Repositório RCAAP

This research analyzes the impacts of neoliberalism in private higher education in Brazil. Demonstrates the existence of an economic, political and social capitalism which impacted in a broad restructuring of capital internationally, affecting about-way, the countries on the periphery of capitalism. Points out that the expansion of higher education has been accompanied by ideological discourse of employability and the admission of a considerable number of students at the borders of functional illiteracy, translating an education imprint alienated.

The National School Library Program (Programa Nacional Biblioteca na Escola, PNBE) is a government project to distribute literary and teaching works to eke out the lack of supply about such materials by the government. PNBE and the theoretical foundations of reading, language and mediation make up the core theme of this dissertation, which addresses aspects of reading, language, literature, and the role played by PNBE as a provider and distributor of collections. The objective of this research is to investigate the process of reception and use of literary collections of PNBE in the classroom and the teachers point of view in the early years of elementary school. The research was conducted with teachers and librarians in a public school in Uberlândia, Minas Gerais, a city that received the collections of PNBE and it was developed throughout 2011, with probing, first contacts and structuring the project, and in 2012, accompanying the school in a closer way to its reality. The methodology employed is related to ethnographic approaches to systematize the preference for qualitative research with specificities that responded to the investigation s yearnings. Data were generated by the documentary analysis, participant observation and semi-structured interviews. Therefore, the data analysis indicated that the collection of PNBE is not released, and there is not a policy or program of mediators training, courses or guidelines to those people that welcome, disseminate and use that material. The books distribution is an essential measure to improve school collections; however, it is not enough to expand the access to reading and children literacy. In order to analyze this program in a real work use, the research aims according to the cultural-historical theory and the knowledge and experiences of educational professionals to understand by teachers voice the support absences of the program and the way the processes occur mediation towards literature books. The dissertation draws attention to the various problems in that school that can be a reflection of other institutions across the country, which corroborate the necessity to present failures of PNBE and disseminate the discourses of teachers that need to be heard, understood and supported in development of real work proposals with education and literacy in reading and literature.

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The objective of the present paper is to make a reflection about the formation of the university teaching staff in undergraduate courses, aiming to notice if the practice of this teaching practice is related to the contemporary world s demands facing the Brazilian Legislation. During the process of investigation the quarti-qualitative approach was used believing that the use of these two types of analyses allows the establishment of more significant conclusions through the data acquired, in this research questionnaire with open and closed questions was opted. The subjects are university teachers that perform in undergraduate courses, in a private Higher Education Institution from Triângulo Mineiro, in the city of Araguari MG. It is believed that the formation of the university teacher is essential, but is observed that this formation in most of the times is poor and compromises the practice of these teachers. Besides this factor, the Brazilian Legislation demands for the teaching practitioner in Higher Education preferably that he has a master or doctor title and we still have the changes that occurred because of the globalization that requires an even better and more prepared professional. This way, it has became necessary that the higher Education institutions provide their teachers a rethinking about their performance and also moments of reflection about the changes occurred in the word and about their pedagogical practice. The results of the research allow us to affirm that a great part of the teachers doesn t have and adequate pedagogical formations that corresponds to the requirements of the world nowadays, this pedagogical needing reflects directly to our routine inside the classroom. It was possible to notice, also, that the teachers are aware of this formation necessity and they search for this quality in master and doctor courses, these courses correspond to the Brazilian Legislation in relation to the title, but they lack a pedagogical concern, the teacher show they are worried about their formation and they recognize the need of a permanent skillness and feel eager to find alternatives to improve their performance in the classroom. The Higher Education Institution researched offers a postgraduation course in Higher Education Methodology, but it can be noticed that is isn t enough. The proposal in the end of this paper, among other suggestions, is that the institution creates a permanent skillness program that can contribute for the improvement of the Higher Education quality.

