Repositório RCAAP

The image in the contemporaneous is a vehicle of communication and expression that permits a multiplicity of relations between subjects, collaborating in many ways for the construction of knowledge about reality and about ourselves. The importance of this image is the beginning of this work that has as objective to analyze the relation between the Art teachers education and the comprehension that this teacher has of conceptual and methodological aspects relative to the reading of guiding images of the knowledge and practical production that characterizes his work in the classroom. We situate the focus of our investigation in the classroom practices of a visual/plastic art teacher who works in the municipal teaching net of Uberlândia and also participates of two local Art professors study groups: one in the Municipal Center of Educational Study and Project Julieta Diniz (CEMEPE) which is connected to the Municipal Secretary of Education and the other, the Art Teaching Research Nucleus (NUEPA) that is linked to the Plastic Arts Department of the Federal University of Uberlândia (UFU). In this work, the qualitative approach presents itself as a research methodology that permits a dialogue between the actions realized in the study groups and the teacher acting concerned to the image reading practices. In this way, we search to know and analyze, under the teacher s point of view, the role of the study groups in two different ways: in the deepen of the methodological and theoretical issues related to the plastic/visual art teaching and the professionals awareness of that teaching area to elucidate the necessity of promoting significant images readings in the interaction with his students.

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This work is the result of Master studies initiated in the first semester of 2010 in the Post- Graduate Program in Education at the Universidade Federal de Uberlândia, and integrated the studies and researches about State, Policy and Management in education. The title is: Para além das celas de aula: a educação escolar no contexto prisional à luz das representações dos presos da Penitenciária de Uberlândia - Minas Gerais, and the main subject is schooling process in prisons. It was intended to answer two main questions. The first: what happens on the institutional / legal world conception and in daily life school education in prisons? And second, what the prisoners, passive actors of the policies of school education in prisons, has to say critically about their contradictions, limits and possibilities? In this sense, the purpose of this research is to promote a critical analysis of prescribed schooling and instituted the prison context, with emphasis on the study of reality at the Penitentiary of Uberlândia, Minas Gerais, Brazil, through the dialectical analysis of the representations of their prisoners, as well as national and international documentation related to the theme. To do so it, based on qualitative research approach to historical aspects related to prisons in the contemporary world, needed to understand, then the institutional and ideological mechanisms that characterize the structure and functioning of the Brazilian prison system and, within it, their practices formal education in accordance with the principles and guidelines contained in official speeches, international and national levels. In this way, we examine critically the representations of inmates imprisoned in the Penitentiary of Uberlândia, administered by the State of Minas Gerais, in order to contribute to the knowledge and understanding of the contradictions, difficulties, limits and possibilities of education in school prisons as a process of emancipation and social inclusion. In the viewpoint of the prescribed and established education policies, the Brazilian prison system has demonstrated weaknesses and emerging needs, primarily because the school education in prisons reaches a small number of prisoners in Brazil and worldwide, but mainly the possibility of an effective action for education in prisons is now sustained, especially in the personal commitment of teachers, prison guards and technicians involved in the task.

