Repositório RCAAP

This research aims to examine the process of organization and operation of Project ADA (Attendance to Learning Development), from 2007 to 2010 in Uberlandia\'s municipal education network. We had a mind to perceive the results and impacts of the quoted project in schools\' pedagogic projects. We relied on the qualitative approach, aiming the reaching of goals and the problematic. We utilized the documental analysis, the questionnaire; the semi structured interview and the focal group in two schools; one attending first to fifth grade students and the other attending first to ninth grade elementary students to collect data. For these analyses we organized thematic groups that pass by checking the relation between the proposed aims and the actions that ADA develops; the knowledge of Project ADA\'s headway and limits and the determining factors for its accomplishment in these schools. We verified that Project ADA was based on the psycho-pedagogic perspective that comprehends the appearing of the learning difficulty as part of a learning process. So, Project ADA\'s emerged as a repairing measure that has occurred from the injury caused by an excluding educational system, with ideological elements that, as a paradox, hamper the development of an education of good quality for all. The investigation showed traces that the start and development of this project brought a good difference in the attending process of students with learning difficulties. The actions made were in accord with the proposed aims and the results were helpful to the learning process of these attended students. We also confirmed that the implantation of Project ADA caused a positive impact in the schools and brought benefits for the teachers in their pedagogic practice. Nevertheless, some limiting factors became evident, which were superficially used by SME to end the project.

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This research is inserted in the area of History and Historiography of Education. It is associated with the historical context and the relationship circumstances between public and private schools in Ibiá-MG, by analyzing the process of creation of Santa Terezinha private school. It is a study of the dynamic movement that involved the debate on the democratization of the elementary education in Alto Paranaíba (Ibiá-MG), as well as disputes and consensuses that followed the structure and spread of educational public and private institutions in Brazil, from 1937-1959. The period is from the 1937 Constitution, when Santa Terezinha school was created in Ibiá, and 1959 when of the change in the by-law of the school converging with a time of great political-ideological excitement between the public and private initiative throughout the country. The overall objective was to analyze the relationship of the elementary teaching, represented by Dom José Gaspar School, and the private sector represented by Santa Therezinha School, in order to conduct an inventory of their historical forms of expression, observing the relationships between those two sectors of teaching. We interpreted the interaction limits and conflicts between the public and private schools, throughout the process of institutionalization of education in Brazil. The study had as principle the political, economic and socio-cultural realities constructed in that period. We tried to understand the schooling process in Brazil, particularly in Minas Gerais, as part of the society formed in that period. The heuristics included quantitative and qualitative data obtained from documentary, oral, and iconographical sources that were subject to explanatory analyzes anchored on the dialectical method. Data revealed that while in the national level the political-ideological debate had been strong between the public and private education, in the local universe the agreement between the two schools reflects the political patronage in Brazil. So those two schools, although antagonistic in essence, integrate each other configuring both a relationship of conflict and complement.

This investigation has life, memory and the profession of teachers from Patos de Minas as an studying aim. The reseach took place in the oral life story as the method of this investigation. This way, through interviews with four teachers from public schools, govermental and municipal, urban and country side schools. We tried to find out and figure out their teaching stories, say that, how each one taught himself, accomplished himself s inicial and continued graduation, as much as the used methodology on the theaching practice. Was considered, according to the bibliographic research about the life stories, what came to add to our belifs, that the teachers are also, produced by the social context that they are inserted in. On the first part, we did a theoric reflection, we showed the Introduction, with the intentions, and inquietations and questionings that pushed us up to do this reseach, as the methodologic orientation which we took as our option. So, we worked with the actual conceptions about the oral stories as the reseach tool. On the second part is the chapter I, titled as: Oral Story, Memory and Representation. On thesi we did theorical reflections about this knowlegde area. What says about the ways of teaching bult by the teachers, we looked for some conceptions that marked the methodological procedures for the past 30 years. The third part refers to the chapter II, denominated teacher: History, Individuoand Identity. On this, we show who are the teachers from Patos de Minas and how was constituted thought its personal and professional trajetory. The task of teaching was the reflection aim on the forth part, compounding the chapter III. The reflection on the art of schooling helped us to think, analize and comprehend the ways of teaching used at schools, more specificly figuring out the victories, conquers,through their carreers on the class work. The fifth part, the chapter IV, shows the Final Considerations. Those, we pointed out what was possible to find out with this study, pointing relevant questions about it. So that, we crossed the dialoges of the teachers with the area literature to comprehend the experiences produced by this professionals.