This researchshows a reflection on our practice as Art‟s teacher in 2011, 2012 and some months in 2013, in a municipal school in Uberlândia, for a time named "Municipal School Monet's Gardens." Aim to understand the work, its limitations, challenges and possibilities we adopted Action-research as an investigative model, by reason of its participatory, political and social transformation characteristics. When we realize that Art Education in this school did not have an identity and was not valued as a knowledge areawe presentedto the school board, in February 2011, a proposal for Teaching Art for three years (2011, 2012 and 2013). But as the object of this study, we selectedthe years 2011, 2012 and the first semester of 2013. The proposal for 2011, entitled "A journey through the history of world art," enabled us to contextualize sinceArt Cave period to postmodern Art. In 2012, our purpose was to explore the art of our country, with reference to 14 Brazilian artists.A proposal for 2013 is in process and aims to encourage the creative potential in students allowing him to experience Art in its different possibilities. The research on teaching practice had the following objectives: to realize the positives and negatives aspects about of Art Education in our school; determine the proposal for Teaching Art which contributed to the aesthetic, social, cognitive and affective children; know better students in their daily lives, limitations and potentials, and finallysuggest a proposal for Art Education for the school in collaborative efforts with other art teachers. This work was divided into three chapters. In the first, we introduce the school and the research of this the subjects, in the second we contextualize the Art Education in Brazil and Uberlândia, and finally, we present our proposal for Art Education and discuss the work done in 2011, 2012 and in the beginning of 2013.

Between the late 19th century and the first decades of the 20th century, under the influence of the positivist ideas, Brazil was facing an accelerated process of urbanization and industrialization. In educational field, the city was a place to the expansion of the school system, which was formed by different types of schools: public, private, laical, religious, technical, of homemaking. It was in this context that emerged several schools for specific groups, among which those intended for the \"people of color\". Two educational experiences organized by the Brazilian Black Front-BBF and Black s Experimental Theater- BET figure as successful experiences between the years 1930-1960. This research examines the educational thought of the Professor from the Literacy Course of the Black Front, Francisco Lucrécio and Professor of the Literacy Course of Black s Experimental Theater, Ironides Rodrigues who dedicated their lives to education and issues related to the black population.

This study aims to propose educators to adopt the contents of the History of Mathematics in elementary school as an integral and fundamental part of the learning process. The research: a) presents the origin of Mathematics and the History of Mathematics as a methodological alternative for teaching the discipline in elementary school; b) demonstrates the diagnosis made by scholars on teaching and learning mathematics; c) presents what is suggested by the National Curriculum Parameters about learning through the use of the history of mathematics; d) shows some ways to teach mathematics in the classroom, in addition to emphasizing the importance of the preparation of mathematics teachers to use such a methodological resource. Therefore, the value of the history of mathematics should be recognized as a key content and methodological resource that allows us to understand the origin of the ideas that shaped cultures and peoples, and to observe the human aspects of their development. This way history is a valuable tool for teaching and learning this discipline, as it is interdisciplinary and establishes connections with various culture manifestations.

An exploratory research took place in Uberlândia, Minas Gerais, specifically in high schools, in order to create theory basis of this work. The aim of the study was to find out who the History teachers are and how they act. So that, it would be possible to understand how they build their instructor knowledge, develop their pedagogical practices and identify the relation between the teachers, the knowledge and their professional practices. The research was conducted through interviews, using semi-structured questionnaires containing multiple choice and open questions, beside lecture observations. During the evaluation, the intention was to highlight the subject and class management, picturing elements about the teacher\'s didactics profile. The research examined the view of the teachers about the subject management, which is composed by planning, lecturing and assessing. The results pointed the necessity of broader discussion and comprehension about the practical relationship between teachers, content and students. Nevertheless, even the data showing the necessity of enhancement, the public high schools in Uberlândia have presented bruising number of approved students in good quality colleges.