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Este estúdio tiene como objetivo de investigación uma relectura de los princípios políticos y pedagógicos concebidos por Freire. Se trata de uma investigación bibliográfica y documental, instigada por el siguiente problema: Por quê los escritos de Paulo Freire que fueron producidos al comienzo de los años 60 dels siglo pasado parecen tan actuales pero sin embargo no consiguen influenciar y transformar los saberes y la vida de millones de alumnos y alfabetizadores brasileños? Este estúdio se justifica y asume relevância social uma vez que analiza dos aspectos. Uno de ellos está en el hecho de que Brasil ya tuvo experiência com varias campanas de alfabetización de jóvenes y adultos que prometieron alfabetizar al pueblo brasileño y no consiguieron. El segundo aspecto esta en la posibilidad de que la educación de jóvenes y adultos y los cursos de formación básica e continuada puedan apropiarse de los principios políticos y pedagógicos de Freire para transformarlos. El objetivo de este estúdio es analizar princípios políticos y pedagógicos revelados por Freire en sus escritos y que el pensamiento pedagógico brasileño en su conjuntos de estúdios considera fundamental para la educación de jóvenes y adultos en el siglo XXI. El cuerpo de esta disertación fue formándose a medida que fuimos tomados por la consciencia de las creencias de Freire semejantes a las nuestras. Relacionando sus escritos con nuestra observación y compreensión realizamos a síntesis, el análisis y la redacción del texto final. Este estúdio fue estructurado em cuatro partes siendo que la primera presenta la introducción el estúdio evidenciando-se la gênesis del problema y su relevância; el tema, el investigador, el deseo de estudiar, el trayecto, la definición y la construcción del cuerpo de la investigación. En la segunda parte de este estúdio están los capítulos, el primero trae fragmentos de la vida de Freire. Este capítulo presenta elementos importantes para comprender el proceso de construcción de sus creencias. Em el capítulo dos el objetivo es estudiar como los princípios, diálogo y conscientización fueron constituídos a lo largo de la historia de vida y de la profesión de profesor de Freire. Destacando el tiempo de su infancia y adolescência se enfoca la aplicación de los principios. de Freire em los trabajos de alfabetización de adultos antes de su exilio. En la tercera parte de este estúdio están las consideraciones finales donde se evidencian las descubiertas de este estudio y posible repercusión que ella pueden tener en la formación de los alfabetizadores de jóvenes y adultos. La cuarta y ultima parte consta de la bibliografia criteriosamente seleccionada, estudiada, releída, que en este estudio asumió um estatus singular por tratarse de una investigación bibliográfica y documental con un abordaje cualititivo. El desafió de este estúdio es extender la observación científica, criteriosa, cautelosa, por que no decir cuidadosa, para hacer llegar a todos los alfabetizadores indistintamente la relectura de los principios políticos y pedagógicos concebidos por Freire.

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The purpose of this paper is to understand the processes triggered in the building and/or the rescue of teaching knowledge related to the work with games from the fifth to the eighth grade. To collect the data, interviews with teachers, who work with games in the classrooms of those grades, were conducted. For the discussion process, the paper was divided into two axes. In the first one it was focused the constitution and the professional development of the teachers, their experiences with games in the classroom. And in the second one it is noticed the process of teacher s knowledge production in different aspects of the use of math games in teaching. In the analysis of the interviews it was possible to notice the constitution of the teacher s knowledge, historical and cultural, academic or formal and the experiences. We conclude that with the use of games in the classroom for the teaching of math, it is a strategy with multiple positive as well as negative possibilities that can occur along the time. In relation to the teacher s knowledge, they are produced and spread in the school s environment, and sometimes out of it, since the student and teacher s life experience is built and re-built in the every-day pedagogic action.

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The theme of this research is the university teaching practice, in teacher graduating courses which adopt the semipresential modality, analyzing specifically professors didacticpedagogical performance in distance (or semipresential) disciplines in presential courses. The main objective is to reflect on the official documents of the Education Ministry that support semipresential courses, analyzing its efficacy. Thus, it seeks to understand, by questioning professors who teach in these courses, their own didactic-pedagogical practice, with emphasis on the teaching-learning process, the instructional material used, the teacher-student interaction and the evaluating process of their students. Using the qualitative and quantitative approach, it was applied a survey instrument, consisting of three parts: in the first, the respondent is qualified; in the second, consisting of statements, the professor evaluates the importance of the programmed contents to his own teaching activity; and the third one consists of an open question. In the second part of the survey instrument, the professors declarations were assessed by the five points Likert scale. The research informants are professors in two courses of a university education institution in Ituiutaba, in Minas Gerais State. It was observed that the official documents on distance education, in Brazil, contributed to the expansion and organization of this teaching modality, since the approval of the LDB to its regulations; which comprises a set of rules that allow qualified institutions to offer courses, and, to the regulating bodies, it represents the instruments for measuring the quality of these courses. Furthermore, the research has identified that the respondent professors are using the information and communication technologies (ICTs) in the teaching-learning process not only for interacting with their students, organizing present and develop the contents of their disciplines, but also to develop the evaluating activities. It is hoped that further studies on the offering of semipresential graduating courses are made to know more about this teaching modality, which has not completed ten years and requires the development of an appropriate didactic-pedagogical practice.

