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In this research, we look for to understand the process of production and socialization to know, proceeding from the development of the learning object Trasnbordando Conhecimento , as well as, its use in the daily one of the lessons of mathematics in average education. For in such a way, we investigate as to know produced them in the daily one of the school they can contribute for the improvement and effectiveness of the dialogue enters the team organizer of learning objects and the professors. Being that, this investigativo work was carried through at two moments, distinct, but that they had been complemented: in the University and the school. The period was understood between June of 2004 to the July of 2005. When answering the two questions that had guided this research, we verify that it had contribution for the formation to know on the systematics of object production of learning and in the object use of learning in the mathematics education; ressignificações of Trasnbordando Conhecimento through the work of projects and also, contribution for the implantation of the educative work with computer science in the schools. We verify that the cycle of constructing, correcting, to reconstruct must continue so that let us have a dynamic education, as well as the rivers its waters goes down follows the course In the tested truth and, thinking metaforicamente, object and people after they are not more the same ones. It had aggregation of knowledge, knowing them individual and collective.

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This presente study debates the importance of the using of games, as a methodologic choice of Mathematic study, to the children between Five and seven years old. This research uses primary sistematization of theoric knowledge and methodologic about the using of games, to overcome the existing deficiency in this education. Has the objective to study, identify, analise and describe the main contribution of the games in development of pedagogic practice and in the significance knowledge aquisition. The study stars from a characterization of the Mathematic education nowadays, based in the documents: Referencial Curricular For Child Education and Curricilar Parameters For The Fundamental Education. It is based in researches accounts about Mathematic educatioto see wich practices have been developed and the possible cause of school failure. It makes a survey of pedagogic trends in education to identify the most convenient in the current context. After walking through this theoric way, finds the necessary clarification wich justify the using of gamesas a methodologic resource to learning end development of child, between Five and seven years old, to favor the Mathematic education. Uses as theoric foundation the assumptions of the theory Historic-Cultural, based in Vygotsky, Leontiev and Elkonin studies. So, it deeps the theoric knowledge about this theme, with the aim to clear and contribute in the teachers formation, Who wants a rephrasing of Mathematic education and a comprehension of the importance in using games as the main activity of the child.

This study is linked to the Education policy and Management research field of the Education Post-Graduate Program in the Federal University of Uberlândia-MG-Brazil (UFU). It is articulated to the research Evaluation of the Joint Action Plan, which is a study in cities of Rio Grande do Norte , Pará and Minas Gerais Brazilian states from 2007 to 2011, summited to the Program Education Observatory (Obeduc). This research object is the federal program named School Development Plan (PDE) and the tool School Development Interactive Plan. So, the study aims to understand the changes in the PDE to the interactive PDE in the context of changes in the State organization and functioning in the process of consolidating the New Public Management and their implications to educational institutions. Concerning to methodology, we first performed a bibliographic review in order to base the research as well the further analysis. Concomitantly, a reading and analysis of official documents from the Ministry of Education (MEC) was carried out in order to understand the guidelines for elaborating the PDE and the tool interactive PDE). Afterwards, we accomplished eight semistructured interviews to the professionals of two Brazilian public schools. Regarding the structure of this dissertation, we first propose a reflection on the State Reform Process, pointing out basic elements to understand its formation along development of capitalist production way. We presented and discussed some elements that constitute and underlie the construction of the New Public Management, such as accountability, Strategic Planning, regulation and electronic government. Then, we studied the guidelines and orientations found in the official documents from MEC for elaborating and formulating the PDE and the Interactive PDE. Afterwards, we reflected on the Education reality in the Brazilian city of Ituiutaba, Minas Gerais, in order to analyze the data from interviews of the field research. We could verify that a common element in the two documents from MEC is that it is advocated the question of the participation of the school community in a collective process, to design and implement the Plans. However, the field research allowed us to understand that this participation occurs in an indirect and formal way, because it is implemented by means of indirect agents or so just to meet standards and procedures. Moreover, the drafting process is the responsibility of the management team. The results show that the basic element to differentiate School to Interactive PDE is the incorporation of Information and Communication Technologies (ICTs) for including a digital tool through an on line platform. It was possible to conclude that the New Public Management and the Federal Government have assumed some aspects of School and Education management, because, by using ICTs it is possible better control and promote better control and monitoring. Beyond control it must have efficiency and efficacy in performing social public actions. The interactive PDE is characterized as a closed, rigid, operational, pre-defined tool which is therefore closer to aspects of NPM character that does not allow autonomy school.