This research aimed to investigate and understand the social condition of childhood and identity construction through cultural productions of young children in peer relations in spacetime recess, in collective activities, free and directed, and festivities held in Early Childhood Center Itabuna -BA. The central concern in this research refers to the need to expand the concept of childhood beyond the theoretical conceptions developmental, but to put them in perspective, recognizing its possibilities and limitations. Accordingly, in addition to an age range, develop a study in space and time focusing on routine, from an ethnographic perspective and through participant observation, collective experience among children of the same age and of different ages in moments of recreation, hospitality and festivities. The observations of the children\'s activities were recorded in photos, videos and field notes; Interviews were conducted with twenty-five infants between 3 and 5 years, eight teachers of the institution and four professional management team - principal, assistant principal and two pedagogical coordinators. This research was based on the sociology of childhood and the studies that have been conducted in the field on childhood cultures, with the core concept of childhood as a social construction and children as social actors, active subjects in the conduct of their lives and the construction of society in which they operate. In this way, the partnership with children from CEMEI and their voices guided us during the development of the field work and also guided in the analysis and interpretation presented. Our analysis confirms that children contradict the universal and naturalized concepts of childhood presented by the teachers, because they present themselves as cultural subjects, social actors that in the relations established between them, with adults and with institutional order they constitute their cultures. Thus, the ways of formation and organization of groups, the relationships of friendship, the strategies of participation in child\'s play, the conflicts resolutions, the construction of joint and coordinated actions and the relations with school rules are analyzed as structural elements of children\'s culture.

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This paper examines the role of the Catholic Church in São José do Rio Preto, São Paulo, in the first half of the twentieth century, understanding it as an important civilizing agent, educational and normative Hinterland Paulista in the period. This search attends to their political, social and cultural relevance, as well as to identify it as a unifying institution of one of the most outstanding groups of intellectuals of the country. It is also discussed, modernizing transformations occurring both at home and in the northwest region of São Paulo, noting the intersections between the local and national level and to the educational role played by the Church of those times. As consensus in contemporary historiography, the presence of the Catholic Church in Brazilian lands intertwined with. Its own national history. Regarding specifically to the 1920s, 1930s and 1940s in the Paulista s country side, this institution played an important civilizing role from an intentional move to convince the other on an exceptional situation, marked by the strengthening contradiction of capitalism, secularization and Christian dogmas. The sources used were the book Tombo of Mother Church of Rio Preto, the minutes book of the Apostleship of Prayer, Confraternity of the Rosary and the Centro Dom Vital from Rio Preto pretense and the press. Traces showed that the civilizing role played by the Church.

The aim of this study was to analyze the constitution of psycho-pedagogic school teaching in the city of Uberlândia-MG. The study was designed using a qualitative approach and case study setting. The research areas were represented by a higher education institution/IES, Department of Education of the State of Minas Gerais/SRE and Uberlândia/SME and four primary institutions of different segments of public education (federal/FS, state/ES, municipal/MS) and private/PS. The participants were IES director, teaching coordinators - SME / SRE, pedagogues - ME / EE, psychologist-FS and psycho-pedagogue-PS. The data processing was carried out through semi-structured interviews and documentary analysis of Psycho-pedagogic course design- IES and public educational schools. We adopted Bardin analysis through questioning. The research and the proposed objectives, organization and interpretation of data occurred through three categories of analysis: the formation of a psycho-pedagogue space in Uberlândia, setting the action in psychopedagogical context in public and private schools and also considered the relationship between conceptions of learning difficulties and psychopedagogical comprehension. The research revealed that the configuration of the psychopedagogical activity is present in most public and private schools. These spaces were recorded by the highest number of professionals with psycho-pedagogic background, revealing correlations between knowledge and practice developed by psycho-pedagogue training with work done in psychopedagogical institutions. These schools had their own spaces and specific professional care in cases of learning difficulties from a psychopedagogical perspective and a greater emphasis on preventive actions in the processes of teaching/learning. The state and municipal segments have no role in the psychopedagogical aspect, except for one school where teaching is carried out through a process of partnerships among UFU / SME/ EM. The constitution of psycho-pedagogic institutional / schools of the city of Uberlândia is not homogeneously configured in the schools. The work occurs more as a result of actions carried out by each school, instead of institutional guidelines. In a way, this is the result of lack of activity regulation of the psycho-pedagogue, that in a way limits the possibilities of psycho-pedagogic institutional / schools in the city in Uberlândia.

