspects in professional training that do not merely depend on the articulation of experience knowledge with other types of knowledge, but also on the conditions of the school context. Consequently the continuation of the teacher s training is undertaken through team work.

Mestre em Educação

This study had as its objective the analysis of fourteen degree course curriculum proposals from the Federal University of Uberlândia, seeking to know the configuration moviment of each course through the years and its relations with educational politics, inserted in the socio economical and political Brazilian context. The intention was to analyse the general and specific objectives of each of the proposals, relate the teacher s profile found in the main demands and necessities imposed by the in relation to the teacher s formation in Brazil and understand the condition for implementation of the proposals by analysing the curriculum of the courses studied. we adapted as a methodological category the study of the object inserted in a dynamic relationship with the context in which it is part. In this perspective, we intended to explain how the connections are stablished between historical determinants and the creation of degree courses at UFU and at other brazilian universities. For this purpose we examined the main documents refering to the criation and development of each course analysed, we interviewed courses coordenators to add informations to the study. The results shwed that the curriculum plans of the courses did not have the proposals and what was proposed more recently for degree in the country. what prevails is a certain valorization of specific knowledge to the detriment of pedagogical knowledge. The curriculum struture established for these courses presents a model that s criticizes and does not respond to the basic necessities of the social reality in respect to the teacher s formation. However new perspectives are apearing as an affort to overcome the problems that were shown in some of the proposals analysed.

This thesis presents the research results developed in post-graduation Program Master's in Education of UFU about the historical thought formation and the youth identity. Our problem was to understand: who are they? And how do the young students of 8th grade think? What are the meanings, relationships and influences of knowledge and ideas, about the civic dates, in the historical thought formation and the young students' identity? Our general goal is to analyze the process formation of the historical thought about civic dates and the young students' civic identity construction in classes of 8th grade of basic education in Uberlândia city, Minas Gerais / Brazil, in 2006 . In the first chapter, we aim to characterize the young students' profiles of 8 th grade from public and private schools and to identify and analyze the young people's conceptions, subjects of this research, about their youth condition and regarding the history teaching. In the second chapter, we searched to identify and analyze the importance of civic dates for the young people researched. And in the third chapter, we discuss how the young people's historical thought about civic dates relates to the youth identity formation, mainly, in regard to citizenship and political dimension. We evidenced, in this research, the quantitative and qualitative approach, and it was applied 134 questionnaires, in 05 public and private schools in Uberlândia city. We also developed five focal groups, with the participation of 28 young people from a universe of 134 ones who answered to the questionnaires. Data collected were analyzed from the dialogue with studies, concepts and approaches on youth issues, such as: Sposito (1997), Corti and Souza (2004), Dayrell (2003) and Parents (2007), and also with literature about the young people's historical thought, Barca (2000/2004) Monsanto (2004), Chaves (2006), Shimidt (2007) and Melo (2007). We noticed that the youth identity sets up by multiple components that bind to the age group, to the economical condition, to the projections to the future and so forth. We concluded that the significance of an event date / mark, in the case of those bound to civic dates, are changed as the socio-political context, conceptions of history bound in school, ethnicity, the socio-cultural environment and the proper dynamics of focal group discussion. Different components are intersected and converged to the constitution of the young people's historical thought, from the European history influence taught in schools to the media influence. About the political and citizen dimension, we realized, at the same time, that young people are aware of the politics relevance in their lives, most of young people researched don't see themselves as being important subjects to interfere in the processes of political participation, because they are under age and can't vote. We hope, with our research, contribute to the research field that evidences young people as research subjects and, in special, their knowledge, the senses / meanings they attach to the youth identity and the historical knowledge. We still have the claim that by sharing with our readers the experience of hearing what young people think about their own condition and about some historical knowledge bound to citizenship and politics, we can be more understanding and less general about the clichés and / or labels that , often, we attach to the youth.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Mestre em Educação