This article aims at discussing the emergence of ―Cooperativa Educacional de Uberlândia ―- CEU (Uberlândia Educational Cooperative) as a way of cooperative management in education as a result of the contemporary transformations in the realm of production and work. The crisis in the Welfare State, the re-articulation of the productive forces and the neoliberal response have put together a historic frame of reorganization of social production forms, allowing cooperativism to be taken up once more as an alternative survival modality in the capital internal order. This way, possible advances for educational cooperativism will be discussed as well as its organizational, political and ideological dilemmas that strengthen the discussion about the management of schools as a likely space for a rupture with the mercantilist logics of education and the precariousness of the docent work, according to the methodological approach bound to the historical and dialectical materialism. Thus, this study attempts to bring about the debate and discuss cooperativism in its emancipatory possibilities or the ones of fitting in the capital cumulative logics, taking educational cooperativism as one of its manifestations.festations.

This research seeks to discuss the limits and contingencies of people s social and political partaking in the educational context through the implementing of EVCA program (Escola Viva, Comunidade Ativa; that is, Living School, Active Community), which represents a fragment of educational policy in Minas Gerais state. The essence of EVCA lies on the expansion of leisure, sports and cultural spaces within schools and a greater involvement of community with it. Understand the scenario framing individuals participation in the educational context in this work requires reconsidering society s liberal ideal s fundaments, variations in the liberal thought, and the relationship between the economic field and the parallel movement performed by the capital. Another relevant variant is a close exploration of the bases societal model is built upon and supported by a number of arrangements known to be elitist. We try to show how the state intertwines with civil society to stimulate a greater involvement and participation in the public policies world. As a methodological procedure we employed the dialectic analysis with a focus on the links between microstructures and a whole which is changing constantly. To do so, we relied on bibliographical studies and document analyzing. Results point out both the difficulty to make a genuinely democratic program to be effective in education and a replacement of political partaking by a social one which is produced by new arrangements and which delimit, educate and direct such a participation so that to involve civil society and the state. In making a detailed analysis of EVCA program, we note how economic conditionings are overlapped in its reality, especially as to meet different demands and aims. That is why EVCA faces difficult to make itself steady as a proposition that is participative and transforming.

Este estúdio, esta en la línea de Pesquisa de Políticas Públicas y Gestión en Educación del Programa de Pós-Graduación en Educación de la Universidad Federal de Uberlândia. El asunto es la expansión del sub-campo de la educación superior privada en esta ciudad, en la década de 1990. Analisa también las racionalidades institucionales y las motivaciones discentes, en el ambito de la reforma de la educación superior brasilleña, priorizando la diferenciación institucional. Tiene por objectivo general apreender como se configura la mediación entre actor social y sociedad, visando compreender como la clientela de los alumnos se relacciona con ese setor, por la creación de una nueva cultura, de un nuevo habitus de consumo. Y como objectivos específicos, cuya estruturación en los capítulos de 1 al 4, vimos los seguintes propósitos: 1) refletir sobre la función social de la certificación escolar, analisando la reconfiguración político-cultural contemporanea en termos de la desregulamentación de las formas tradicionales y/o modernas de organizar la sociedad y el trabajo, en el contexto de las regulamentaciones globales; 2) relacionar, en el caso brasilleño, la actual expansión del sub-campo de la educación superior privada con la del meados de los años de 1960 y 1970, procurando destacar las relacciones históricas y indicar como la actual reconfiguración viene siendo balizada en termos de continuidades y descontinuidades; 3) investigar la expansión del sub-campo de la educación superior privada en Uberlândia, de los años de 1990, en el contexto de la expansión deste nível de ensino en el Brasil, con enfase en la Región Sudeste y en Minas Gerais, añadindo en lo que se refiere a la diferenciación institucional y al histórico de la educación superior; 4) analisar, en el ambito regional/local las relacciones entre la racionalidad de la sociedad, de las Instituiciones de la Educación Superior y la motivación de los alumnos. Tales objectivos quieren contestar dos cuestiones básicas: 1) Lo que impulsionó la rápida expansión de la educación superior local? 2) Cuál el significado del curso superior para las demandas? En ese sentido, relaccionamos la circulación de los benes culturales a la demanda de los agentes sociales por poder simbólico, entendido como autoridad para actuar en el mundo social y productivo. Sin embargo, consideramos el presuposto básico del Bourdieu (1974, 1975, 1979,1982, 1990, 1996, 1998b) de que los actores sociales buscan legitimidad profisional, o sea, poder, via aquisición del certificado escolar o diploma. Entendemos que tal demanda movimenta la expansión y la diferenciacón institucional, en el contexto de intensificación de la tecnologia, de globalización y del proyecto neoliberal, a lo cual esta respaldado por un aparato legal de reconfiguración de las políticas para la educación superior. En esta perspectiva recorremos a los estudios de: Martins (1981); Cunha (1981, 1983, 1986, 1988, 1990, 1999); Sguissardi e Silva Jr. (1999a, 1999b, 2000a, 2000b, 2001a, 2001b); Catani e Oliveira (2000, 2002); Dourado e Oliveira (1999, 2003); Dourado (2001) e Sousa (2003). Por fin, la análise de la racionalidad de las instituiciones y de motivación de los alumnos los evidenció, con base en las entrevistas y documentos de esas faculdades y la luz de lo referencial teórico utilizado, que el negócio de la expansión de la educación superior privada local mantiene la diferenciación institucional, sustentada en la imbricación de las exigencias de la sociedad por calificación profissional y en la motivación de los alumnos por credenciamento y profissionalización, cuestión esta que impulsiona el comércio de la ilusión por la empregabilidad y mobilidad social, por via de la aquisición del capital cultural y trae impactos para la cultura local originando nuevos contornos y reglas para la relacción entre educación y trabajo en la ciudad.