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This paper aims to discuss the concepts of assessment, present in schools inside a social exclusion, and to identify the formative assessment practices, as well the limits and possibilities of using assessment as a means of ensuring meaningful learning for students of popular classes. With regard to educational scientific productions about the evaluation process, one of the issues most discussed and investigated is the one that relates to the formative evaluation. Researchers of this theme, such as: Fernandes (2009), Freitas (2007), Hadji (2001), Luckesi (2002), Villas Boas (2002, 2008) and others have been developing over the years studies that show the harmful effects of unsuccessful assessment, and also the need to place the evaluation practices in accordance with the learning. In accordance with the method of qualitative research and, according to the questions that led us to this study, this research consisted of the following steps: analysis of living conditions of the population in some suburbs of the city of Uberlândia, MG; mapping on what appeared in the Pedagogical Political Projects on formative assessment, in public schools entered in the context of social exclusion, whose goal was to select the school that presented more evidence and/or indications of formative assessment according to the documents; and finally, elaboration, application and analysis of the questionnaire applied among the teacher(s) of the elected school. Also was part in this study, observation and analysis on the teaching work of a professor in the first half of 2011.Studies conducted in this research showed that, in view of the school situation, the social reality of the students, the limitations imposed by the precepts of the capitalist system, the very organization of school work, among other important aspects that impact on teaching practice, the formative assessment practices were not fully met in the classroom observed. What we found were isolated actions of a teacher trying persistently make their students learn and not just memorize information.

This study was developed in the master s program from Universidade Federal de Uberlândia (UFU) on the field State, Policy and Management Education. It has as goal to analise the (re)definition of the role of the State and the changes of the public management from Minas Gerais (MG) State. Therefore, it was taken as methodology a literature and documental review of the subjects proposed in this study, also an analysis of official government documents. In the study, it is specially analyzed the State and the educational Policies developed during both terms of Aécio Neves as governor of Minas Gerais, the research seeks to understand the assumptions of the implemented reform; the purposes of the management and their instruments through the Choque de Gestão Program. It was focused in the study the process of the implementation of the Individual Performance Evaluation (IPE) of the Education employees from public schools of MG in Uberlândia city, under the logic of the new public management called managerial as an economical, social, political strategy. A qualitative research was developed by applying open questionnaires from the visit to five public schools of Uberlândia city (MG). It is analyzed in a subjective way, among the actors, the prospects of implementing and developing the IPE in the schools and how it has influenced the day-to-day teaching practice of education professionals.

This work has as object of research the history of the Official Commercial College of Ituiutaba, current State School Teacher Maria de Barros, defined by year of establishment of the college, 1965, until the year of 1979 when the \"Commercial\" absorbed the students of the Spiritist Primary School of Ituiutaba and enabled the extinction of that educational establishment without detriment to the community. Parallel to the historiographic study of the Commercial College, our goal, we reflect on the origins of the history of professional education in the Pontal do Triângulo Mineiro, not before describing, in notes, the origins of professional education in Brazil and in Minas Gerais. In our research we start from the macro to the local discussing the political, economic and social scenery of the country and of the city of Ituiutaba, from the civil-military coup that ousted the country\'s president. Our intention is to contribute to research of Brazil s education history, especially vocational education and educational institutions that offer this type of education, the subject of little research in the area. For this purpose we seek in the methodological procedures bibliographical sources, documentary, and iconographic testimonies of characters of the searched school environment, which could, in the development of this work, collaborate to identify the importance of the \"Commercial\" College for the city of Ituiutaba. In the city there was not the provision of free public vocational education and let alone in higher education. The youth of urban and rural elite were sent to pursue higher education in large urban centers, while for the others, the vast majority of society, was left the local education, in private school, a reality that has changed since the mid-1950s, when were created several public schools in the city. In this scenery the Commercial College had important social role, because in had in its classes students from poor backgrounds, poor, with the hope of finding the way in technical education for the guarantee of professional achievement and social mobility, often not realized.