The purpose of the present investigation is to recognize the basis of the qualification and that forms permeates the performance of Nursery Technician at the present time, in the district of Uberlândia. In that perspective, we opted for accomplishing a qualitative research, tends as referencial analysis of several interviews, being used as technique of collection of data a semi-structured interview route. They were defined, four basic categories of analysis: educationwork, curriculum, professional identity and expectations. Starting from the detailed study of those categories, it was possible to contemplate the relationship education-work in the medium nursery teaching, the aspects linked to the regulation and the exercise of the nurserey work in Brazil; the importance of the curriculum in the organization of experiences of the knowledge; the meaning of work and the influences in construction of professional identity. It is looked for analyze, ultimately, the main functions carried out by the nursery technician, the way like they see professionalization process, through teaching institution, and the influences of the work atmosphere about its performance and what is realy to the a tecnhic. Based on the discussion of information obtained from technicians of nursery school working, refering the identification, to the professional exercise and its expectations with relationship its profession, some conclusions are reached concerning the profile of that worker in the district of Uberlândia.

This research was developed based on Political and Management of Education Research Line of Post- Graduation Program in Education of Universidade Federal de Uberlândia UFU. It participates on brazilian historical-political debate between 1995 and 2005, starting with discussion of precariousness profesor work in higher education based on productive restructure in labor´s world. It uses bibliographic and documental research to work and education conception based on construction of historical-dialectic materialism. It verifies also how the bases of labor relations are setup in higher education, representation about profesor function and perception of professionals about work condition. Besides that, it considers the change in labor relations and the roles practiced in educational context which are characterized to subordination at market according to adding educational redirections and political. The conditions of profesor work have been taken a turn for the worse because of that professional accept the precarious situation where the educational system is found. This observation depend on these perspectives: disarticulation of work category; absence of syndicate support; reduction of work positions; shareness of educational functions; To think and to make dicotomy; reduction of purchase power and excess of labor-power in market. It is important to say that in present context, mainly in Latin America country, have been occurred meaningful changes to profesors. These are changes not only in scholar level, but in all educational system, backwashing in scholar labor. For this reason, these changes in labor relations show a formation of flexible, competitive and adaptable individual to many changes of organization context of education system.

The present paper analyzes conceptions, teaching and practices related to Health as they are developed in two elementary schools, aiming to understand the relation between Health and Education in this context. As a case study, the paper made use of the indexes obtained through a questionnaire, interviews, observation and document analysis as its methodological resources. Keeping the premisse in mind in which it s stated that Health is a transversal theme in education, thus encompassing all content included in the school curriculum, focusing on interdisciplinarity, this study aims to analyze Health Education in schools, described in the model proposed here. From the analysis made, it became clear that in the academic community, it s still common for people to understand Health as Biology, and focused in behavioral changes of each individual, with great interest in caring for the body and mind. The analisys showed, also, that the themes related to Health are still part of the Sciences curriculum or are developed through punctual actions, called projects. The majority of these projects are elaborated by institutions or organizations related to the school thus developed without the effective participation of the school community. In relation to the Health practices and school environment, we were able to verify many inappropriate attitudes and environmental questions which can make it difficult to obtain an efficient and effective Health Education at school. Therefore, with the present study, we believe that it s necessary to integrate the Health and Education segments, thus allowing a new proposal for school health to be presented. In order to do so, qualification of professionals from the educational sector must be revised, so as to include themes related to health problems and students day to day life. The need for a continuous educational policy for all professionals involved in issues of health in the school was another aspect of the subject made evident in the research.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Mestre em Educação

Mestre em Educação

Phenomenological-existential oriented study concerning teaching and learning relationship in night schools. Using as starting point a statistical description of the phenomena of school evasion and year repetition, it intends to reveal school, commitment/non commitment with the student project life and vice-versa. Data were collected through interviews and questionnaires, examination of documents and/or official statistics available. The used research subjects were 20 (twenty) repeaters from 5ª to 8ª series and 10 (ten) teachers from two nocturnal schools in Ituiutaba/MG. Research material description and analysis suggest an evident disconnection between the students meaningful world and formal contents of the teaching and learning process. It concludes that this very fact would take the school not to commit itself with the project of life of the worker student and vice-versa, thus both of them contributing to aetiology of school evasion and year, repetition.