This reseach seeks to study, analise and bring the Mathematics Modelling, as a methodologic choice for the first years of elementary education, to find new possibilities for the teaching and apprentice of mathematics knowledge. The study: synthetically presents the methodologic choices for the teaching of mathematics contents, with emphasis in Mathematics Modelling, aiming to overcome the present problems in the teaching sistem; evidence the route, the features the concepts and the importance of Mathematics Modelling in teaching and in society; presents and discuss about the possibilities to accomplish the Mathematics Modelling in the teaching process at the first years of elementary education. In this way of study, we emphasize the importance and the value of Mathematics Modelling to change the situation of teaching to bring a learning process contextualized and innovative for all envolved. In this sense, are evidenced the contribution of Mathematics Modelling, as an efficient and significative methodologic choice capable to bring many contexts and other knowledge areas

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Museums are educational institutions that carry in its exhibition a speech that is disseminated to its visitors. To reach that, the museums teams prepare their exposure so that it is not only understandable, but also attractive, so that the visitor may be interested in the exhibition, interact with its objects and consequently with the expositive discourse. Among several possibilities for activities that the museum can offer, games present themselves as instruments that have a potential to be used for science communication, since they are able to engage players, while entertain and challenge them. A combination that allows the museum to engage the visitor for a longer time on a portion of its exhibition discourse, increasing the process of appropriation of this discourse. Thinking about this, we idealized a game whose central theme is the problems of building highways for native fauna. Then we transform the game script in a story, in order to present it for children 6-10 years in a puppet theater. By the receptivity of the children to the story of the game and its characters and from their narratives, we did an analysis of the aspects that should be modified to the creation of game. We proposed the design of more challenging goals that gives the player an active role in the interaction with the game; the development different levels with increasing difficulty; different mechanisms of reward, not restricted only to score and the opportunity and incentive to interaction with other players. These changes were proposed to make the idealized game more appropriated, engaging, entertaining, and permeated by a speech of great relevance and importance to society.

This research has as a survey object the University Extension Program -Proext (in Portuguese), in the context of the university education\'s policiesand its implication in the university extension inside Federal University of Uberlandia -UFU. It is situated in the State, Policiesand Education Management of the Pos-Graduated Program of Education College -Faced (in Portuguese). Has as general subject situate the Proext within the educational policiesfor the superior education, in context of the transformations in the role and significance of the university actually, and its developments at UFU between 2003 and 2012. Oriented by some particular objectives, will try to analyze the educational policies between 2003 and 2012 in the scenery of Brazilian society in such a way to understand its articulation with the transformations at the university and, more specifically, at UFU, in this period; situate a discussion around the university extension in context of The Pro-Rector Extension Forum of Brazilian Public Universities -Forproex ( in Portuguese), in such a way to capture its implications at the university extension policy and in scope of UFU; understand the Proext in the context of the discuss and the extension policies in Brazil and its implications at UFU. Methodologicallyit is situated in the spectrum of the qualitative research and sought to the content analyses through the documental research. The maindocumental sources were the law about university extension in Brazil, specially related to Proext, and the documents produced by Forproex. Throughout this studywe discussed about the meaning and outline that the university hasaccepted in its historical development and the educational policies that has been implanted of the superior education ambit in general and of the university extension specifically. Rescue the discuss and some experiences in the field of university extension at public university and, in this analysis movement, discuss the directions, ways and outlinesthat the university extension has been accepting in these universities. Recover, also, the contribution of Forproext in this discussion of making proposals to providing the extension policies and between them, are highlighted the Rondon Project , the Literacy Program of Brazil, the Provide Extension Funds Program and the Proext, the main subject of this search.In this analysis movement , UFU is situated in such way to evidence the implications, in this institution, of the policies and debates which are developed in the university extension field. At the end it was possible to show that in context of the educational policies and implemented policies at UFU the university extension is still sidelined, there aren´t more consistent actions around it. In this sense , was possible to demarcate some values as the nextricable connection betweeneducation -research -extension and the extension while a channel, not only of the production, but also of diffusion and exchange of knowledge, already reiteratedin the formulations about university extension, however it isn\'t yet consolidated in practices and in extension policies. We demonstrated also, that the Proext has been constituted in a important strategy of foment to the extension actions, but at the same time, it contributes with the limitation of the university in acting in its ambit once that it is made, essentially, at the unique funding source to university extension in the public institutions of Brazil superior study, what gave checkmate the autonomy of these institutions.