The aim of this dissertation research is the history of the São José College, the first confessional educational institution focused on the formation of the male youth of the city of Ituiutaba (Minas Gerais), in the period between 1940 - the date of its origin, and 1971 - when the school declines. In preparing this work, we pursuit understanding the process of multiplication of religious congregations in mission around the world from the Ultramontane movement, which was a reaction of the Catholic Church to changes caused by Liberalism. We also made brief reflections about the school education introduced by Catholicism in Brazil, from the arrival of the Portuguese and Jesuits, through investigation of the principles of the Congregation of the Sacred Stigmata until the genesis of the São José College in the educational context of the town, establishing connections with education in Minas Gerais and Brazil. The study of the trajectory that allows us to understand the practices and culture developed in the academic area, through the approach of their stakeholders (alumni, former teachers and former managers), also analyzing the infrastructure provided for the development of the educational activities and investigating the uses of knowledge by the Stigmatines, who arrived in Brazil in 1910 and twenty-five years later, in 1935, the city of Ituiutaba/ MG which developed many social and educational activities reaching social and political prestige. For over forty years the São José College attended part of the privileged youth of the city and other regions of the country, since its maintenance was mainly of monthly contributions from the families of students to the college. Besides the bibliographical study, throughout the investigation the answers for the evoked questions have arisen from different sources (newspapers, minutes, iconography, etc...), so that we had to look on them in the basement of the old school (which closed in 1985), and also in raising private files of witnesses who lived then. Through oral history interviews were collected to understand some possible ways to express the educational policy, school culture and pedagogical proposals that support the education offered by the São José College for more than four decades.

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The present research is an exploratory study about the political and judicial configurations of Infant Education in the city of Uberlândia, Minas Gerais, Brazil. Its objective is to approach the offer of vacancies in this stage of education in the Basic Schools in the municipal infant schools (EMEIs) and in the day care centers (NGOs), and also to discuss about the work conditions of the infant educators in the city of Uberlândia, MG, such discussion will be based on the philosophical and scientific analysis of the configurations of the world of the capitalist work. In order to achieve our objectives, at first we tried to identify the ontological dimensions of the work world that allow us to understand the deterioration of the teachers work. Secondly, we analyzed how the educational policies materialize in the public schools that were being analyzed and the implications of such policies in the work conditions of the infant educators. At last, we identified, through the analysis of the interviews, what the perceptions of the infant educations when it comes to their activities and their professional identity were. After this research, we consider that there has been a great advance in the offer of infant education in the city mentioned, especially after the Found of Maintenance and Development of Basic Education and of Valuing of Teaching (Fundeb). This quantitative evolution (verified by the number of registrations) was significantly subsidized by the offer of vacancies promoted by the partnership between the public government and the non-governmental institutions. However, in our opinion, this advance was not translated in better work conditions to the infant educators, as we found evidences of work intensification, in objective as much as in subjective dimensions of the deterioration of the teachers work.

This study is an investigation related to the search of social reason and objective of the Elementary School Professora Alice Paes, in Uberlândia- Minas Gerais, from 1965 to1971. Limiting the study to the initial years was due to its creation by the Decree 8176 from February 22, 1965, and ended in 1971, when the Elementary School, with that conception, was extinguished. The specific objectives of the study were: to indentify the motivation for building an elementary school in a peri-urban of the city; to delineate the social-economic profile of the public served by the school at that time; to analyze the teaching practices at the school. The sources analyzed were inserted in several portfolios, with images portraying the opening ceremony of the Elementary School Professora Alice Paes and the activities done by the students, donated notebooks, the Daily Attendance Book Record, and the Monthly Activities Summary of 1971, the Manual of the Elementary School Teacher, Cumulative School Record (documents collected at the referred school). The social reason for the Elementary School Professora Alice Paes was identified by analyzing the social-economic origin of the alumni and the schooling and Professional trajectory of each one of them using a structured interview. All subjects interviewed were from the popular layer, with no economic capital. One group of those interviewed found reason for that school, since it provided the necessary means for female students to have the aspired social ascension, by embodying the cultural capital transmitted by the family nucleus and by the educational institution, it was possible to mobilize this capital, acquiring the social capital and possessing a new habitus, breaking up with the initial social economic origin. In contrast, for another alumni group, the school had no reason, for it did not promote the acquisition of these capitals, resulting in that they remained in the original social group. The social objective of the Elementary School Professora Alice Paes, was studied by analyzing the curriculum of the school, where the primary objective of this institution was to form the civil subject, willing and able to serve the religion, the country and the work. However, the school was not able to transmit the same idea of civility, respect, and discipline to all students, since each subject represented a single identity; thus, for each student there should be a type of teaching to be applied in order to organize the classes in homogeneous parameters, which is the conclusion of this study.

The building of citizenship and the formation of collective citizens have become a major concern in the official documents of Science Education in Brazil. Singled out as an overriding principle nowadays and emphasized by the Science, Technology, and Society field (STS), this kind of approach requires, however, that scientific knowledge must be endowed with a closer examination of either the benefits or the social and environment implications involved. In order to analyze the discursive reworking of the scientific information texts in Science textbooks, this work has opted for Biotechnology as a major theme. In this sense, a documental study was carried out on three top books, all approved and nominated by the National Textbook Program (PNLD) in 2011. Aiming to shed light on these books characteristics in compositional, stylistic and thematic terms, we especially examine the discursive reworking process of all these aspects particularly as they are inserted into textbooks. With regard to the thematic content of them, the presence and/or absence of some STS approach substantiating the building of citizenship was identified. Through a comparative view, this study also found that, by means of a dialogic approach based on the idea of interlocution, the original scientific information texts seek to enable readers to think over and more closely keep up with the current progress in Biotechnology researches, while those inset texts are rekindled to the point of featuring driven, excerpted information which is supposed to be reliable but in most ways is only designed to be received without critique. It is clear, therefore, that original scientific information texts contribute to the building of citizenship much more relevantly than when they are rekindled to fit in the Science textbooks.

This study is aimed at investigating the process of creation and installation of Grupo Escolar Minas Gerais, as well as identifying the pedagogical practices experienced in the institution in its early years of operation. This is the second educational institutional in the city of Uberaba/MG, created in 1927, but installed approximately seventeen years later. The study is organized in two parts. In the first, it was investigated the reasons why the institution that had already been built since 1930 only started working in 1944. It was also investigated how the city provided education to the school age population during this time, given that the only institution of the city could not cover all the existing demand. The methodological procedures used include the consultation and analysis of several local newspapers, minutes of City Council, official reports of the acting mayor and of the school inspector, among other corresponding documents for the period mentioned. From these sources, and using the theoretical references aimed to analyze educational institutions, it was sought to understand the local, state and national political relations that interfered in educational issues. In the second part of this paper it was possible to know the routine of the institution, using as main source the minutes of pedagogical meetings held between 1944 and 1962, the period that corresponds to Esmeralda Rocha Bunazar s management, principal that headed Grupo Escolar Minas Gerais for eighteen consecutive years. Besides highlighting the subjects involved in the educational process (principal, teachers, students, parents and school inspectors), special attention was given to teaching, disciplinary and religious practices, for being recurring themes in teachers meetings. It was found therefore that such practices were dialectically related, since religious issues were incorporated to pedagogical practices which were in turn influenced by discipline practices and so on. In conclusion, it was found that Minas Gerais School Group had its installation delayed due to political agreements, because the building of the school was assigned to the Battalion of the Armed Forces of Minas Gerais. Only in the 1940 s the institution opened its doors to the community to start playing its educational role.

