Repositório RCAAP

From an historical point of view, the teaching of Geography has been a field with many transformations and disturbances. For many years, the traditional approach has shaped the teaching of Geography, basing itself on memorization and noncritical contact with reality. Accepting the importance of this subject for preparing students for citizenship and considering the great expansion of distance learning in our country, mainly for teacher education, our research was directed towards identifying how subject matters that explore the teaching of Geography have been proposed in pedagogical projects for Pedagogy majors in public institutions in Brazil, mainly in the southern, southwestern and center-and-western regions of Brazil. This work analyzes documents pertinent to twenty one pedagogical projects permitting to conclude that the curricular proposals for Geography subjects in Pedagogy undergraduate courses are a long way from expressing a consensual outline or similar perspectives in the studied universities. Among other points, we outline that important aspects of the distance learning scenario are still to be detailed and planned in the pedagogical projects of these undergraduate courses. We also make evident a relevant diversity in the proposition of subject matter Geography in these courses projects and the prominence in the syllabus of themes and subjects that specifically include topics related to the teaching of Geography instead of investigative aspects and contents pertaining to Geography itself.

This dissertation takes part of researches and discussions that aim to verify the digital inclusion process on Special and Inclusive Education. From the investigation of docent knowledge it aims to understand how are constituted and dimensioned by the practices referring to the resources by which children with visual impairments may access knowledge. The research context was the specialized educational assistance in municipal schools of Uberlândia, Minas Gerais, Brazil, where thirteen students with visual impairments receive a curricular and pedagogical complementation. They are enrolled in nine Basic Education schools in the city. The theoretical framework focuses on information and critical reflections concerning to three main challenges of our time: the Inclusive Education, the digital inclusion and the inclusion of ICTs Information and Communication Technologies in the Education of students with visual impairments. During the course of this dissertation, moved by the characteristic contexts of the present digital age, we proposed to analyze Braille System and the computer with screen reader as resources involved in reading, writing and information access problems, as well in accessing information, knowledge and social interaction. The search method was conducted under a historical and cultural approach, according to Gonzalez Rey s qualitative epistemology. The interviewed subjects culture and identity come into play to determine their knowledge and skills with ICT. We used semistructured interviews as data collection resource. These data were further analyzed under the Content Analysis approach described by Bardin. Data construction resulted in the formulation of categories or analysis axes established from the aspects considered as fundamental in order to include the entire focused reality. From this reality, we discussed the constitution of docent knowledges, the challenges and the possibilities on using the ICT, the didactical aspects and finally, we described the difficulties verified as a result of the inclusion and the exclusion that summit teachers and students. The results reveal knowledges and practices consonant to individual and social culture of teachers, which are characteristic of the historical range we find ourselves, concerning to as the assimilation of digital technologies for education and society.

This dissertation is the result of an investigation into masters level graduate program in education of the Faculty of education of the Federal University of Uberlândia-UFU. The aim of this work was to describe and analyze the theoretical reflections and the representations of education professionals from RPME/UDI and the UFU, about difficulties and possibilities of implementation of the Law 11.769/2008 establishing the compulsory teaching of music in primary education. For both were used as methodological procedures the qualitative research based on the bibliographical, documentary investigation techniques and the study of representations of education professionals from RPME/UDI and UFU, about the difficulties and possibilities for implementation of the law 11.769 in 2008 of professional practice and training of music teachers. The importance of this study lies in the fact that the law points to make the music as content required in basic education, not exclusive of curricular component called \"art education\". For the purpose of exhibition, this research was structured in three chapters. The first is performed an analysed on music in contemporary capitalist society and its implications for education according to the propositions of critical pedagogy. The second is presented with a reflection of the teaching of music in historical context of educational policies in Brazil. And the third chapter analyses and reflects from field work conducted in this research. In summary, it can be said that the final result of the music education in the schools of basic education has also met with different political-pedagogical concepts and practices which are contrary in reality at the time of the implementation of educational policies for this area, bringing as a result, the shift away from the teaching of music, both in relation to traditional curricular components, as regards the teaching of Arts which emphasis has been given to the teaching of Visual Arts. This is due, among other things, the lack of infrastructure for the teaching of music; specialized teachers and public tenders for contracting of the same educational networks. Despite this picture, can be seen in the context of this research, the interests of groups of teachers, both from public schools from Uberlândia, as from the music department of UFU to music education in school is actually introduced and enhanced through the expansion of teacher training and hiring generalists music teachers. However, the critical analysis of the situation points to the fact that, apart from the introduction of music education as more a \"curricular component\", it becomes vital to value the teaching profession at school and work to integrate, inter-and transdisciplinary, the knowledge and practice of the art, science and technology as a way to achieve an emancipatory education, capable of overcoming the dominant disciplinary paradigm, without it, is considered that Will be impossible to put into practice law 11.769/2008.