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This dissertation has as object of study knowledge and the evaluative practices in the teaching and learning of History in the medium level. The general objective of the research is to understand and analyze knowledge and evaluation practices of the learning of History teachers who are working in the Medium Level, in the city of Uberlândia, MG, Brazil. The specific objectives are: 1) to establish relationships among the curriculum, the learning evaluation and the teaching of History in the medium level concerning the political, cultural and socio-economical contexts; 2) to identify the impact of PAIES/UFU, Vestibular/UFU and ENEM in the pedagogical and evaluative practices of Medium Level History teachers; and 3) to analyze the conceptions of learning evaluation of History teachers as well as the relationships among the continuing studies, knowledge and evaluative practices. The thematic oral history was the chosen methodological tool for the investigation, with the use of oral and written sources. Official documents and evaluation instruments were used as complements to the oral interviews. PAIES/UFU-2002 subprogram was chosen as the evaluation instrument. History tests were chosen from the three steps; to complement the investigation ENEM History tests, UFU and vestibular tests of 2004 were used. The teachers narrators' group was composed by five teachers and by two teachers which were graduated in History, working in public and private schools of the medium level in Uberlândia. The dissertation is organized in three chapters. The first has as objective to establish relationships among the curriculum, the evaluation of the learning, the teaching of History and the social, economical, political and cultural contexts. Some inquiries guide the analysis as follows: how are these elements constituted in the historical, political, economical and social process? Which are their purposes and relationships inside the school? Which are the most recurrent approaches in the constitution of those elements, in the context of school education? We presented some conceptions of evaluation of learning which are most recurrent in the educational debate, trying to establish the linkages of these conceptions with the teacher s continuing studies and with the History teachers' evaluative practices. In the second chapter we analyze the guiding principles and the configuration of the evaluations of ENEM, UFU s Vestibular and PAIES in the Medium Level, evidencing the purposes and the objectives that are the legal basis of those selective processes, as well as their relationship with the political and socio-economical Brazilian context. We analyzed the History tests, identifying the conceptions presented. We registered and analyzed the teachers' narratives that evidence the impact caused by these evaluative/selective processes in their pedagogical and evaluative practices. The third chapter focuses on the registrations of the History teachers' voices, evidencing, in the narratives, their knowledge and evaluative practices in the field of their continuing studies and the one of the educational practice. The objective is to demonstrate evaluation as a challenge for the teacher in what regards knowledge and school practice. The narratives reveal dimensions and impacts of the evaluative processes and of the curriculum proposals in teachers pedagogical practices. Finally, we focus on possibilities of re/construction of an evaluative practice, which is pedagogical and theoretical-critical, as well as inventive and constructive, traced in the daily classroom, studies, cultural, political and socioeconomical contexts of Brazil.

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The aim of this study was to understand how does the teaching learning process of the agronomy professor from Universidade Federal de Uberlândia occurs, analyzing the relationship among training, knowledge and these professors professional identity. The questions which guided the research were: How does the professional identity of these professors are developed in the teaching learning process? Which are the main formation factors that influences this process? Which are the agronomy professors knowledge and how were them built and learned by these professionals in college? This is a research with a qualitative approach, in which most of the data was collected with the professors, through two questionnaires, a simplified and an in-depth one, as well as documents that depict the history of the institute and of the Agronomy department. To guide analysis, we have used, more than the scientific production in the area, the authors Cunha (2008), Tardif (2002), Pimenta (2005), Melo (2009, 2012), Malusá (2005), Pachane (2009), Magalhães (2012), Dubar (2005), Imbernón (2002),Nunez andRamalho (2008), Almeida andPimenta (2012) PimentaandAnastasiou (2002), Cavallet (1999) Pachane (2006), Behrens (2007) Isaia (2008), Malusá (2012) and Nóvoa (1999). The analysis indicated that the teaching learning process of the agronomy professor occurs since college, with the option of been a professor, and throughout their teaching career. Their challenges are related to work conditions, although, the dilemmas between the practices related to the conceptions of traditional and progressive pedagogy can be seen in their class, teaching and teaching learning process conception. Classes are considered by professors as an interaction place but also as a knowledge transference place. This research identifies the necessity of promote cooperation between teachers, so that, the collective and integrated work in formative spaces teachers will have the opportunity to develop the knowledge necessary for teaching. The implementation of institutional initial and continuous formation, through direct dialogue between undergraduate, graduate and training and professional development programs for teachers, with better work conditions will reflect in the constant improvement of training development within universities.