This work is the result of a research into the teacher speech that published texts in the Educators in Action Journal about authorship and reading, from July 2002 to December 2009. The development of the argument of the thesis was based on the main goal of investigating the experiences and conceptions of three teachers authors on the authorship and reading through an interview with 35 question related to this theme. The research showed the following specific objectives: to analyze the issues of the journal Educators in Action and how it fits into the national panorama of scientific magazines on educational roles; to identify the influences of authorship and reading in the teacher history and formation; and to understand the authoring process experienced by the teachers investigated in relation to the Educators in Action Journal. The data were covered in three chapters: the first Weaving the threads of research methodology which presents the methodological approach for discourse analysis and historical research; the second chapter Authorship and reading on the history and in the printed pages that brings a study of authorship and reading from the oral to literate cultures, with emphasis on educational serials publications and Educators in Action Journal; and the third The teacher speech about authorship and reading that analyze the teachers conceptions, formation and experience with authoring and reading. The question of identity, subjectivity, context, discourse, pedagogical work organization and teachers formation permeated the arguments of each chapter, allowing for reflection the importance of Educators in Action Journal in the current context and the authorship and reading process for the teachers interviewed.

Teachers education has been the object of interest of several intervention researches being carried out at Masters Levels and doctoral degrees. Those researches have proposed formation processes from different approaches (concepts and practices) in teachers training. These studies, in theory, rely on these theoretical perspectives (which have a social definite meaning) and convert them into practical training (which express the meanings attributed by the researchers approaching teachers education). Under this premise, this study aimed to understand the social significance of academic researches on teachers education and the personal sense given in the context of theses and dissertations that have developed intervention research in Post-Graduate Education Programs in the Midwest, from 1999 to 2008. We opted for a qualitative research methodology through a dialectical approach in data analysis, being adopted two methodological procedures: one for the collection and data processing and the other for analysis. At first we used the Wordsmith Tools software, from Corpus Linguistics as a technological resource that was used for computer categorization. In the second, clusters were taken as units of meaning, relating to the prospects of training, and analyzed from the perspective of the Historic-Cultural Theory, specifically, the category meaning and sense. According to the systematized data, the analysis has portrayed the approaches and objectifications of the formative processes present in the studies analyzed, from the analysis of clusters relating the prospects for teachers education, the authors, and the practical training proposed by the researches authors. The survey collected data that allowed us to observe that the (non)coincidence between what is culturally approached by researchers who are teachers trainers (meaning) and the training practices proposed by them in the polls (sense) reveals the conception of the researcher and his training process, once he has approached meaning and sense, indicating in these cases, differences between the socially constructed and what is personally assigned. Thus, we conclude that during the process of signification the researcher has been exposed to situations that have made him approach sometimes wrongly or contrary to the meaning set in, raising the same way senses that do not correspond to that meaning, a condition favorable for alienation of both the researcher-trainer and the teacher in the training process. Thus, teaching learning triggered by teacher s training processes is therefore tied to the quality of tools and signs that mediate the formation processes experienced. It depends on the content, means and methods proposed. Ultimately mediational processes are defining the ownership of the social meaning and the attribution of meaning constituted in the training processes and teaching practice, which can humanize the teacher or trainer, or alienate them.