Through this research, we have intended to understand the environment conception of students from elementary school (eighth grade in 2004) who took part during fifth, sixth and seventh grades in environmental education s pedagogical activities developed in a public school from Uberlândia, state of Minas Gerais, and based on the hydroponics technology. Data come from texts written by the students and from semistructured interviews aimed at investigating how they developed their environment conception. Hydroponics technology was employed in pedagogical activities linked to Natural Sciences and Farming Techniques subjects, since we believe it is possible to make students to conceive the environment as something that goes beyond the nature context. As we understand them, the new demands of a technological society require a school able to offer students conditions for them to develop knowledge and above all to analyze changes in this society having in view socioenvironmental problems and solutions. When these activities begun the majority of students had a naturalist conception of environment. Data analysis has revealed, however, that great part of them expresses opinions classifiable as a participative environment conception: a vision that integrates social and natural elements and in which man is responsible for building/changing the environment.

This present project is an interpretation of the presentations and social practices around the genesis of the Uberlândia´s Odontology Faculty, introduced in the field of Education History, specifically approaching the History of Educational Institutions. It has as a general objective, to aprehend the practices and the social representations, as well as apropriation constituted during the first times of Odontology School in Uberlândia (1966-1978). In an specific form, the contextual characteristics were interpreted according to the introduction of the School, analysing its structures, the relationship between the School and the community, the meanings and the practices done by the agents of Odontology School. The period that was used in this resource begins at 1966, year when the Odontology School was legally created, until 1978, year in what it constituted its federalization, together with the other courses at the Federal University, joining the Uberlândia´s Federal University. As far as is concerns to the researches sources, the priority was the ones which consisted in the archives of the Odontology School. Had been also used oral sources and bibliographies to the History of the Education, the History of the Pertaining to school Institutions and the ones that deal with the context of the Military dictatorship, where the cut period had been inserted. The proposed methodology refered to a guided interpretation: a) for the appropriation concepts, social practical representations brought by Roger Chartier, b) by the multidimensionality brought by the interdisciplinary of the interpretative modality indicated by Justino Magalhães, c) by the valuation of the regional and local singularities and specifities in the organization suggested by Ester Buffa and Paolo Nosella, d) by the use of the Oral History as a rich tecnique of the nowadays historiography.With the use of these new paradigms as theoretical-methodological referencials, the new historiography, characterized by a new renovation in the epistmological and hermeneutical situations, it had originated a widening of the problematics in Education History, also due to thematic inovations which increased the ways of questioning, investigating, aprehending and interpreting the diversity of historical contexts, creating a possibility of studying the genesis of the Uberlândia´s Odontology Faculty. The story of creation of the Uberlândia´s Odontology Faculty had been investigated, guided by this new historiography and being practised by great part of the historians who belong to the group of History and Historiography universities.It was possible to allow to the agents that participate of the construction process of the Uberlândia´s Odontology School identify and see themselves as historical subjects in the constitution of this Educational Institution in Uberlândia. The result of this text indicates that the genesis of the Uberlândia´s Odontology Faculty is inserted in a proper moment of Brazil´s History, precisely, in the conjuntural period in which the monopolist capitalism had already been definately set in the country and, under the overpower of the Military Government, that used repression strategies and co-optation of social categories, in the attempt of keeping itself in command. According to the politics adopted by the Military, expansion and interiorization practices had appeared in High School Education in Brazil, and also the creation of the Uberlândia´s Odontology Faculty.

