Repositório RCAAP

This search presents a research carried out in a public school in the city of Uberlândia with 26 children enrolled in the 2nd year of elementary school. The object was analyze the impacts of a blog creation during the learning process of read and write at the literacy process; it was decided by the methodological principles of action research in order to achieve an instructional sequence that promotes changes in which subject analyzed, as well as the researcher, and generate data for analysis and understanding of the process of teaching and learning to read and write at school. Collection procedures and construction data throughout the process were observation, interview and action plan. The analysis was conducted from the interpretive method , based on the signs or indications of the data , the light of the ideas of Freinet (1974 , 1977) , Vygotsky (1988 , 2009) , Bajard (2002 , 2012) , Frank Smith (1991 ) Roger Chartier (1999) Bakhtin (2000) , Calil ( 2012, 2012 a, 2013 ) and Leontiev (1978). The research showed that students, subjects of this investigation, are involved in a process of teach and learn the writing and the reading supported by traditional methods linked in textbook, in prepared activities and the absence of production of texts. Children studied did not recognize the newspaper as a support for reading and do not use the computer to produce written. However, they were be motivated to write stories of themselves, using the computer for the purpose of producing leads and then post them on a blog, elaborated by them. The students become more interested in reading the newspaper and they recognized the computer like an instrument that helps and facilitates the process of writing texts. Furthermore, the teaching plan developed in this work, was directed to the child´s needs and it provided the children were been at activity as proposes the concept of Leontiev.

This study investigated how and what Barbie wants to teach children about the contemporary post-modern capitalism world through analysis of two films, Barbie: A Estrela do Rock (1987) and Barbie: A Princesa & A Pop Star (2012). We aim to understand the relationship established between the Barbie and the binomial time and space within the post - modern. We understand that Barbie, despite sharing the characteristics and physical features of an adult, is clearly commercially directed at a child target audience. Therefore we turned our attention to establishing a link between the contemporary, consumer society, childhood, space and time and we related these elements to the visual language and to the cinematic aesthetics. Children are meant to see Barbie as an archetype of the woman they aspire to be in the future. It is a character who not only teaches them rules of fashion, but an entire lifestyle and behavior, and also teaches them a way of seeing and being in the world. Barbie supposedly always seeks to teach good ethics to its target audience. Thus, our intention with this work was to analyze the filmic artefacts in order to understand the subtleties presented through them and to provide elements of reflection in education that are especially trying to understand the extent of the teachings given by Barbie. These artefacts need to be considered as more than just superficial beauty, kindness and generosity. Our research identified that Barbie is a character that teaches children about the contemporary world. And this, thanks to the invention and reinvention of the capitalism system, still seems important to teach girls to feed the dream of being a princess and dressing themselves in pink dresses. So, we can see how Barbie became a globalised protagonist as a consequence of this capitalism that wants to be constantly established and reinstated. And Barbie has been performing its function masterfully, stimulating increasingly its audience, especially the children to strengthen their capitalist interests; generating consumption in accordance to the characteristics that underlie the post-modern society.

The history of students in Ituiutaba-MG in the period that comprehends the years of 1952 to 1968, mainly those bound to student associations, it is constituted as research object of this dissertation. Such temporal delimitation comes of the year of creation of the União Estudantil de Ituiutaba student representation entity at the municipal level, which constituted a milestone for the organization of local students, and is limited until 1968, when most of these subjects were disentailing of the entity, gradually losing strength of organization and action in society. In the course of this research highlight important events relating to the actions of the student movement, on the political, cultural, social and educational scenario present in national and regional level in the 1950s and 1960s. Here is also a brief history of the municipality of Ituiutaba and its educational setting until the 1960s as a way to contextualize the horizon on which stood the principal actions of the students in Ituiutaba. This study enabled us to perform reflections about the genesis, performance and weakening of the student movement in this city, and to identify and analyze the actions of a political nature made by this. We observed much of the cultural practices experienced by students represented by unions, clubs and other student bodies of the four local high schools, revealing the common educational principles that circulated in this scenario. Furthermore, it was possible to identify the student profile reported in the press in that context. Therefore, we use as main source of research collections of five newspapers that circulated in Ituiutaba in the 1950s and 1960s. Also resorted to oral history, through semi structured interviews the four student leaders from the investigated context, and analysis of the Minutes of the City Hall of Ituiutaba, photographs of schools and students, works of memoirists and documents of secondary level schools investigated as their internal regulations and inspection reports. So we conducted a cross between discussed sources, compared to the bibliography on the theme, always relating the local context with the national. Overall, this work allows us to understand the history of these important subjects of the educational process has been marked by activities that they conformed to the then prevailing political system, especially from the military dictatorship.