This dissertation proposes to present the transformations in the teacher s professionalization based on educational legislation in Uberabinha, between the years 1892 and 1930, as one of the aspects of insertion in the uberabinhense society involved in a modern atmosphere. Those transformations will be studied founded on discussions originating in Modern State liberal principles, on Constitutional Law and the Republican Constitutions, Federal and State, on Municipal Legislation and on the progressive registers stablished for legislation on educational area, which versify, principally, about rights and duties of involved subjects in the dynamic of teacher s professionalization, besides this professional profile changes through the focused period in the First Republic. The consulted sources, to get the aims of this research, are non-official documents as written and periodical press registers of the period, besides official papers as Proceedings and Town hall of Uberabinha Reports and the Municipal Inspector documents. The official documentation points to subjects and social and institutional acts legitimating an insertion process in the modernity, showing the teacher s professionalization quest as a participant element in the modernization process of a society in transition, it means, form antiquated, as all imperial things, to the modern, the Republic; from amateur to professional; for volunteer to professional teacher, who was considered a fundamental element to the Republic maintenance. In this transition, the teacher s professionalization in Uberabinha can be understood through three moments: the construction (1892-1899); the consolidation (1899-1923) and the modernization (1923-1930), all these aspects involved on the teaching staffs constitution, which passed from the first to the last moment, from the volunteer teacher to the normal teacher, valorizing the urban context in detriment of the rural.

Ce travail est le résultat d une recherche historiographique sur la pensée politique et educative de Cristovam Buarque, lequel pendant quatre années (1985-1989) fut le Recteur de l Université de Brasília UnB. L administration de Cristovam Buarque fut la première après deux décades de dictature militaire dans le Campus universitaire de l UnB. La compréhension des conflicts qui marquerent la rectorat de Cristovam Buarque permit la reconstruction historique de l université brésilienne en revelant la tension sociale et politique de la société dans le procès de modernisation inégal et d exclusion. L investigation sur l université, surtout la brésilienne, parcourut la vaste littérature dédiée à ce sujet et est présentée dans les trois premiers chapitres, ensuite les deux chapitres finals se rapportent à la vie institutionelle de l UnB et à la participation de Cristovam Buarque au procès de redémocratisation de l institution. Ces chapitres ont résulté d une ample recherche documentaire faite dans les archives de l UnB et des répartitions au Ministère de l Instruction, et encore des entrevues avec les personnages de l histoire récente de l UnB, dans lesquels comparaît lui même, Cristovam Buarque. La rédemocratisation de l université publique et sa fonction sociale furent les marques laissées par Cristovam Buarque dans son bref passage par la Rectorat de l UnB. Le projet de cet éducateur reste comme possibilité d émancipation de la société brésilienne, un chapitre de l histoire de l éducation à être écrit.

Cette dissertation est le produit d une recherche bibliographique sur les problèmes les plus expressifs de l enseignement juridique au Brésil, présentés autant dans les Conférences Nacionales de l Ordre des Avocats du Brésil (OAB) que dans les articles publiés par sa Comission d Enseignement Juridique, instituée en 1991. Nous avons utilisé une copie photographique, cédée par l Archive Historique du Sénat Fédéral, du texte de la loi signée par l Empereur D. Pedro I, le 11 août 1827, date à laquelle il a crée l enseignement juridique au Brésil. Ce travail est divisé en trois parties. Au cours de la premiére partie, nous présenterons une approche historique de la création des cours juridiques, nommée à cette époque-là Empire-Brésil. La deuxième partie, nous aborderons l enseignement juridique à l heure actuelle. Le troisème partie sera consacrée à étudier le corps enseignant de ces cours. En conclusion, nous verrons que l enseignement juridique au Brésil a été implanté dans le but de former un personnel qualifié pour la diffusion et la reproduction de l idéologie de l État, phénomème encore d actualité aujourd hui. Cependant, il est possible de modifier l objectif de ces cours, pour améliorer la formation académique libérale. Cela demande, une nouvelle épistémologie de l enseignment juridique, menant à une pratique pédagogique réfléxive et critique. Il ne sera pas facile d intoduire ce changement, en raison des presque deux siècles de sédimentation de la pratique de l enseignement jurique sous le pouvoir de la classe dominante, qui ne présente aucun intérêt à modifier la realité socio-économique-politique de ce pays.