This work shows that many researches are being carried out in Brazil and abroad about the process of teaching and learning in physics, based on different constructivist approaches. Accordingly, the purpose of this work was to use simple experiments in a problematic and investigative way in order to stimulate the development of certain cognitive abilities, as well as the construction of knowledge in physics. We have used the Meaningful Learning Theory of David Ausubel as theoretical reference. The research was conducted with fifteen students in the 9th grade of elementary school, divided into two groups, belonging to a public school in the city of Uberlândia, Minas Gerais. Regarding the field of research, there was an educational experience that has been developed over four classes, which were prepared according to the Three Pedagogical Moments of Delizoicov, Angotti and Pernambuco. Data collection took place in three stages: first, it was applied some problematizations to all students, with the title of Previous Activity; later, the experiments were conducted (Float or Sink? Will the bag hold out?) and finally, the Final Activity, containing questions related to the contents worked, but different. The results indicate that activities permitted incite the students and possibly raise their level of cognitive process, because they required the students the capability to establish relationships between what they knew in the Physics and what was presented to them. Thus, it is considered that experimentation contributes effectively in the development of cognitive skills, since it provides a more active student, allowing that the student to be challenged and experience some important conditions for the teaching-learning process: simultaneous manipulation of objects and ideas; invention; discover by the senses and logical reasoning, a greater involvement of learners in the classroom, which enhances the possibility of test their knowledge, it creates a good climate for teaching and learning, since students are somehow seduced, to realize that he can control some variables when it comes to physical phenomena.

This is study deals with the process of an implantation of a public school for professional graduation, CEFET-MG branch in Araxá, UNED ARAXÁ, considering the sociocultural and politician movement around this process, the expectation related to the implantation and the professional education s project for the city council, in that epoch. They tried to identify and analyze the way that this process happened, its determinants and its social power that structure the dynamic, considering the employees expectative, ex students, contractors, managers of public politician and the community, in general, as the person s point of view about professional education and the work. The study was developed by the inquiry of academicals production upon education and work, indivudually upon professional education, and based in documents and others registers, beyond the interviews with people involved and/or related to the UNED ARAXÁ s implantation. The investigation had as theoreticmethodologist relates the historical materialism dialectical and showed the constitution of two distinct movements relate to the UNED ARAXÁ s implantation: fisrt, by employees and usual people that disengage the expectant authority, and second, by contractors and public politician managers, which power and interest mobilize the forces capable of determinant and justify the CEFET-MG branch s settlement in the area. The subjacent perspective of the project of the branch s creation point out for surpass of the logical economy about the educational conception by ample angle. The analysis of the testimony s people, who were interviewed before, indicate that the capitalism productive reconstruct is taking as reference as they can for ell the process, in way that expectative related to the professional education concentrate themselves generally, in the priority and in the searching for the adequacy by the molds from the work market. The education perspective motion is ampler, in the technology education s way, is substituted by the obligation of the search for the professional preparation, central preoccupation with the employees, contractors and another people.

Dante Moreira Leite worked at Regional Centre for Educational Research of São Paulo (SP-CRPE) between 1957 and 1960. During this period, he published three articles in the journal Pesquisa e Planejamento, newsletter CRPE-SP: The toy reading and child (1958); Automatic promotion and fitness curriculum to student development (1959); Content Analysis of reading books primary school (1960). This paper discusses certain aspects of the pedagogical thinking of Dante Moreira Leite, analyzing the articles cited. We put under suspicion innovative education proposed by the author and his criticism of what he called traditional teaching. The submission of articles mentioned a critical methodological repertoire, brings out power relations within the project of liberal education designed for Leite. For this, the references were reflections of Michel Foucault about the modern political rationality, notably his studies on the concept of biopolitics. These methodological tools investigate values ingrained in the discourse of Leite. You can see that the speech renewing established social rules guiding appropriate social adjustment of the child. In suggesting the replacement of old schemes for certain educational devices reordering of students in the school organization, Leite proposed solutions to the problem of the adequacy of the child to the structures of urbanindustrial society.