This work is the result of the research process undertaken by the Post-Graduate Program in Education (PPGED) of the Federal University of Uberlandia (UFU) line of Research Labor, Society and Education (TSE). This work seeks to understand the transformation and expansion of the Federal University of Triangulo Mineiro (UFTM) occurred from 2005 which had its apex with the REUNI Program in 2007. For this, it was chosen to insert this institution in a broader context of education reform and specifically the Higher Education undertaken in Brazil from 90 years in the reconfiguration of the state\'s role in his project of society. The policy of expansion slots for education in higher education through University Reform, Program Expansion (2003) and REUNI (2007) was questioned throughout the text. This study aimed to identify the challenges presented to the academic community UFTM, from the documents listed for this research and how it was organized to materialize this project. Finally, the study presents specific data of expansion of UFTM formalized in Management Reports, Census and PingIFES identifying the main changes in the physical setting, people and configuration of the management in the implementation of this process.

This research seeks to understand the principles, actions and perceptions present in the State Program for Diversity in an Inclusive Perspective in the municipal district of Quirinópolis - GO. For such we inquired about the politics of inclusive education in force and we went through the works of some authors in the attempt to understand the aspects concerning inclusion and exclusion, with our mind fixed on education, as well as the rationality of the educational politics of inclusion and the rationality/subjectivity of the individuals involved in the educational process. In the light of this we observed, described and analyzed the perceptions of the individuals with regard to the effective implementation and applicability of the above mentioned program. Nine interviewees participated in this study, three being managers, three teachers and three members of the inclusion support team. These individuals are directly linked to the Sub-secretariat of Education, the organ which is responsible for the State in the municipal district of Quirinópolis - GO. The objective was to identify the rationalities of the state politics of inclusion in Goiás through the analysis of the rationalities/subjectivities of the individuals involved in the State Program for Diversity in an Inclusive Perspective developed in the school context of the municipal district of Quirinópolis, based on the suppositions of an education that has as its principle respect for differences. For this purpose, we used as a methodological outline the qualitative research modality, which obeyed the following methodological steps: bibliographical research, documental research and semi-structured interviews. We identified in the analysis of the data obtained from the interviews some categories: the question of inclusion/exclusion, innovations, changes and modernization; the question of sensibility, involvement and personal and professional responsibility; the question of expectations. In the light of these inquiries we considered that the perception of the great majority of the individuals obeys the logic traced by the principles and the actions determined by the State Program for Diversity in an Inclusive Perspective in the municipal district of Quirinópolis - GO, in spite of in some moments presenting certain discomfort due to the reality lived in the daily life of the school. However, this does not render and did not render the environment less excluding than it was already, in other words, the offer of educational services still takes place in an environment where there are restrictive actions with regard to differences.

The inclusion is a matter of law, respect for diversity, based on legal and human parameters. But the existent difficulty in discovering the causes, making a diagnosis, as well the lack of clarity about the concept of intellectual disability are some of the limitations faced by people who work with these students in Brazilian public schools. The National Policy for Special Education under the Inclusive Education Approach proposed by the Brazilian Education and Culture Ministry aims to institute public policies which promote an education with quality to all the students. The Multifunction Resources Rooms- MRR were pointed out as a priority in offering specialized schooling, which cannot replace teaching in common classrooms, but complement or suplement it. Special Education student attends the regular classroom and also the MMR in the other turn. Thus, it is clear that inclusion policies, in the mold that has been implemented in public schools in Uberlândia, seem to ignore the difference, because in the 68 public state schools, only six have MRR. Thus, some questions guided this search: how the work developed by the MRR teacher contributes indeed to the inclusion process of students with intellectual disabilities in common classrooms? Which is the influence of this work to the development of the educational possibilities of students with intellectual disabilities? In order to answer these questions, the aim of this study was to investigate and to analyze the MRR functionality in the inclusion process, as well its influence to the development of educational potentialities of students with intellectual disabilities in a public state school in Uberlândia, Minas Gerais. From methodological point of view, this is a qualitative search. We observed two common classrooms and a MRR. We carried out interviews to the teachers of these rooms. As a theoretical reference, some authors contributed to the study: Bardin (2011), Beyer (2006), Pletsch (2010), Rodrigues (2006), Oliveira (1995), Miranda (2010), among others. When verifying collected data, we found both teachers concerned about inclusion and learning of all their students but some other ones without worrying whether their students with intellectual disabilities or not, were assimilating the content. We perceived also several difficulties to follow the directions from the Education and Culture Ministry concerning to the organization of MRR pedagogical work and the training requirements of the specialist teacher to work in these rooms. The results allow us to question whether the MRR, the way they currently work, contribute to the process of inclusion of students with intellectual disabilities in classrooms and common and in developing their educational possibilities.

