Repositório RCAAP

The main purpose of the present study was to investigate the role of Psychopedagogical support in hospital environment for the recovery, the development and the learning process of patients in situation of prolonged treatment. More specifically, the study aimed at finding out whether it was possible, through Psychopedagogical assistance, to favor the development of patients‟ learning process, as well as their recovery and reintegration processes. Taking into account the main concerns that led to the research problem, a case study was carried out in the Hospital de Clínicas de Uberlândia Universidade Federal de Uberlândia (HCU-UFU). In order to allow a better understanding of the whole process, a description of the study and a general overview of the history of what is called hospital classes , a new modality of educational assistance which is being offered in that context, is presented. Those hospital classes represent the beginning and the first step towards the educational actions which are being carried out in the context of the HCU-UFU. Therefore, a detailed description about them is necessary for a better understanding of the constitution of the Psychopedagogical assistance in that context. Based on the theoretical background used for the research, we sought to better understand the possibilities, as well as the limits and the challenges, of this new field of work for the psycho-pedagogues. Results, in a general sense, revealed that the subjects who took part in the research showed some progress, in terms of their learning process. According to the study, patients with chronic renal failure, in the hemodialysis unit, in general, are not incapable of learning, and if, on the one hand, the treatment they are going through may render difficulties, on the other hand it does not prevent or impede the development of patients‟ natural curiosity and disposition to learn. On the contrary, it may even benefit the mediation which the psychopedagogue provides in the dynamics of treatment as well as in the patient‟s life outside the hospital. It was possible to provide the patients with the opportunity to construct knowledge and to optimize their learning processes concerning reading and writing skills, together with the involvement of cognitive and affective aspects, such as the exchange of information about their feelings and perceptions of the hospital and the routine of their treatment. The insertion of Psychopedagogical assistance in the hospital is not a linear process. The tendency among people to think of the hospital as place exclusively devoted to providing treatment for patients‟ diseases is still very strong, and patients are identified primarily by their pathology and their condition. A holistic look at the hospitalized patient is still an achievement to be conquered.

In front of the relevance for the textbook in great number of schools, makes it necessary to analysis approaches suggested in the environmental field. The research emphasizes in which school subjects it would be discussed, we identified them as possible tendencies to Enviromental Education presented in two textbook collections: Projeto Araribá Collection by Moderna Publisher (2006) and the Coleção de Ciências Collection for 5th to 8th grades by Ática Publisher (2007). The study was done in two steps. The first step contemplates the description of the textbook of Sciences most adopted by public schools of Uberlândia - MG from 2008 to 2010. The second step of the study analysis the tendencies of Enviromental Education prevailing on the subjects on the program. So, for the theoretical1s analysis approach of both collections selected, it was established as a parameter two big axis which founded the debate of Enviromental Education: the conservative and the emancipatory. In the Projeto Araribá Collection, the discussion about environmental theme, prevails on the volumes for 5th , 6th and 8th grades, which concentration fields refer to respectively to the Sciences‟ of the Earth, Ecology , first contact with Chemistry, Physics and Technology of Information and Communication. Totalizing a low perceptual (28, 88%) if we consider the today‟s knowledge, related to the crisis as a daily matter. The perceptual of chapters , on volumes for 5th, 6th and 8th grades of the Sciences Collection refer to the environmental theme totalizing 26,02 % , reaching a higher perceptual on the 5th grade volumes (47,61%). On the 7th grade volumes, 8th grade on both collections, the discussion about the environmental matters are very few, probably, because the focus was the anatomy and human physiology. The results of this research indicate the existence of gaps on the Enviromental Education approach by the textbooks. It is justified because they remain restrict to the headlines of the concepts focused on a technical dimensions, not straying from the rule most textbooks. Thus, considering the repercussion which the textbooks have over the students, we pointed the importance of the inclusion of this theme, as an eliminatory and classifying item, as the selection of books from the National Textbook Program for effective purposes on social conducts under the sustainability point of view.