The present work aims at investigating the use of a pedagogical resource entitled Problematizing Narratives (PN). The PNs are short texts which present a hypothetical situation and lead the reader to a problem. From the application of the PNs, seven in total, all about Astronomy related topics, the research presented the following main question: what comprehension emerges from the discourse of a group of teachers who participate of an in-service formation about the use of PNs for the teaching of Astronomy, after its implementation in the classroom? Its aim was to investigate the feasibility of using this pedagogical resource (PN) in the Astronomy Education. The data was obtained from an in-service teachers´ course, held in 2011, with monthly meetings, each of which lasted four hours. The analyzes was carried out considering: the evaluation and use of PN texts; the evaluation and use of material resources with students; the evaluation and comprehension of the student´s role in the implementation of the activities; the evaluation and comprehension of the teacher´s role in the implementation of activities and the evaluation and comprehension of the interference of the conditions of school infrastructure in the implementation of the activities. The results were that the most teachers involved, were favourable to the proposal. They approved of the use of PNs and all its scopes: the methodology, the conception and the materials. However, they approved of it with some considerations, once in many of their testimonies, it was possible to identify many of these teachers referring to limiting factors, such as problems with their personal educational background, as far as the themes were considered, and the necessity of more time than it was offered to them for the preparation and realization of activities. This way, we understand that the adequate use of the material resources which are employed with the PNs can be of vital importance in order to enhance the teaching activities. Therefore, from the stages of this research as well as from the teachers´ testimonies, we could conclude that once the necessary configuration is made, the PNs are feasible and relevant as Astronomy teaching tools.

The present study has the objective of discussing issues relating to gender and sexuality that are processed by a Discussion Group. On the perspective to study a Discussion Group about gender and sexuality, the methodology utilized was a privileged qualitative approach, with the monitoring of the work of one discussion group formed by twenty-seven personnel between the period of April and July of 2010. Coming from a hypothesis, traced along these studies and reflections, there is a need for change not only in the methodology and educational techniques, but in the personnel who work with the thematic of gender and sexuality. First, as researchers it is not possible to disassociate us as apprentice personnel we are grads/researchers and learners but, at the same time we nurture an opportunity of a formation process for other personnel, as we are putting ourselves in the places of those personnel who learn. Second, we believe that the discretion resultant from the formation process that occurs can be constituted as one more possibility of contribution in the formation of professionals that work with people, especially in the educational area. It is believed that initiative points of formation of teachers are of those who especially work with issues, such as gender and sexuality. Before, we present as an object of investigation for the present research, the following question arises: What do the personnel from the Discussion Group express or think about gender and sexuality in the daily basis of the schools? And wanting to build answers for the previous issue, we value the thoughts, speeches, sentiments from the personnel in this formation process that an opportunity to be evaluated on how the personnel involves in the discussion about gender, sexuality in the daily basis of the schools has been given as well. We note that the Discussion Groups need to be promoted with some frequency because the reality is always dynamic. We believethat the expectations were met, because even in a few encounters, we noticed a large involvement of the subjects with the topics for discussion and the opening to engage in debates and the enrichment of the proposed themes. We end this discussion groupbelieving in the possibility that these individuals can spread the debate on an emotional-sexual education, with a deep and more reflective approach, allowing a non-sexist education and a better understanding and experience of such matters and their confluencesin the school routine.