This research aimed to analyze and systematize a set of knowledge of ICTs that enable mathematics teachers of early years of elementary school to teach in an alternative way. The choice of sources was made by reading books related to ICTs, followed by journal articles. Still under the research focus masters‟ thesis from public universities were chosen. In order to analyze and interpret books, articles and thesis we conducted a bibliographic research. After reviewing, theoretical data were categorized for analysis and discussion based on the following elements: statement of relevance to individuals, and impacts of technological resources in society and in education; ICTs methodological resources for teaching and learning mathematics in the early years. We have found a set of eight knowledge elements as follows: understanding that ICTs are more than tools: they are a concept, an idea; understand that ICTs are an increasingly essential teaching resource for the classroom where mathematics is present; incorporating ICTs to work relying on oral and written skills; realizing that ICTs bring new ways to communicate and learn; ICTs are a motivating tool in performing exploratory tasks and mathematical research; ICTs obey to different rhythms of learning in teaching and learning mathematics; with ICTs the student learns from his mistakes and learn along with his peers, exchanging his mathematical productions and comparing them; ICTs promote the integration of diverse educational experiences in math and predict a greater use in scale in the short term. In this sense the research provided a theoretical and useful foundation about ICTs and Mathematics, so they can adjust and adapt this discipline to the level of education above mentioned.

This present dissertation aims to introduce the northeastern migrant women history, by the migration stream occurred from northeastern Brazil to Pontal Mineiro , in the 1950 and 1960 decades. This woman schooling is analyzed by reflexing about the culture relations between the northeastern migrant and local people inside the school; besides, the challenges faced by them for their insertion and endurance into the Ituiutaba and region school institutions also are analyzed. It is questioned the schooling difference between the migrant women and men, which is higher for the women. The modern age conception of migration and schooling are discussed in order to better comprehend the object. The first concept is considered as people transference to one frontier to another, either spontaneously or not, also it is observed the politics, social and cultural questions that can be choice influence or expulsive influence to people. As the schooling, its constitution starts from the civilization project, that had emphasis in the XIX century, in Europe, and that was publicized in Brazil. The timeframe is justified by the migration stream intensity, which is greater in the both decade, when it was expressive economic development in this region due to cereal production raise, especially rice. This situation caused the grain processing industry increase. This was the mainly factor that has stimulated the migration, due to country advertisement by radios, newspapers and magazines. Besides, other migrant also noticed the good news. From the 1970 decade, some reasons such as the agriculture decline, the northeaster traffic prohibition, had caused the migration stream reduction. Using the oral history, 21 interviews has been realized; also the search to that time served newspaper, school proceedings, IBGE data and photographer pictures has been used, with the purpose of proceeding the source crossing. With the bibliographic study we can analyze the collected information. It has been perceived that prejudice and discrimination marked the cultural relations experienced in school spaces, in which migrant women and local people was inserted, because these women mores, way of life, anyway their identity has been taken as different and less considered. Nevertheless this woman did not stay passive in front of this situation, beyond this, they faced this challenge, as many others such as the hard migrant social condition. The migrant women schooling index higher than the migrant men one, have shown itself as one more achievement, because they were able to use mechanisms and tactics in a manly hierarchy society. Such venture is related to the origin local context, in other words, to Rio Grande do Norte and Paraíba states educational history and northeastern man cultural education.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