This work is the realization of a research masters, belonging to the Post with graduate courses in Education, Federal University of Uberlandia, in line with a survey entitled "Policies and Management in Education." This is the result of readings, debates and reflections developed germinated in Group Work Research, Education and Society - GPTES. The study discusses the changing world of work, particularly the contradictions inherent in the social reality of sugar and alcohol in the Triangle Mineiro - Minas Gerais, in relation to the challenges of (dis) qualification (im) made to their respective employees from of the 2000s, with the introduction of technical innovations and / or organization of their own production process. These reflections are based on a case study conducted in Campo Florido, specifically in Coruripe Plant, which currently stands in the biofuels industry located in the Triângulo Mineiro region. The hypothesis that guides the research is that the changes introduced in this context have led to the intensification of work once the qualification has meant adding features and greater control of capital over labor in the sector. Thus, it is necessary to discuss the educational dimension of this process in spite of the training of workers in the face of technical and organizational innovations that have been implemented in sugarcane production in the mining triangle. To this end, structured and developed to search from the theoretical discussion about the dialectical relationship between education and work, also demonstrating the contradictory meaning of this category work as an educational principle. It is feasible that this insertion process, the complexity and contradiction are characteristic of this dynamic and need to be by way of scientific knowledge production and social transformation, decomposed and analyzed, to enable the understanding of its entirety.

The present study aimed to comprehend the potential of a collective proposal of continuous formation, which was configured in an action of collaborative character between university and school, in the transformation of the teaching practices of Science teachers in Elementary Education. The reflection of the approximation of the teacher in the Municipal Education with researcher-teachers of specific and pedagogical contents of the Federal University of Uberlandia was analyzed, in the practices of the teacher. To comprehend in what measure this proposal facilitated the articulation between theory and teaching practices; to understand the relation established between the processes of continuous formation and the professional development of the teachers and evaluate this proposal, in what concerns its innovations, were the specific objectives. The methodological option of this research was in the domain of the qualitative approach, in its modality of Case Study of ethnographic kind. The data was obtained in questionnaires, observations and semi structured interviews. In the qualitative reading of the data, fundamented in the theoretical reference selected, reflection lines were constructed from an array of categories made, namely: the continuous formation and the professional development; the continuous formation and the possibility of reflection and transformation of teaching practices; the involvement with research teachers and the reflection on teaching practices; the continuous formation and the articulation between theory and teaching practices and the contradictions, resistances and innovations of the proposal lived. The analysis of the experiences made clear that, despite the innovations of the proposal, in the sense of promoting the development of reflexive teachers, able to understand, question and transform their practices, the teacher still maintains his/her thought inside the paradigm of the technical rationality, searching in the actions of continuous formation, a way to support technically his/her practices. Although substantial modifications have not been verified in the practices of the teachers involved in the research, since the process of incorporating the changes requires a certain time, the results signalize to an advance in the perspective of the involvement in the reflection and research of one s own practices and in the perception of the importance of continuity of one s professional development. The proposal discussed in this study showed some ways to think the continuous formation of teachers, through the partnership university-school, in a dialogical and collaborative process, with gains for both parts.

Periodicals focused on physical education pedagogical content offer a prolific source of past material evidence, above all because they structure, convey, spread, and, therefore, legitimatize pedagogical and educational discourses that can reverberate in school practices. This presupposition underlies this research, which analyzes some issues of Sport Sciences Brazilian Journal aiming at identifying physical education conceptions and their links with the historical construction of this field of study, research, and pedagogical action. Methodological procedures included bibliographical research for theoretical foundation, analytical reading of the papers it published, and its graphic form between 1979 when it was created and 1986 when its first relevant editorial change occurred. Such an analytical reading and interpretation, which take the journal as subject matter and primary source, allows to assert that this journal became a publication searching for its graphic and editorial identity insofar as it consolidated itself as reading object. The papers it published featured an editorial construction in which physical education conceptions have roots in a technicist approach. It also published texts whose scientific feature were more critic. The link between the former perspective and this latter resulted from a change in the editorial board, which implied changing its editorial line. In other words, it happened when the educational dimension of physical educational stood out as a subject of the scientific thought.

The Brazilian movement toward literacy Movimento Brasileiro de Alfabetização (Mobral) started with the military coup d état in 1964, having as its main characteristic the quantitative expansion of the education of young adults and adults, being in fact more like a mass process of education than its democratization, that s why the results were really timid and doubtful because it prioritized the adult education. Historically, the campaigns to teach people to read and write promoted by the federal government emerged in Brazil with the proposals to reduce the high rates of illiteracy that started bothering the different levels of government, since the thirties, when the processes of industrialization and urbanization started in a high rate. However, the education continued being offered in an unequal way to the different social classes, such policy reached mostly the economically impaired groups, specially the people that couldn t frequent school at the appropriate age. Mobral, as a public policy to teach people to read and write, is also included in this context. At the beginning of the 1970s, it got to its apogee with the promise of getting rid of illiteracy in ten years, president Médici considered illiteracy a national shame . The aim was to achieve one million two thousand students throughout the country with the measures of the Integrated Program of Education of Mobral. In this period, Minas Gerais was highlighted as the first state in student number and cities that were included in this campaign. This research investigates the process of implantation and development of the Movimento Brasileiro de Alfabetização (Mobral) in the rural area of the city of Uberlândia/MG. The secular clipping contemplated the years of 1970 the 1985, period of validity of the program. Our specific objectives were: understand the process of implantation and development of the Mobral in the rural area; b) to analyze the specifics of this educational experience in the rural context of Uberlândia; c) contribute to the discussion of the history of regional education and, thus, promote the necessary link between the local and the national study. The documentary research was carried out from reading reports in newspaper the Reporter and Correio of Uberlândia , deposited in the Municipal Public Archive. Along the way, also analyze the characteristics and contents of textbooks used in the campaign as the Book of Reading, the express Cartilha of the Mobral and the historical registers in books and photographs which were carefully guarded by some former-pupils and former-teachers. In this process, also resorted to interviews given by those subjects who experienced the reality of Mobral in the field, including the former-coordinator of the program in the city Olga Lara Cardoso.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

The aim of this study was to construct, from the practices experienced by some literacy teachers, the History of Literacy in the primary school Bom Jesus, in the period 1955 to 1971. In this study, we could identify some relevant issues of the practices of these literacy teachers. The process of child literacy followed the patterns dictated by the Teaching Program for Primary Elementary of Minas Gerais. We analyzed the booklets: O Livro de Lili, As Mais Belas Histórias (Os Três Porquinhos) and Caminho Suave, that were always mentioned by literacy teachers during the entire study period. However, in analyzing the practices of literacy teachers, from the interviews, we identified what was preached, the use of the Global method, but few could really alphabetize with this method. The booklet Smooth Path (Caminho Suave) was present throughout the study period, being used to educate those students who could not keep up with the Global method. According to the literacy teachers interviewed, to work with the Global method, students had to be dedicated, otherwise they could not learn. We used the New Cultural History as the theoretical support, which brings new research possibilities and sources. Thus, oral history is crucial to the achievement of this study because it is from the voices of the own literacy teachers that build the history of literacy in the primary school Bom Jesus. We sought to identify those who have been the literacy teachers to understand which representations and appropriations made by them during that period and we tried to build a part of the history of literacy in Uberlandia. After the research we understood that the teachers, throughout their lives, were formed as literacy teachers. The results show that the practices are laden with value and representations that these professionals have built and build throughout the practice of primary teaching. Thus, their practices go beyond the rules laid down by school and bodies responsible for education in Minas Gerais.

The present paper refers to a carried out investigation about the History of School Institutions and it s related to the creation, introduction and organization of Honorato Borges Elementary School, located in the city of Patrocínio M.G.. This elementary school is considered the first of the official chain introduced in the city. The timing approach used in the development of the research reaches the creation of the elementary school, occurred in 1912 and up to 1930, when the current building is concluded. The investigation was developed through the following problem: the implications concerning the public learning in Patrocínio city and the creation of Honorato Borges Elementary School ,by the members of rural oligarchy from Patrocínio, connected to the process of schooling promoted in Minas Gerais along the First Republic (1889- 1930). The elaborated hypothesis consists in the fact that the process of Patrocínio schooling through the creation of a primary school belonging to the official learning net, presents like direct expression of a trial of modernizing the learning influenced by the republican and positivist ideals of education. The present research had as a general objective to comprehend the historical factors related to the creation of Honorato Borges Elementary School, as well as its purpose as school institution in the historical context of the city. Besides this, it also has as an objective to apprehend the elements of theorizations about social representations linked to the History of the School Institutions, investigating the speficities related to the foundation and organization of Honorato Borges Elementary School, influencing institution in the social universe of Patrocínio, besides the rescue of elements from its history. In terms of methodology, the first procedures consist in a survey and treatment of general bibliography belonging to the History and Historiography of and foreign education. It was also made a survey of historical materials, in a sense of grounding evidences linked to the history of the Elementary School, as well as through the local press, which given speeches referring to political, social and economic matters, serve as basis for the comprehension of ideals and models. On the other hand, evidences connected to the Oral History were also searched, but only as an acessorial methodology. This way, the elementary school is created around a republican liberal and positivist project, in the trial of the democratization of learning, as well as the structural modernization of Minas Gerais state and the country. What s more, the rural oligarchy from Patrocínio, in charge of the city executive power, also worried in providing conditions to the necessary elementary school formation for the members of Patrocínio s families. Besides supplying the basic formation for the professional practice in some segments of economic production and the burocracy in public departments, it gave conditions to the sequence of studies in other levels of schooling too. Therefore, the basic concern of the present paper was to develop an investigation in the meaning of getting and rescuing the history of an important school institution for the city of Patrocínio and Alto Paranaíba region too, as well as for the very state. Thus, a part of the school institutions history was reconstructed, mainly the one which refers to the Elementary Schools in general, and specifically, the Honorato Borges Elementary School, turned to the modernization and schooling process.