This search addresses the public policies that directly or indirectly corroborate for the implementation of the Brazilian Law number 10.639/2003 in Federal University of Uberlândia and it analyzes the affirmative actions in this context. The study aims to answer some questions such as: Why we have found difficulties in implementing the Law 10.639/2003 and its correlate legislation in the institutions responsible for teachers formation, particularly in the courses of History, Visual Arts, Portuguese Language and Literature and Education teachers? We started from the hypothesis that implementing the Law 10.639/2003 is considered by popular movements that fight for the emancipation of black population and for its rights consider such actions as a form of eradicating racial and ethnic prejudice which are still present in our society. The methodology is based on case study, which allows the triangulation to other methodological approaches such as qualitative analysis and bibliographic search. The investigation instruments were: I. Bibliographic sources including books, papers, periodic and so one; II. Documental sources: specific legislation on the theme (Brazilian Federal Law 10.639/2003, Resolution CNE/CP 1/2004 and others; III. Oral sources obtained from semi structured interviews with coordinators of the selected Graduation courses. Critical multicuturalism according to McLaren (1999) allowed us to approach our research object in order to understand its plural characteristics, specially reading the different aspects that permeate the relationship between culture and identity, cultural differences and power relationship in modern society. In the study, we did not perceive the involvement of the Higher Education professionals in order to implement Law 10.639/2003. The problem perceived for implementing the law and its pedagogical normative legal framework is the personal and institutional attitude, because every subject involved in it has a direct responsibility. We cannot believe that the institutions may claim lack of knowledge and research in the area as impediments to implementing the disciplines and the pedagogical contents concerning to the Law nor contracting researcher experts and scholars on this topic to compose the frames of the University.

This study is part of the Research Area of Public Policy and Management in Education of the Master's program in Education of the Federal University of Uberlândia, and has as its central theme "The Politics of Digital Inclusion in the Municipal Public Schools in Uberlândia". Based on the historical view point of computer systems and the phenomenon of digital inclusion in the Brazilian basic education, the purpose of this research is to describe and analyze the public policy of digital inclusion formulated and implemented in Municipal Public Schools in Uberlândia - MPS / UDI, from 1999 to 2012. The choice of the theme and the motivation for this research were mainly based on a political and pedagogical reflection which emerged during the identification of difficulties and contradictions perceived throughout the career of the researcher in the field of digital education in basic education. Therefore, the objectives of this study were: a) to describe and critically analyze the historical process of the emergence and spread of computer systems and their relationship to education as a possibility for the promotion of public policies of "inclusion", b) to analyze the historical background of digital inclusion policies in education, previously written and developed in Brazil, and c) to describe and analyze the digital inclusion policies, previously written and carried out in Uberlândia in light of the official documentation and study of the laboratorian teachers views who work or worked at schools of MPS / UDI and the managers of the digital inclusion project in this municipality. To achieve the desired qualitative results, research of literature and documents were used. The technique of a quantitative and qualitative questionnaire was applied to 72 of the 99 computer lab professors-CLP who make up the faculty of MPS / IDU. The semi-structured interview technique was also used with 6 CLP's chosen according to the time of performance in that school system and the two representatives of the managers of the Center for Technology and Education who acted as managers during the implementation of key digital education policies in municipal schools from 1999 to 2012. In the first chapter of the thesis there is an analysis of the origin and dissemination of computerized systems emphasizing the context on how these systems arose and influenced the relationships between humans, knowledge, and technology to the point of requiring the need for the creation of digital inclusion policies. In the second chapter, the concepts of digital inclusion and exclusion are critically analyzed, followed by the historical context of the public policy of digital inclusion in Brazil and in the globalized world which highlights the legal provisions designed to ensure its institutional implementation. In the third chapter, describes how digital inclusion policies were designed and developed in MPS / UDI from 1999 to 2012. Also, the perceptions of managers and the computer lab professors - CLP's who took part in the implementation of such policies are described and analyzed. Among the findings, it was revealed that there is the possibility to promote significant changes in the development of teachers and students in dealing with political inclusion and digital education of the MPS / UDI. Furthermore, it points to the need to broaden and deepen the debate on the reality and potential uses of ICTs in education, in the context of building a political pedagogical project which can contribute to the increased education of students. This debate should be considered and promoted with great urgency and democratically by managers, politicians, communities and other professionals in education.