This dissertation focuses the virtualization Abilio Barreto Historical Museum (MHAB) and as main purpose to analyze the possibilities of appropriating MHAB in the virtual environment, by teachers in their teaching practices with children. We seek to understand the phenomenon through research supported by documentary evidentiary paradigm of Ginzburg (1989). The concept was based on virtual Levy (1996), and analyzes about the museum founded in Ramos (2004), in view of building a new understanding of the environment museum and digital environment. We seek to work with the concept of virtual museum and highlight museums as mediators that enable the construction of historical knowledge. Throughout the work, approach to concepts relevant to understanding the rapidly changing society in which we live that determines our actions and our behavior. Moreover, focuses on the theme \"Media and Child\", to reflect on the fundamental object of research. Enters is also in discussions in the field of museums and their relationship with technology. Presents issues raised from the virtual visit to MHAB and approximation between museum and education with a focus on teaching history. Furthermore, analyzes weave themselves about the educational possibilities for learning and historical museum for children. Finally, to address reflections about the possibilities of appropriation for teachers interactive virtual museum visitors. The virtual museums have possibilities as to immediate access, even if it is difficult to access by physical barriers and enables new forms of interaction and, consequently, new ways of learning. In this sense, the teacher can act as a mediator in the relationship museum visitor-expanding vision of belonging Visitor in relation to history, and furthermore bring out perceptions, interpretations and deconstructions of plural meanings constructed and conveyed by the museum. Given these analyzes, the museum presents itself as a space where individuals can be recognized as belonging to their environment by observing the past.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This research had as its main objective to augment the understanding of the teacher training process involved with personal determinants through the learning process on a daily basis. Based on this process it became important to determine teachers values, myths and prejudices that affect their performance in the classroom. It became important to consider living experiences as the basis for this study according to Wilhelm Reich and Alicia Fernández. Reich believes that living experiences make a mark in people s behavior and learning process. Alicia Fernández understands that the learning process is directly related to the human character as it constitutes part of past experiences and awareness of past, present and future experiences. The historical factor is not merely a biographical aspect, but an imprint of past personal experiences. This process involves creativity in the area of feelings and not only empirical facts. Based on these assumptions, we tried to record living experiences of a group of teachers based on their previous learning processes and their life experiences. We also considered their relationship with family members, neighbors, friends and churches. It became very important also to pay close attention to the institutions they attended and how they decided to become teachers. We tried to understand how the concepts related to teacher training shaped their character and learning styles. The research showed that learning and becoming a teacher is a much more involved process than subject learning alone. It involves fundamentally going through the character formation and the learning styles. Following these steps, we intended to contribute to the creation of new paradigms of teaching/learning experiences, together with new alternatives related to the development of the relationships established in the school environment.

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This research aims to identify the conception of education in the movie Tristeza do Jeca , as well as its relevance to the history of education in Brazil. The time frame of the research is anchored in the period 1950-1961, a period that goes from the character\'s first appearance on screen Jeca until the release of the film in question . The relevance of the study is guided by the reflection of existing elements in this work as satyrs propagator feature key factors for building a period of Brazil\'s history process. To do so , the problematic part of the following questions : What is Cinema ? Is the Brazilian (political economic, social and cultural) context presented in this work? How does this film contributes to the understanding of the Brazilian educational culture in the 1950s and 1960s? What is the concept of education that permeates? How is represented the conflict between urban and rural cultural practices within the defined period? It is, thus, a qualitative research, documentary stamp, based on the query and analysis filmography Mazzaropi. The paper is organized into three chapters. Initially, we situate the contribution of the film \'s Sadness Jeca for the History of Education, specifically the education that is independent of formal learning institutions. Then, if contextualized historical conditions, political, economic, social and cultural rights in Brazil in the 1950s and 1960s, drawing a parallel between this historical period and Jeca , central character of this film. Furthermore, we discussed the thought of Paulo Freire, in order to defend the idea that our object is an instrument of popular education. Still in this chapter we analyze the educational legislation and the quantitative and qualitative aspects of Brazilian education in bounded time frame for us. Issues related to the analysis of the film Sadness of Jeca and the freireanas categories and the popular education in the perspective of this work were depeloped in the last section. As a result, it was found that the film Sadnessof Jeca is a mechanism for popular education, it publishes political and socio-cultural practices of their public education, with the development of critical- reflective consciousness. When viewing the socioeconomic context of the development of capitalist practices and social injustices that made up the Brazilian society in the decades since bounded, show a political base that encourages dialogue instead of silence that a large part of the Brazilian people was submitted, stressing that freedom is an achievement that men and women who are able to resist and defend its values and ideals.

At a Distance Education has grown substantially in recent years and, as a result there is a spreading of people working on tutoring all over the country. At a Distance Education is also shared by several actors and a new figure emerges in this context the tutor whose task is our object of study. This work assumes that the structure of the at a Distance Education model established by the Universidade Aberta do Brasil does not allow any kind of employment relationship between those involved in at a Distance Education and the institution in which they work. From this assumption, we can say that such workers lack adequate work conditions and this fact ultimately lead to precarious work. We believe that tutoring is configured as an activity that fits into the context of the relationship between education and work. Within these relations work is organized according to a capitalist logic with several contradictions, which include working conditions, payment, among others. Recognizing tutoring as an activity that includes teaching assignments was therefore one of the main concerns that motivated this research. The study presents an analysis of the years 1990 to 2013, being this last one the period in which data collection was done. We have used the qualitative research method, performing the collection of information from books, digital media, and using as instruments questionnaires and semi-structured interviews sent by email. The application of instruments for data collection questionnaire and interview was conducted with whole body of tutors in the course of Pedagogy at a Distance of the Federal University at Uberlândia. After data collection and their analysis we found that tutors recognize that their task is performed under working conditions that can lead to insecurity, and also understand that tutoring is teaching. Although tutoring has characteristics inherent to teaching, tutors are not included in any professional category. Such activity is \'helpless\' in legal terms and thus the tutor is configured as a subject without a place and without adequate recognition in at a Distance Education, although several scholars claim that tutoring is very important for the consolidation of that modality. We then point out to the need to regulate tutoring, once it is necessary that the tutor is recognized as teacher-tutor, thus allowing the construction of a representation in society and hence the construction of an identity.