The present research was conducted in the Masters Degree in Education Program of the Universidade Federal de Uberlândia, betweem February 2003 and February 2005, on educators emotional health. Two previous researches were essential to the start of the present, one conducted by Codo (2002) and the second conducted by Mota (1999). Codo s research studied Brazilian educators work conditions and mental health; it s a thorough and extensive research investigation on the educators burnout syndrome. In Mota s research, entitled Princípios reichianos fundamentais para a educação: base para a formação do professor essential reichian principles for education: foundation for teachers education, the author proposes that we consider in teacher education the conception on an energetic man recognized by Wilhelm Reich. Concerned with educators emotional state, who have complained of not feeling well in their profession, we have tried to understand their suffering. In this study, we focus on the theory developed by Reich, founder of the corporal psychotherapy, which brings us knowledge on emotional health. We tried to understand educators emotional pains, by focusing on the need to seek awareness of their own corporality. Starting with lectures on the burnout syndrome and corporal dynamics, when we were in contact with approximately 60 educators from city educational institutions, selecting the nine people who become the subjects of this study. We were researching for educators with the burnout syndrome. However, we have come to the conclusion that our subjects do not have such disease, because, in our understanding, they work with alphabetization, a learning phase filled with affective relations. Alphabetization is an emotional process, where a lot of affection is exchanged between the ones involved. Also considering that the burnout syndrome sets in the educators body when the affectionate relation with the student is not established, and the work environment is reason for anguish, the educators interviewed were involved in their work, and the affective bond was being established with the students. Our subjects could count on the support and recognition from their colleagues and coordination. Therefore, they were not exposed to the favorable conditions for developing this disease. From this paper we can conclude that investing in educators emotional health is an strategic and necessary action in times like this, and it ll allow for educators themselves to find ways to cope with their day to day problems. Corporality in the educational process once looked at from the phenomenology and corporal psychotherapy perspective, can become a wide field of possibilities to rescue man and creativity, sensibility and identity within oneself, and his own social-historical and cultural environment.

This research is inserted in the Politics Line and Education Management paragraphed to the Work, Education and Human Formation Study Group from the Education Postgraduation Program from the Education College of the Federal University of Uberlândia and had as its objective the discussion of the productive restructuration, focusing in the professional formation, from SENAC (Serviço Nacional de Aprendizagem Comercial Commercial Learning National Service) Montes Claros/MG as from the documents that regulate the professional education in Brazil. The productive restructuration, which originated the flexible accumulation regime, was originated with the intention of strengthening the capital after the crisis of the taylorism/fordism in the 70 s. This accumulation paradigm promoted expressive changes in the productive world, like the work outsourcing and the process of making it precarious; it has even provoked the lack of a wider formation worker, established on what was named pedagogy competences, in other words, capacity of responding to countless contingences brought by the technology acceleration with autonomy, leadership and creativity. While, in the qualification model proper from the taylorism/fordism , the education institutions had as their function to specialize the worker in a determinate production phase, inside an also determinate industrial division; in the new production processes, not only technical knowledge is required, but also subjective attributes and ability on the professional activities. Through a documentary research was realized the analysis of documents that rule the professional education reform as from the Lei de Diretrizes e Bases da Educação Nacional (LDB 9.394/96 National Education Directress and Bases Law): Resolution CNE/CBE 04/99, Concept CNE/CBE 16/99 and the SENAC Montes Claros Pedagogic Proposal, establishing connection between them and revealing how the productive restructuration impacted on the professional legislation elaboration. This analysis allowed us to realize that professional education has its command basis in the competences model and that words like workability, flexibility and polyvalence limit these documents defining the professional profile to be filled. It was even possible to sense, that the Professional Education laws has as their main objective attend the demands imposed by the capital determining the offering of a positive, practical and with marketing tendency education.