This study is anchored in the History of Education research, specifically in Educational Legislation field of Decrees, Laws and Regulations. Educational Legislation (1906- 1924) was analyzed, in search of changes and transformations related to Minas Gerais school groups. Methodological procedure comprised Bibliographical Research and Documentation studies regarding Decrees, Laws and Regulations of Federal and State of Minas Gerais Legislations, as well as some messages from State of Minas Gerais presidents. School groups have emerged in 1892, in São Paulo, within the Republican Political Project of Social Reform and Diffusion of Popular Culture. In Minas Gerais, for school group implementation, there were intense debates in Legislative Assembly (1893-1906) on the scarcity and poverty of mining schools, lack of teacher preparation, resulting in illiteracy. Brazilian Republic political was influenced by this State, and can develop a thriving economy, ensuring Minas Gerais residents a schooled knowledge. Thus, in 1906, during João Pinheiro s government, Law nº 439 was implemented and the object of this was the Minas Gerais State Reform of Primary, Normal, and Higher Education. For this, appropriate and effective measures were adopted for compulsory primary education. This Law was regulated by Decree n. 1960 (1906), which proposed guidelines for school group functioning and class categories of workers (director, inspector and teacher) with their respective roles inside the mining public school. In this sense, the miner regulation, pointed out inspector duties as a government representative, an authority that oversaw and inspected teaching in order to enforce the standards set by the State. For the director, a prestige position in local society belong the role of mediator between school and state government, responding to problems and internal constraints of school group. Teachers were responsible to adapt student for changes, representing a social relationship between family and school, and to transmit knowledge, moral and cultural values. Students in the civilizing process of republican society should get: good manners, hygiene and health, and moral values to become a responsible citizen by the new order, according to the requirements and society. Through legislation analysis, we can conclude that there were several changes in duties of school professionals, in the period selected for this research, as well as changes in education hierarchy and bureaucratization. Therefore, the Educational Legislation served to efforts of a Republic who saw education as a process and a product in the development of a socialized individual, responsible for the new order, respecting the rules and working for the country\'s growth.

This study aimed both to describe and analyze qualitatively the trajectory of the University Television from Universidade Federal de Uberlândia (TVU) in the period 1996-2011. In this way, we conducted a survey and documentary literature in order to assess, in light of historical and dialectical materialism, which the social impact of TVU in reality. The historical analysis of the regulatory framework of broadcasting and the public policy Brazilian study applied to University TV in higher education showed that these are not satisfactorily fulfilling their constitutional purposes. Among others difficulties, this fact must be: the lack of public resources specifically designed to meet their duties; interference of market interests, lack of both understanding of the institutional role and importance within the university administrations, and significant resistance from faculty employment and educational use of communication technologies. It was observed that, these difficulties were also experienced by TVU, since its inception in 1988, as a concession of the State to Fundação Rádio e Televisão Educativa de Uberlândia (UFU contracted with). In these context, the representation of managers and content producers who worked on TVU, in the period 1996-2010, showed that they have always lived with these difficulties, despite the Federal Government to promote national debates and a National Communication Conference (in 2008) that included University TVs. Among others things, these debates have ratified a sense of the progressive sectors of society, related to the need to establish a new regulatory framework for educational broadcasting in the country. An analysis of opinion polls conducted by committees of UFU own assessment revealed that between 2001 and 2005 only 8% of the community attended TVU in search of institutional information, and that 54% of teachers considered \"poor to fair\" services communication offered. In 2010, through a methodology that established a cut of frequency equal to or greater than 70%, TVU appeared only in the category of technical and administrative staff, with a frequency of 73%. In this manner it is crucial ensure the existence of the University TV. To this end, we suggest a broadening of the debate about its institutional role as an instrument of counter-hegemonic formation and diffusion of knowledge and expertise, and ensure budget allocation, with public funds as a way of overcoming its financial difficulties and structural chronic.