This study is a qualitative research project classified as practical and participatory action research designs, which has as its aim the creation of an instructional design, used as a learning metric for Domus Software - Procel Edification, which integrates concept maps and the revised Bloom taxonomy into an intelligent web assessment system. This metric aligns curriculum concept maps along with conceptual and procedural knowledge of the Domus software - Procel edifies the retaining cognitive processes, provides understanding and application, through offering a model of instructional design, which assigns weights to those cognitive processes attained by students and identifies principles to be used in its applicability for the evaluation of distance learning. The authors also present the results for alignment, inferring weights as well as an outline of the logical sequence along with steps for the implementation of the intelligent system through the association of some exemplification slides.

This investigative paper aimed to m ake an analysis of the political participation in the Educational Municipal Board, during 2009 to 2012 and its possibilities about democratization of the municipal educational management. To achieve such goal, a case study was made about the Uberlândia‟s Educational Municipal Board , MG. The used methodologies were: content and documental analysis. The data collection was made based on primary documents gathered on the Uberlândia‟s Educational Municipal Board official file and verifying actions, during august 2011 and September 2012. The documentation used were: municipal laws that composes its legal structure, ordinary meeting chronograms; guidelines and proceeding of ordinary and extraordinary meetings; developed activities report, official organogram and organ‟s judgment. In this case, we initially bring the origin and conceptions about the boards structure, further considering the Education‟s board trajectory in Brazil, evaluating them about the Union, considering States and Municipals, whose genesis bring historical marks of advisement to the governs, of each historical moment. Subsequently, we made a brief bibliographical survey introducing some theoretical indications about: 1 democracy, focusing particularly to the modern representative democracy, about its difficulties on obtaining the wishing values of political equality and popular sovereignty, in a complex capitalist society, 2 democratic management, emphasizing the power issues and the deficiency of its implementation; 3 participation, describing its shapes, kinds, degree and levels and the contextualization of political participation. Going through, we present the UEMB political participation analysis, pointing contradictions and attempting to answer the aim of this paper.

This study discusses about Health Professional Education in the current economic, political and social in presenting educational projects which, under the logic of capital, are geared to adapt to the needs of workers and capitalists others who point to the construction of critical able to understand the foundations and contradictions of capitalist production process of questioning and forms of exploitation they are subjected. The objective is analyze the proposed formation of Community Health Workers in the state of Maranhão in the period from 2004 to 2011, to understand the impacts on professional practice and working conditions in this category. The methodology is based on the use of bibliographic references on the subject and document analysis and is justified by allowing a rethink about the recent practice of training workers SUS, carried out by the SUS In this article we discuss the relationship between health, work and education seen through the prism and ontological and historical context of capitalist sociality in which this relationship takes on new contours as it becomes predominant character merchandising. It presents historical and legal elements of the construction of the professional category of Community Health Workers and the proposed formation for these workers. With an insight into the formation of community health workers of the state of Maranhão. An unfinished project on cyclical conditions that has allowed these workers to conclude this process of training and professionalization.