This dissertation developed in the course of MS, Policy and management education line, Graduate Program in Education at the Federal University of Uberlandia, seeks to describe and to analyze the state and educational policies developed during the two terms of Aecio Neves government. Analyzing in a special way the high school, the research seeks to understand the assumptions of the reform implemented: Used State models, the objectives and functions of school and education, the purposes of management and its instruments. Based on a reading literature, creating prospects for debate at national and state government. It makes an analysis of official documents and describes the empirical reality of schools, from descriptions of research and experience of the author as a school teacher. The search develops as a final mechanism qualitative research which hears the workers involved in the ongoing reform, from visits to three schools in the state in Uberaba (MG). Analysis focuses on curriculum reform as a process full of different views inside school. It is described in the text of the situation and conditions of the state as a laboratory of experiences and the neoliberal programs, seeking to adapt education to reality mining is underway in several countries and school systems. Emphasizes the perspective the reform as a perspective to fill the curriculum guidelines established in high school in Brazil and its objectives. Analyzed subjectively, among the professionals, approaches and disputes that are formed around the projects implemented, and its immediate consequences in some schools surveyed, showing the different perspectives on the experiences of those involved.

This search presents the results of the relationship between sleep/wake cycle, teacher job and favorable learning conditions. It was done a case study with 11 to 13 years old students in a sixth grade of morning shift Basic School class and their teachers. Search questions were: what is the meaning of students sleep/wake cycle (SWC) in teachers job organizing? Which proceedings, space organizing and time use can be chosen to fit teachers job and which are their meaning concerning to the needs determined by students SWC in order to constitute favorable conditions for school learning? A bibliographic study was performed as well a field one. Teacher job was based on the ideas of Marx (1974), Saviani (2003) and Frigotto (2009). Chronobiology formulations from Marques & Menna-Barreto (1997; 2003); Louzada & Menna-Barreto (2007); Andrade (1991; 1997) and Mello (1999) were also used. For data collection we used sleep habits questionnaire, children and class Horne & Ostber s sleeping diaries, semi-structured interviews, chats and observation. The results allowed us to perceive the explicative potential of job category and how pertinent is using it to elucidate the search questions. So that teachers job, which was previous considered as a not material one, was materialized through routines and ways of occupying class time and space articulated to other social practices. It collaborated to this search, by not including the students physical needs, especially concerning to SWC in its organization, in order to make learning easier. The students were mostly afternoon individuals but they studied in the morning and were often underwent to activities resulting from a homogenous, hierarchical and fragmented teaching job, strongly linked to the body disciplining. Failing of 45.3% of sleepy students allow us to discuss partial sleep deprivation as one of the elements in the set of the set of inadequate teaching and learning proceedings. The results suggest a relationship between inadequate school time, teacher job, students SWC and learning conditions. The search allowed us to indicate the importance of including SWC knowledge in teaching formation as well to discuss teacher job organization in order to respect the students special conditions, creating conditions to teach and identifying a quality teaching as a human right of each student.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

In this investigation we analyze a group work with Educational Robotics held daily in a public school elementary schools in Uberlândia, Minas Gerais, that for three semesters, studied involved teachers at the Federal University of Uberlandia, students of Mathematics and Computer Science Graduate Program in Education, teachers and students of the Municipal. The production of this investigation focused on systematic analysis of a set of data on activities of students at ninth year of elementary school, and this analysis consists of three elements: the organization of collective work, the interaction between the subjects of work, scenarios developed and designed with the digital education educational Robotics. The data were produced by means of observations of classes in the school computer lab and records in audio, video and writing of Field Notes; also we analyzed production of blogs, videos and robots using information and communication activities with educational robotics free and Lego robotics kits. We also take into account the student responses to a questionnaire prepared and their testimonies collected in interviews. This research showed that the collective work realized has overcome some obstacles to some problems concerning the physical and financial structure of the School and the University. Overcome this situation, after all, confirmed to us that every school needs the space and materials activities, which requires investment and financial costs to build, equip, and keep running educational institutions throughout the school years. Also allowed us to build roads to a digital education in the context of public education using educational Robotics. In terms of digital education was possible to present and teach students to make a conscious use of the Internet and encourage the development of blogs as a space for authorship and reflection. In the process of education was possible to establish methodologies for working with different media allowing an advance in the development of robotics activities. The integration of media helped in the interaction of students in activities and on building relationships primarily with the mathematical knowledge of construction and robotics projects conceived and worked at the school.