The present work consists of a carried through qualitative research with a group of pupils of the last period of the Course of Licenciatura in Mathematics of the Federal University of Uberlândia- MG- initiated in 2006 and concluded in the year of 2007. The citizens of the research were young with age between 21 and 25 years. The objective of the research was to investigate the possibilities to use Mathematical Modeling in the work to interdisciplinar, mainly between Biology and the Mathematics. The activities of the Research had been carried through with pupils of Disciplina of Workshop of Practical Pedagogical, in which the pupils present practical workshops, on subjects chosen for them. The subjects all would have to approach: History of the Mathematics, Analysis of sites, didactic book Analysis, Activities with Etnomatemática, Games and Mathematical Modeling. The production of data was given by means of answers of questionnaires, Interview, or Collective Colloquy with the students and comment of lessons for the researcher. These data had been analyzed respecting it research modality (qualitative) and also aiming at to take care of to the objectives considered for the research. We point the Mathematical Modeling as strategy with respect to the practical one of the Interdisciplinaridade during the Formation of the Future Professors of Mathematics as well as the consequences of this methodology in the professional development of the same ones.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Esta disertación tiene como objetivo el estudio de la formación de profesores de Historia, en la Facultad de Filosofía, Ciencias y Letras de Patos de Minas, FAFIPA, Minas Gerais, Brasil, institución mantenida por la Fundación Educacional de Patos de Minas, de 1970 hasta 2001. El objetivo principal fue registrar, comprender y analizar la constitución del Curso, los cambios ocurridos en el período estudiado, las experiencias de los profesores formadores, además de las relaciones entre los saberes de la formación y las prácticas de los docentes formados en la Institución. Para llevar a cabo esta investigación se utilizó de una mezcla de fuentes orales y escritas: las Actas del Departamento de Historia del Curso de Historia de FAFIPA, los periódicos locales, las matrices curriculares, la legislación relativa a la docencia, los documentos constitutivos de la Institución y, inspirado en el metodologia de la Historia Oral Temática, se realizaron entrevistas orales con un grupo de formadores y formados en el Curso. La disertación está organizada en tres capítulos. El primero trata de la constitución del Curso, entablándose un diálogo con la documentación pertinente y el análisis de la literatura del área sobre el contexto histórico y educacional en las esferas nacional, estadual y local. El segundo presenta un registro y un análisis de las experiencias de los profesores formadores y de sus concepciones teóricas, historiográficas y pedagógicas. El último capítulo establece el problema de las relaciones entre los saberes de la formación y las prácticas docentes de los profesores de Historia formados en el curso de FAFIPA, que actúan en la educación básica. Se consideró los dos lados de la canción , la interpretación de los profesores formadores, sus dilemas, sus proyectos y la interpretación de los profesores formados en este Curso. Cruzamos sus narrativas, entrecruzamos con los currículos y con la literatura del área. Buscamos comprender las experiencias producidas por estos profesionales. Los análisis nos permiten sugerir que el Curso de Historia de FAFIPA, pese los problemas estructurales, como la precarización de las condiciones de trabajo, fallos en el proceso formativo de sus formadores y dificultades teórico-metodológicas, tiene cumplido su papel en el sentido de formar profesionales comprometidos con la tarea del magisterio, en especial con la enseñanza y el aprendizaje en Historia. Esos profesionales, formadores y formados se mostraron, en sus narrativas, capaces de volverse profesores en la dialética experiencia de la docencia en Historia en la educacións superior y en la educación básica.