Esta investigación se encuentra en Área de Educación de Programa de Estudios de Posgrado en Educación de la Universidad Federal de Uberlândia (PROPG / UFU), en línea con la Investigación del Estado, Políticas de Educación y Gestión. La inquietud que impulsa este trabajo es: las reformas educativas que se suministra a las demandas de la enseñanza, es decir, las propuestas como el Proyecto de Aprendizaje Acelerado - Acelerar para Ganar - PAV a cabo en la ciudad de Uberlândia - Minas Gerais son eficaces para someter a una gestión educativa centrada en las necesidades de gestión de la productividad? Nuestra hipótesis es que el PAV es débil en términos de la productividad deseada, es una acción temporal, pero que no resuelve el problema de enfoque desaprobación. Objetivo establecido en general es el de examinar si la PAV, como un programa de aprendizaje acelerado de Minas Gerais, en el contexto socioeconómico, cultural y político de la sociedad contemporánea, la verificación de su eficacia como la política educativa y la lucha contra la discrepancia edad / año escolar a las exigencias de la productividad en la gestión educativa. Más específicamente se pretende identificar las formas en que la influencia de las instituciones financieras multilaterales, a través de sus acuerdos y programas para los países deudores, en la educación brasileña, comprobar la apariencia, la base histórica y legal para la aceleración de los estudios en Brasil y Minas Gerais, y, finalmente, analizar la PAV en su punto de vista de implementación de la búsqueda de la productividad, la prerrogativa de gestión educativa empresarial. Por lo tanto, se utilizó una revisión de la literatura, el análisis de los documentos legales y oficiales, y el análisis empírico de los documentos de la escuela, junto con las discusiones sobre las complejidades de las lecciones de la Maestría en Educación de la UFU. Esta metodología es un enfoque cualitativo, buscando articular el objeto investigado y su relación con la totalidad socio-cultural, político y económico en el que opera. Además, se solicitó para documentar las fuentes de recopilación de datos, lo que permite un marco jurídico - normativo que trata el tema en cuestión y los documentos que impulsan los lineamientos de política para el área de la educación. Así que elegimos un breve contexto histórico y social con el fin de guiar al lector en el espacio-tiempo y las circunstancias sociales, con miras a una mejor comprensión de los hechos. También en el campo de la reflexión teórica, se dirigió a la aceleración de los estudios de política educativa. Las siguientes son algunas notas sobre el tema. Finalmente se presentan las consideraciones cuya finalidad era comprender y justificar la base de Políticas de Educación Pública Educación Básica en el aprendizaje acelerado en una perspectiva crítica, la transformación de la educación y la sociedad. Identificado con la investigación que la mayoría de los estudiantes aprueban el PAV obtenido cerrar el rendimiento a 60% con la repetición pequeño, pero cuando nos fijamos en los alumnos de la PAV en la escuela secundaria encontró que de 128 estudiantes inscritos en el proyecto sólo el 2,4% podría ir a la 3 º año de la escuela secundaria sin reprobación, demostrando que la productividad deseada por el PAV sólo queda en el discurso. En medio de estas contradicciones surge la necesidad de repensar el verdadero significado / importancia de estas políticas de corrección de flujo que se ha implementado.

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This dissertation if occupies with the theme buberiana dialogical and community education. At first, the research addresses the influences that shaped the thought of Martin Buber. Among them, we highlight philosophies and philosophers that form the background for the gestation of dialogic buberiana: existentialism, personalism, Kierkegaard, Feuerbach, Nietzsche, Dilthey, Landauer, Rosenzweig. It also gives a special attention to Hasidism: theoretical and foundational to understanding the philosophy of dialogue buberiana. Secondly, occupying the center of the dissertation, analyzes the dialogic buberiana the light of his works and his philosophical anthropology. Among the works, we highlight those that are considered fundamental to the making of the philosophy of dialogue: I and Thou, Dialogue and Elements of Inter-human. Also in the same chapter, attention is drawn to the fact that the great contribution of Buber for anthropology was that of treating the man in their entirety. Having the theoretical foundation of dialogic buberiana, the dissertation seeks to make the path to praxis. In the third phase, seeks to discuss the possibility of a community education from the dialogic buberiana. In this sense, goes looking for the vital experience of modernity. After occupies briefly with pedagogical theories, which are seen as a means in education. Addition, still in third moment, are contemplated the foundation of actuation educational - the inclusion, the meaning of community education and the most important task in practice of the educator: take part in lives of students.

School constitutes itself in social relations of time and space. Having in mind what was just said, this dissertation aims at knowing and analyzing practices and meanings in the collective proposal of evaluating a school. Such an aim took us to participate of an every day life of a public elementary school (ESEBA) where we had been carrying out our research in 2005. At this school, we had the opportunity to be in different kinds of meetings, which allowed us to discuss the process of evaluation as well as the daily life of a classroom of the second grade of the basic cycle of human formation. Our research confirms the dynamicity and historicity of everyday life in school, which could be seen in the subjects. By being part of the routine of the school, we could realize its limits and possibilities in order to make the subjects get united, discuss and make their classroom meetings. We could find, on the one hand, that, at this specific school, the existence of a discourse that intends to construct a qualitative and collective evaluation process. But, on the other hand, we could also realize that there are practices or even actions related to the classroom meetings in which what one can see is bureaucracy, hierarchy, ritualism and authoritarianism. Therefore, if we can consider the time we spent in this school in order to carry out our research, we can say that the classroom forum was a process in which a certain emancipating discourse takes place, that is, it shows itself as wide moment of dialogue and reflection, although in practical terms what one can really realizes is an evaluative process which tries to discipline the behavior of students. This discourse also stimulates students to internalize values, rules, and the discourse of the school and teachers, especially by practices developed in groups. Thus, we have pointed out that the construction of a democratic and collective practice of evaluation still remains as a goal to be concretized at ESEBA. This implies, among other challenges, that it is necessary to establish relations in which those subjects involved in the process of teaching and learning can express themselves and be heard.