This research emerged from the interest and curiosity to investigate the use of technologies in educational practices in Biology classes and how they are employed in order to contribute to learning. In this perspective we counted on the participation of three Biology teachers of the Medium Level that teach in State public schools at Uberlândia-MG. We intended to investigate the way pedagogical practices of Medium Level Biology teachers have met the demands of the contemporary society for schools. The research s objective was to analyze how Information and Communication Technologies have been used by teachers of two Medium Level Public Schools at Uberlândia-MG. In order to achieve our objectives, we selected schools where the school s principal and the teachers wanted to participate of the research. We defined two schools: one that participates of the Project School-Reference and the other one that does not participate of that project. The teachers were selected according to the following criteria: they are State employees, teach for the Medium Level and, especially for the first grade of that level, in which the introduction of the Project School-Reference was being implemented at the time of the field research. The methodology used was the direct observation of the classes that ware recorded. Besides, interviews and conversations were accomplished as well as recordings in a field diary, analysis of documents of the schools and the activities developed by the teachers were done. The analysis allowed us to understand that new technology tools are arriving to the schools, but schools have not been modified in the same speed that production and use of technologies happen in society. Because of that we observed students lack of interest during the classes. They used electronic devices such as mobile phones and MP3, what led to dispersion. We also verified that the teachers have become not motivated with the way these technologies are present in the schools, many times not using them. We also know that these procedures are not only responsibility of the school, but of the State Secretary of Education, Universities, teachers, and the School Management as well, in order to promote changes in the teaching reality when it refers to the use of technologies in the pedagogic practice of the Biology teaching.

Este trabajo trata de la educación para la ciudadania, y más precisamente la ciudadania como finalidad de la educación. Para eso hemos pasado por uma investigación acerca de la conciencia ciudadana y la política educativa expresada en la legislación educativa. Nuestro cuestionamiento está ubicado en la finalidad de la política educativa, si esta busca o no la ciudadania. Es decir, preparar todos los brasileños, mediante la educación, para ser ciudadanos. La primera parte del estudio es de carácter histórico. Se busca señalar el proceso de gestación de las Leyes de Directrices y Bases de la Educación y de los Planes Nacionales de Educación, en el contexto de la sociedad brasileña, con sus contradicciones, y conflictos de clases. También se hizo una reconstrucción histórica y teórica del concepto de ciudadania, que sigue siendo aún una utopia. En la parte de reflexión filosófica, se procede a una diferenciación entre los conceptos de fines y objetivos de la educación, insertando la educación para la ciudadania como fin de la educación, señalando como sólo una educación revolucionária podrá alcanzar esa finalidad. Se hace un análisis de las Leyes de Directrices y Bases de la Educación Nacional, desnudando en ellas las posibilidades de llevar o no a una realización de la ciudadania por medio de la educación. La educación es una decisión política, y la ciudadania se construye en las relaciones sociales e institucionales. La cuestión que buscamos contestar es si la educación se reduce a la función adaptativa, reproduciendo la ideologia dominante, o si ella puede ser emancipativa. Concluímos que es posible formar la conciencia crítica y transformar la educación en un proceso continuado de creación, de crítica y creatividad, de transformación de si mismo y del medio. De utopia y retos lanzados a las nuevas generaciones.