This research on the development of Digital Culture in Initial Teacher Training in Mathematics at the Federal University of Uberlandia (UFU) tried to study how it can help the Information and Communication Technology (ICT) can enable the initial training of future mathematics teachers who are being formed by the UFU. In this sense, this research aimed to identify, analyze and discuss the technological resources that are used for the development of digital culture of students in the discipline Computers and Education. Thus, this work is justified by the improvement of mathematics teaching with the use of technological resources. For the analysis and interpretation of data inherent knowledge of the qualitative nature of research, specifically in the form of the Single Case Study with multiple analyzes were used. Were used as instruments for the production of data: field notes; photographs; footage of the presentations; documents produced by the students and records restricted to participants in virtual spaces; questionnaires and interviews applied to the six participating students. We also analyze the organization and development of the teaching learning environment Moodle platform; some theories used by the teacher and the students brought by the development of the project Production of Knowledge and Integrated Project for Educational Practice PIPE . Thus, the research contributes important aspects of digital culture in the constitution of the future teachers of mathematics, such as: Organization Learning and production of educational activities on teaching and learning mathematics with Information Technologies and Communication environment which allowed the development of digital literacy of students in initial training of mathematics courses UFU.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This research is inserted in the Nucleus of Public Politics and Management of education, in the context of the globalization/transnationalization, the ressignification of the State and the unfoldings of the international politics on the national politics of the Brazilian education, bringing to surface the implications of the referring reorganization of the State to the categories of the globalization/transnationalization, educational management, and quality of the education. The objective is to understand, by means of analysis of Pitágoras Group expansion in Brazil and the exterior, the context of the economic and politician-cultural globalization, and neoliberal conceptions on the education as right not more social, but as almost-market, with prominence for the trends of the happened transnationalization of the international organisms education, with special attention to the changes in the State administration, on the educational management, of the technologies and the third sector; Metodologicaly this study is inside of the qualitative boarding, characterizing itself as a bibliographical documentary research and, with analytical-critical character, of descriptive nature, where was made the localization, the survey and the sources identification . Ownering all of the documents, we did an exploratory reading of the selected material and consequent contextual, thematical and interpretative analysis of the elements, by the content analysis means. Our first pretension was to understand how the transnationalization/globalization phenomenon has been boarded and argued in the Brazilian and international scientific community, to identify and to argue criticaly how the expansion of the offer of the private schools and the condicionality in front of the recommendations of the international organisms has been configured, by means of reports, leading, documents, and the direct relation of the educational politics with the transnational movement, through the official and not official documents, as laws, resolutions and leading pointed for the MEC/National Advice of Education - CNE relative to the question. We also went through an ample research about the embracing of our study object and area of performance in the exterior and Brazilian territory, and we made the confrontation and analysis of all the dates found in all research development. As result, we verify that, Pitágoras Group synthesized all this education tendency directed toward to the commercialization, a time that its actions had spread, mainly since 90 s in practically every fields on the educational area, by means of the partnerships with the State, with foreign institutions, international organisms, with national companies and the municipal public sector through its Foundation, for the sale of products and educational inseams, for the opening of schools in other countries. That way, for the mere qualification of the teach-learning processes, the Pitágoras Net express the relation between the global one and the location, to represent the new national and international tendencies of the educational management, ideal to substitute, or at least to collaborate significantly, with the model of State that, of supplier, start to be gerenciator of social politics - emphasizing the educational politics. The Pitágoras Net constitutes, in this direction, the new paradigm of educational politics that associates the partnership or the collaborative strategy between State, Market and Community.