This dissertation is inserted in the Concentration of História Area and Historiography of the education. It presents the result of a research whose sources are public archives and the depositions bore by people - the Principal, teachers, former-studants and former- studant s parents. They had participated of a brief educational experience in the Uberlândia city, from 1967 to 1972. The research s objective was the reconstruction of the historical memory of this establishment of education for children. The execution about the field of activity was based on bibliographical revision, concerning the concept of infancy in the modernity. This stage made possible comprehend the birth of the childhood s conscience and, therefore, the appearing of the first institutions of education for children, that had resulted from the initiative of the modern and contemporarie pedagoues, initially in the kindergartens and later on nursery schools for laboring families. Another basic resource for the accomplishment of the considered objective was the thematic verbal history that beyond its proper richness, also served to spread light on school s documents, making possible the understanding on the reconstruction of the school s quotidian in all of its complexity. Another excellent research s source was AMAE Educando review. It had exerted large influence in the everyday of the Jardim de Infância [Kindergarten] Suzana de Paula Dias, being also adopted in the school planning, defining the pedagogical pratice in classroom. The gotten results elucidate the historical period when demand for preschool education acquires expression even to urge the public power for installation of kindergartens, restricted to the particular stablishments till then. Another significant data were the briefing of the pedagogical work as an innovation at that time. In short this research aims to contribute for the History of Education, in recovery the memory of education for children.

The central objective of this dissertation is to investigate the historical, philosophical conception of infancy that is present in the document A reconstrução educacional no Brasil: Ao povo e ao governo. Manifesto dos Pioneiros da Educação Nova (The reconstruction of education in Brazil: to the people and to the government. The Pioneer Manifest of New Education), with the intent of analyzing how much the thought of the New School of Dewey influenced the movement of pedagogical renewing in Brazil in the 1920s and 1930s. In order to do that, this paper is organized in two parts: in the first the theory of the philosopher john Dewey (1859-1952) is analyzed with the purpose of understanding how infancy, conceived by the American educator, is related to a greater social project that involves a renewing in the educational and social fields. In the second part, we analyze how the conceptions of infancy, education, democracy and freedom defended by Dewey contributed to the construction of the speech of the Pioneers of the New School for a new infancy that would be able to participate in the process of national reconstruction. It is possible, by the means of analysis, to perceive that the conception of infancy that is in the document defended by the Pioneers represents a consensus among them, in the way that the New Deweyan School, despite being extremely relevant, shares its position with other theories, specially, the positivism. When concluding this dissertation it was possible to notice that the ideas of the New School that were so noteworthy in the first half of the 20th century are still alive in the current Brazilian educational scenery. Although they are marginalized in the official documents, their presence in the pedagogical speeches that value individuality, freedom of expression, syllabus flexibilization proves that. Therefore, the Deweyan expression to learn how to learn is one of the main points to understand how updated they still are in the pedagogical proposals.