This work is inserted in the group Saberes e Práticas Educativas (Knowledge and Education Practices) Mastership Course in the Education Post Graduation Program of Federal University in Uberlândia, Minas Gerais. This research aims to identify high school students sexuality representations in a public school, located in Uberlândia, Minas Gerais, involved in the Education Program for Youth Care (Programa Educacional de Atenção ao Jovem PEAS Juventude). We seek to further characterize, if any, the differences between the representations of the students which were members of the Program and the other high school students in the institution. The research took place in the period between May and December, 2010 and took as inspiration the methodological approach of qualitative case study. Information production took place from the application of a questionnaire to 118 students those, 43 were treated by PEAS Juventude and 75 weren t. We made also direct observations of the Program workshops and classes from three classes of high school. Based on the information obtained, we can consider that the representations of students PEAS Juventude members and nom members are similar when they discourse on sexuality. In relation to activities under the Program, we would like to emphasize that the thematic affectivity and sexuality, youth and citizenship, the workplace and life expectancy were not considered during the proposed activities with multiplication purposes. The teen-agers build and share representations of \"staying\" and \"dating\" that are marked by the criterion of faithfulness and by the differences between a stable relationship of a transient. According to them the \"staying\" relationship is casual, commitment-free, while \"dating\" relationship is serious, enduring and faithful. Pregnancy was represented as a problem by both groups of students surveyed. For them, pregnancy during the teenage youth implies responsibilities and hardships which were considered by them as impossibilities to youth experience that they could have concerning to violence, adolescents share the representation that infidelity justifies physical assault. The students PEAS Juventude members recognize that violence against women is a coward and criminal act, although some of them have said that before the attack is justified retribution. Participants and not-program participants students shared representations biased and fraught with discrimination on homosexuality. Although this thesis does not exhaust the possibilities of further research on this subject, we hope to contribute to discussions about youth sexuality.

This paper discusses the appropriation of scientific discourse by science teachers and how they do the didactic transposition of the scientific knowledge in the classroom. Therefore, we investigated fifteen schools and twenty eight science teachers from public schools in the city of Araguari Minas Gerais - Brazil. Three science teachers were selected to be interviewed and to have their classes observed. The school is one of the formal spaces of the scientific discourse and the teacher is who enables that speech schooled happens. The teachers mediate the appropriate content for students and for themselves, coming from multiple sources, and make the implementation of this knowledge, didactically, in their classes. Thus, we realize the importance of scientific-cultural mobilized by the teacher, as a citizen that is, to compose their social role. The purpose of this study was to develop an investigation that would provide an analysis of how science teachers from public schools appropriating scientific discourse and how to make the didactic transposition of this discourse in the classroom with their students. We highlight how problematic the following questions: What is the profile of the professional and social science teachers? In forming processes that teachers build their knowledge and skills, values and culture to compose his scientific discourse? How to bind the routine of school, curriculum, and school practice of information disclosed by the media about science and technology? To collect data, we used as instruments questionnaires, interviews and observation of classroom situations. The analysis of the information gathered in this study showed evidence that teachers take ownership of scientific discourse in different ways on diversity, intensity and quality of sources. And the socialization of this knowledge in didactic transposition is driven by science textbook.

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Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Contemporary culture is marked by digital technologies. These extends the potential for the use of language. Verbal, visual and sound elements converge on the computer screen and interrelate. With the arrival of computers in education, glimpse the possibility of doing something different, embrace change. Embrace also the challenge of providing, at school, digital inclusion and multiliteracies, indispensable for full social practice. This paper studies the Animated Chronicles Project, which has taken place in the public elementary school of Uberlândia - MG, since 2006, through a partnership between the City Hall and the SESC / MG. The purpose of this qualitative study was to understand the trajectory of the Animated Chronicles Project and its implications for the development of digital literacy of students who participated. In this project, students write chronicles and turn them into animations, animated chronicles, using a computer program. Art, literature and technology are worked in an interdisciplinary way. The results show that students have developed communication skills. They learned to retextualize chronicles in scripts, storyboards, drawings and animations, and had contact with intertextuality content. The activities involved verbal, visual and sound elements. The relationships and interactions between distinct elements, that they performed, and that are characteristic of digital literacy, contributed to the development of digital literacy of the students.

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