This research aims at investigating the process of genesis and installation of the School Group César Bastos as well as identifying the pedagogical practices experienced in the institution in its first fourteen years of operation. This is the second school group of Rio Verde / GO, opened in 1947 and, to date, is devoid of academic research, which justifies such a study. The time frame of the research is the period from 1947 to 1961, because there is abundant documentation that allowed a glimpse of the process of genesis and constitution of this school unit. Moreover, the period under consideration is a time that, nationally, represented an occasion of heated debate between advocates of public and private education, and locally, expressed the inter - relations between these two modalities of financing education. To do so, this research tried to answer the following questions: in what political-economic and socio-cultural contexts does the Group School César Bastos emerge? What is the role performed by the School Group between 1947 and 1961, a period of great political and ideological debate between public and private education in Brazil? What did this institution represent to the city of Rio Verde? What are the relevant features of its educational practice? What was the educational legislation which supported its operation and drove its pedagogical practice? It is, thus , a qualitative research , of documentary character , based on the consultation and analysis of the following sources : minutes of the City Council , messages of the State governors, Organic Law and Regulation of Primary Education of the State of Goiás , minutes of final exams and school festivities , official documents issued by the School Group , as well as interviews with former students , former teachers and former director of the researched institution. The study is organized in three sections. In the first one, the historical, political, economic, social and cultural conditions involved in the emergence of the School Group were contextualized. The second part encompassed the discussion of the inter-relationships between public and private in the genesis and constitution of the institution. Questions related to the school routine were discussed in the third section. As a result, it was found that the School Group César Bastos had its genesis in the private sector, with philanthropic purposes , and was established in 1947 as the People\'s School of Rio Verde , due to the performance of people from the local community, having as maximum exponent the former Congressman César da Cunha Bastos . However, one year and five months after its installation, the school building was completed, and, with the transfer , the school group became a state public school, named Group School César Bastos. Therefore, the installation of the school unit represented for Rio Verde a greater opportunity to access formal education, by the inhabitants of the city and the countryside.

In 2007, in order to restructure and expand access to public universities in Brazil, the government of Luiz Inácio Lula da Silva established REUNI, a support program for planning, restructuring and expanding federal universities, which was presented as a central action of past decade s government to increase rates of access and permanence in public universities. This study focused on the implementation of REUNI at Federal University of Uberlândia (UFU). Its overall aim was to analyze it in the period 2008 12 to identify how this program affected both UFU s institutional culture in a political and cultural point of view and the Dean of Graduation s in a technical and operational sense. The methodology included critical reading of bibliography on the research subject matter, legal document analysis and field research. As to the political and cultural aspect, results show that there were: both impact on the growth movement and oxygenation with the arrival of new civil servants; clash of generations tensions between old and new servants; renewal of higher councils; training of management personnel; sharing of academic spaces; and relationship between graduation and post graduation. In the Dean of Graduation, implementing REUNI reflected on the technical and operational aspect, especially increase of work demands, lack of personnel and new technologies of information and communication. An interpretive reading of the data referring to REUNI at UFU opens up a promising field for research dealing with the implementation of public policies in university education.

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