The study discusses the identidy of teachers in medical scholl at the Federal University of Triangulo Mineiro UFTM and its chances of professionalization based on the analysis of four elements present in the environment: university expansion, curriculum experiences, working conditions and experience of teaching medicine. The proprosed objectives were: analyse the role of teachers in the historical, political and social setting of creation of the medical scholl at UFTM, analyse the possible relationships betweeen medical curriculum and teacher identities, learn about the working conditions of teachers in the institucion and recognize possibilities for the professionalization of teaching from the experiencemedicine faculty. We had as reference for analysis the scientific production in the área, documents that portray the institucion s history , laws and guidelines related to higher education and medicine courses. Part of the data was obtained from the teachers of the course, through an identification questionnaire and reflective interviews. The analysis indicated that the identity of medicine teachers is little revealed in the process of expansion experienced by UFTM, being most obvious the expression of the doctor. The social recognition of medicine as a Field of knowledge is evidenced, and due to its prestigie in the institucion, also built by historical conditions, political and economic factors that favor its domain. With regard to experiences in medical schol curriculum, it was realized that the concept of curruculum experienced in the course has a flexnerian inherintance model, focused on specialization and fragmentation of knowledge and in the hospital as the main scenario for training. Working conditions of medicine teachers are considerad inadequate for a quality teacher performance, especially caused by several everyday difficulties in the institucion. The experience of the faculty of medicine indicated that, although there is no consensus about the various roles attributed to them, either by themselves or by others, undermining their Professional identity, teachers recognize the need for specific training for teaching, even if their most important reference is the didactics training offered during post-graduate program. As final considerations, the research indicated that medicine teachers of UFTM are part of the first hegemonic goup at the institucion. They recognize themselves as teachers, although still far from a professional perspective. Teaching in medicine is identified with the domain of technical and scientific knowledge of the area, silencing specificities related to teaching. Nevertheless, medicine teachers recognize the need for teacher training, but do not accomplish this because their working conditions compel them to choose for other activities, more urgent and with more valued wages. A policy of techer training at UFTM, approved by the enhancement of teaching and by metodologies that transform practice into suject of discussion and exploration of elements of the educational process, may be indicative of strengthening teachers s Professional identidy.

This work presents the results of a research that took place in the classrooms of the Municipal Program for Adult Education (MPAE) in Uberlândia, Minas Gerais (Brazil). The main objective of the research was to apprehend and reflect about knowledge and practices of teachers of Youth and Adult Education (YAE), seeking to understand how they fit in school routine, seized from three key dimensions: the organizational, the educational, and the socio-political-cultural. For guiding the search, we opted for a qualitative approach , crossing crossing bibliographical, documentary, and oral sources, making use of ethnographic research (ANDRÉ, 1995). In the development of this research, the history of the establishment of YAE in Brazil allowed us to focus on public policies designed and implemented in the 90 s and their impacts on the organization and on the daily life of the school, highlighting the specificities of this kind of work in the neoliberal context of Brazilian education. Focusing on the everyday practice of the profession of two teachers from the MPAE, the proposal of a collective work emerged as a possibility of (re)signifying the teaching practice and contribute to a rethinking of the teacher about his/her role as teacher of social subjects, strengthening educational relationships that are inclusive and transformative.

This research, based on a qualitative approach, presents and analyzes results about how a group of 26 elementary school students employ knowledge of astronomy in the form of arguments over the implementation of an education proposal, titled History problematizing (HP). To this end, we seek to answer the following question: what knowledge of astronomy that are present in the structure of the argument of the students when they participate in a teaching problem-called history. We work with HP called: A Journey to the luminous shadows, which deals with the shape of the Earth through the study of the shadows. HP relies on assumptions of investigative work, having as one of its features with active involvement of students in the learning process. It consists of a piece of fiction, played by imaginary characters, who leads the student to solve a problem related to the topic. Its solution is sought from group activities, fueled by materials that act as support, providing support for students, to manipulate them, raise hypotheses, socialize them and build their arguments. The didactic sequence addressed in HP includes activities that involve reading of history, interpretation, socialization, relationship with everyday events, problem solving, materials handling, production of written reports and systematization of the results. Students participate in the activity, present their ideas in the form of arguments, which may be similarities with the model proposed by Toulmin, from which we analyzed the data and identify the knowledge of astronomy that have emerged. The data collection instruments were recorded videos of the speeches of the students, the written records and nonverbal indicators, which include attitudes, gestures and actions that students had during the implementation of the proposal. The results revealed that work with HP provided interaction among peers, favored the exposure of students' knowledge about the theme. When analyzed according to the argument structure of Toulmin, have basics such as data, explanations and conclusions. As for the knowledge disseminated, research has shown that students look for ways to find answers to the problem exposed in the story and employ explanatory models that guide in conceptions of the earth flat and static, with the sun revolving around it. These data, and show how students' conceptions are resistant to change, also show the difficulty in addressing the shape of our planet from the study of the shadows. With respect to HP, we realize that students remain stuck to the data of history, seeking to adapt their designs to the one proposed by history or even manipulating materials to corroborate the information brought by it. While working with the story have proved problematical as a possibility of active involvement of learners in the learning process, implications for the future lead us to think that the development of new stories should bring in its plot elements that offer different points of view, encourage further discussion from diverse conceptions.