This paper presents results of a qualitative study on Human Rights Education, developed in a public school in elementary school, so as to indicate possible answers to the central questions that guided this study: (a) Elementary Education Institutions develop Human Rights Education ? (b) These educational institutions apply the actions in the Plan and the National Programme for Human Rights Education? and (c) What are the notions of education professionals and students participating in the research, Human Rights and Human Rights Education? Participants were thirteen education professionals, seven teachers, a supervisor, a vice principal, a school secretary, a cantiniere, a gate and a librarian and another 26 students. Data were collected through questionnaires and observations made in the said school, as well as the documents reviewed, the National Plan for Human Rights Education (2006) and the National Programme for Human Rights Education, specifically the third version of the program also known as PNDH-3 (2010). For data analysis, anchored in the references, especially Benevides (1994); Comparato (2003); Dallari (2004), Herkenhof (1994), Morais (1998), Bobbio (2004) and Piovesan (2012), were established four thematic (1) Understanding of Human Rights and Human Rights Education, (2) School Education and Human Rights Education, (3) Teacher training in human rights, (4) Actions on Human Rights. The research findings have revealed that the most recurrent notion of human rights, both for education professionals and to the students, is respect for human dignity. However, this understanding was not built incorporating all dimensions contained in the modern notion of human rights. Moreover, the applicability of human rights practices was present in everyday school life, narrowly and infrequently in the mediation of conflicts and actions of disrespect in the classroom. The observations in the school showed disrespect by racist speech, prejudices and practices of bullying among students. Absence of Human Rights Education in public schools studied, is due mainly to three reasons: lack of training of education in this subject, lack of teaching materials on the subject of these professionals and the belief that such education is a essentially task for the teacher of Religious Education. Thus, the reflections on the investigative questions of this study allowed us to conclude that public schools studied did not include Human Rights Education in Schools. Although these professionals recognize the importance of thematic human rights in educational processes, there is applicability of the majority of shares in the Plan (2006) and Programme (2010). Data analysis also showed that even without the Human Rights Education in this school, there is interest on the part of professional education, delving into the topic in order to put it into practice at the school because they believe that type of education can bring about change in the attitudes of disrespect for human rights of the students.

This research aims to investigate the production about the issues related to the Play, to toys, to plays and to toy library presented in the papers published in the period of 1988-2010, in the Working Group \"Education of children 0 to 6 years\" (GT07) of the Annual Meetings in National Association of Post-Graduation and Research in Education (ANPEd). Therefore, we used as methodology the bibliographic research and the documentary research with content analysis. In the first instance, we presented how the theoretical conceptions concerning children and childhoods were historically constituted and pointed the authors who discuss issues related to the Play, to plays, to toys and toy libraries. Posteriorly, guided by theoretical studies of Sociology of Childhood, we seek to understand what the authors/researchers, who participated in the GT07, write about children and childhood; which are the national and foreign production that composes the papers presented; which is the place of the childhood culture in this production and how these authors address issues related to the Play, to plays, to toys and toy libraries. After the full reading and analysis of the selected texts - 62 papers - it was verified that is common among such investigators, according to papers presented at the GT07, value children as beings capable of speaking in his own right, to give information and opinions about its educational, social and cultural world. The Play and the plays appear in the texts such as children\'s rights and possibility to interact with the world that around them. The analyzed papers shown that the authors, by observing the schools, report the predominance of the disciplinary role and the schooling activities proposed by education professionals and the Play and the plays treated as activities to \"discharge the energy\"; the researches presented in GT07 considers that many professionals treats the Play as something not serious; concomitantly, shows that even in front of a disciplinary and authoritarian context, children play, interact and create different resistance mechanisms for the established in the school routine and alter the prohibitions for the play, not restricted to what is imposed by teachers , inventing games and different forms playing. In this direction, we believe that the appreciation of children and childhoods found in the references used and in the works of the GT07 should be shared and reflected by all professionals that work with these subjects, at different educational spaces, so we can, in fact, produce different results, more human and humanizing in the schools.

This research provides insights about the world of work and the current changes in its organization, having as clipping the discussion on management control present in the production models Taylorism/Fordism and Toyotism and its origin in the capitalist system. Seeks to highlight in the list of market interests the worker is expropriated of its knowledge, the work remains fragmented and parceled within the company and the implementation of new forms of control aims to increasingly dominate the worker. From this perspective, the research seeks to analyze relevant points of the new model of state administration, which is characterized as manager from the 1995 reform, ie, a state that administers following the logic of the market, seeking control of the results and reproducing the precept the neoliberal organization that prevails in the current political, social and economic scene. The research demonstrates how the assessments of student performance reflect the work of teachers in the early elementary school years at two schools in the public education at Araguari, Minas Gerais, what is the perception of teachers working in these schools on these external assessments that comprise the Ideb, and are aimed at the schools, with the objetctive of controlling the results and productivity of teachers, by placing under questioning the consequences of this process for the teacher and the ratio of the loss of autonomy that professional. From the bibliographic references and selected readings performed, the text establishes a dialogue with key authors on the external control suffered by the teacher and understands that teaching autonomy has undergone changes brought about by the dominant production system. Finally, the results of the data collection confirm that the teachers of the studied schools enjoy a supervised, conditioned and obedient autonomy.