This study discusses the prior knowledge that second grade of Elementary School students have about the sun s and moon s apparent motion. Therefore, storytelling with Histórias Problematizadoras (HP\'s) were used, which consists of a methodological resource, developed by us, based on theoretical assumptions of Investigating Education, whose characteristic is the student\'s active participation in the learning process. The HP\'s are fictional texts with open endings, ended by a question, leading the students to unravel the problems posed related sometimes to the Sun, sometimes to the Moon. During the storytelling the children are given a moment to raise and discuss hypotheses about the subject, in addition we used as a resource the observation of the external environment to solve the problem-story introduced, in this case the sky above the school in the city of Uberlândia in which the research took place. 37 students of the second grade of elementary school participated in these activities and contributed to this study. The proposed aims were: to assess the potential of HP s as an educational resource for astronomy teaching and learning, and to check if the external environment observation, specifically the sky, is present in the children s everyday life. For this, we seek to answer the following question: which knowledge on students of 2nd grade of elementary school about apparent Sun and Moon motion are modified by participating in HP storytelling involving such issues. We worked with the stories \"A borboletinha de outro mundo\" (The little butterfly from another world), which deals with the Sun, and \"Lico e suas descobertas sobre Dona Lua\" (Lico and his discoveries about Miss Moon), which tells about the Moon. We had as reference to analyze the scientific production area about the students\' knowledge on the subject and curriculum proposals of teaching modality in question. The survey data were obtained from storytelling carried out by interviews and students discourses on the drawings they produced. Among the revealed students knowledge at the beginning of this research, we can mention: they didn t only observe natural objects of the astronomical sky, but also objects of biological natures, atmospheric, artificial and fantastic; using explanations from the religious point of view; designate the Sun from terms like circle, sphere, round ball; they explained the movement of the Sun and Moon from external elements, and use comparative terms to describe the moon shape. When analyzed by structure of thematic axes, students\' knowledge revealed during the research showed that they seek to explain the phenomena that occur daily from their experiences and not the change scientifically consolidated knowledge, but expand their ways of understanding the issues involved. Thus, in the end of the study, the majority of children now realize that: Sun changes its position along the hours, the Moon presents different aspects and can be seen both during the day and during the night, and describes a movement in the sky. In the case of HP\'s, we realized that they bring a playful way of approaching astronomical theme and reveals a possibility of active involvement learner in the learning process.

This study is inserted in the field of qualitative research in education and aims to conduct a research about the modes of literacy in the Grupo Escolar Clarimundo Carneiro, in Uberlândia, during 1963 to 1973. The questions that arise are: What were the representations of these literacy teachers about literacy? How was the process for reading and writing at school? How were implemented student evaluations? What were the instructional materials used in this process? The theoretical basis chosen is cultural history. And the methodology comes from thematic oral history and documental. Thus, from the oral history was possible to resume the experiences of literacy teachers in the classroom and their ways of teaching the Portuguese language. Furthermore, it allows valorizing the experiences of these literacy teachers and revealing details that would not be informed in official documents. For this, we interviewed four literacy teachers who have worked for at least five years in the same job position during the period studied. We also interviewed the first principal who led the school group. The documental sources participate in a complementary way to the study from analysis of materials used in school by literacy teachers. In this study we verified that the Clarimundo Carneiro School Group during their existence preserved the ideals of the earliest school groups installed in Minas Gerais. The literacy teachers followed the guidelines of the principal as to the use of prescriptions for the Programa de Língua Pátria (National Language Program). The teaching method used in literacy was the same determined by National Language Group, in other words, the Global method. And the booklet adopted was As Mais Belas Histórias of Lúcia Casasanta. However for literacy teachers who taught for repeaters or those studying in evening shift, they were allowed the use of another methodology and teaching material. The way to evaluate the students in Group was through tests and the corrections should be consistent and stringent. We also verified that the principals were influencing directly in the practices exercised in literacy classes.

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