This study is part of the Policy and Management in Education on line the Postgraduate Education of the Federal University of Uberlândia. Program and has as an object of research of University Support Foundation at the Federal University of Uberlândia. The investigated Support Foundation was founded in 1982 and aims to contribute to the UFU (University Federal Uberlândia) attaining its goals of teaching, research and extension. This study has as main objective to analyze the role of FAU front UFU in the context of educational policies for higher education on the threshold of the XXI century. Alongside this general goal, also intends to analyze the implications and FAU relations with UFU, their difficulties, the Foundation\'s impact in relation to teaching, his contribution with regard to funding and university autonomy in the context of political education to higher education in the 1990. Thus , discusses the role of FAU from socioeconomic changes that engender and determine educational policies , in particular those aimed at higher education , in late twentieth and early twenty-first century. Regarding the methodological aspect of this work is investigative in nature and falls qualitative methodological field , believing that the conduct of research in the methodological field allows the researcher to build a more global view on the social , economic and political aspects . The choice of FAU as an object of study was due to the great interaction that she has with the UFU , through the set of Academic Units comprising this University . The process of data collection used was the semistructured interview . The developed analysis reveals that the University Support Foundation , in its relationship with the UFU has much contributed to the revitalization of administrative actions within the academic units and the university itself as a whole. In turn , the impact of the FAU as regards the financing UFU , it was observed that it is significantly small, as the volume of funds raised , but of great importance to be reached the above dynamics. It was observed, too, that for most interviewees the participation of teachers in the University activities through FAU has brought greater damage to the set of activities developed by FAU has not brought greater damage to the set of activities such teachers at the University. Regarding the privatization of higher education, the interviewees show that the performance of foundations such as FAU is not decisive, because that privatization has walked through other tracks and has reached levels where the maintenance of some, free, public institutions ends up constituting balancing factor between the institutions at this level of education. Furthermore, it is concluded that the universities have greater autonomy, certainly, the performance and the role of foundations as FAU would rather minimized.

This research has had as a purpose to comprehend how the physics knowledge has been and is built in the formation of Natural Science teachers, graduated in Biological Sciences, from the municipal public school system in Uberlândia, Minas Gerais. This purpose have relation with understanding that teaching of Physics in the final years of the elementary school has been strategic to the education and development of the country, and the quality of this schooling depends on the formation of the Natural Science teacher. To development of investigation, the conception of teaching knowledge adopted is based in studies of Maurice Tardif. This point of view, the teaching knowledge is plural and temporal, coming in through of several sources and built in all time of life of the teacher, and not alone in your initial traning in the college. For this reason, within a qualitative approach, it has been used Robert Yin s methodology to case study research, with three Natural Sciences teachers, through data collected by semi structured interviews, questionnaires, electronic messages and documents. To the data analysis it has been adopted the categorical analysis and data triangulation to the construction of the explanation. The data interpretation has shown that the construction of the physics knowledge of the research subjects has happened especially in High School and not during the initial training. In the professional practice, its physics apprenticeship has been performed through textbooks and internet.

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This work was proposed research the historical study of the Agricultural College of Rio Verde, which became operational in May 1967, in southwest Goiás, with the cut out the year 1967 with it s creation, and 1979, when the college was transformed into Agrotechnical School. The objective of the research is to analyze the trajectory of the Agricultural College of Rio Verde, emphasizing the process of creation, installation and consolidation in the period between 1967 and 1979, seeking to understand the implementation of this technical-vocational institution in the 1960 features such as approach, three stages, namely: the socioeconomic context of the area where the school was installed, justifying the need for professional training for agricultural work, and hand of local and regional skilled workforce, whose economic development was basically agricultural; a reflection on the history of agricultural vocational education in the region and in the country, emphasizing political and social aspects in their advances and retreats; and also the installation of the institution; and start of operations, their organizers and agents subject. The methodological path followed had as a starting point the documentary research, prioritizing the identification, selection, analysis and description of the Agricultural College documents Rio Verde, 1967-1979, are: Decrees, Laws, reports, letters, photographs, books registration tests of selection and registration, point of books, minutes of meetings, and visits to private collections in search of newspapers highlighted time, photographs, documents and school records. Correspondingly, the bibliographic reference analysis on the subject studied. These studies allowed the perception of the creation of the school as part of a political-economic planning deployed to meet regional and local needs, highlighting the uniqueness of the agricultural school culture in the institution that reveal stories, facts and relationships between all those involved in the processes of construction, implementation and consolidation of the college, among these relations, we find that the agricultural vocation of the region was essential for this institution to consolidate.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior