Repositório RCAAP

This study sought to build a historical understanding of the creation of the school Grupo Escolar 13 de Maio in Uberlândia, state of Minas Gerais. Built upon the suburbs, this school came to meet black and poor people s educational needs. As so it stands out as a subject matter useful to understand the relationship between education, society, politics, and ethnicity. The overall aim was to inquiry into this school s the history and social importance; the specific aims were to question interests underlying the construction of an elementary school on the outskirts and whose name symbolizes black population s social struggles, to analyze schooling everydayness, and to understand its pedagogical practices. As a documental and dialetical inquiry, this study relied upon methodological procedures such as bibliographic and documental research as well as interviews with former students and a former headmaster. Research sources included newspapers, record book of class attending, minutes, photographs, and interviews. The theoretical framework stemmed from Saviani (2009), Souza (2008; 1990), Nosella and Buffa (2008), Araújo (2009), and Veiga (2007), among others. Results show the school was set up both in a peripheral area populated by a majority of poor and black inhabitants that newspaper used to call a place of outcasts and in a setting marked by social tension between white people and black people at a time when black movement gained momentum in the world. In addition, results indicate school s alignment with a program of national educational expansion in which every school-aged child should be in schools. Such ideal meant to make Grupo Escolar 13 de Maio function in rented houses and limit its capacity of enrollment because of its inappropriate facilities. Once it started to operate in its own building, it offered pedagogy aimed to meet working class demands for education as a means of upward social mobility. Part of its educational practices had bonds with companies and industries that sponsored school events and were opened to educational trips to their facilities so that to make students and teachers familiar with it. Almost 50 years after its building was erected, again the school had to operate in a rented house and reduce number classes due to not-quite-clear impediments related to public administration. It s as if it d gone back to its early days.

This thesis is a qualitative research review of the literature. The aim is to analyze what the researchers reveal about Education‟s software in regards to the categories of phonological awareness in reading acquisition and development during the first years of elementary education. It is presented from the point of view of speech-language pathology. Five articles were chosen for analysis of structure and application. Two were in Portuguese and three were in other languages. The articles describe information systems, objective, theory foundation and methods, and conclude with study results. Later, the articles analyze the use of phonological awareness skills presented through the software. Among the five software systems presented in the articles, I focused on the Pedro no Parque de Diversões software for analysis. This software teaches the multimedia support bidimensional, (in 2D), and through audiovisual recourse, develops the identified areas of phonological awareness. The scenery is interactive and easy to navigate. The phonological awareness activities explored in the software can be aligned with the Education and Speech-Language Pathology‟s proposal as presented through the schools‟ activities.

In this thesis deal with the Social Inclusion of people deaf, the influences for the composition of consciousness as a group, of an increase or not of exclusion. From the more than 10 years experience of the author with the deaf community of the city of Uberlândia. The work was arranged with discussions that appear necessary on the Deaf, their trajectories, influences and dreams to detect by \"voices\"2 we seek to identify why these voices exist or not and how they are (IRAM) its formation as people. We deal with Deaf Pounds users - Brazilian Sign Language. We have used new technologies to this approach with the respondents (Whatsapp, Skype, Facebook, Messenger and email). We make a theoretical framework based on Harlan Lane and his book \"The Mask of Benevolence\"- a free translation for A Máscara da Benevolência , the author treat also this public denouncing a hearing acculturation on the deaf and for being the consistent reports with the deaf education in criticism of what takes place in our country - welfare of nature. The choice of this interpretative model follows the lines presented in the text of Harlan Lane (1992), graduated in psychology arguing obscure points, rarely brought up in education, and found that the story goes further. We have used other authors to understand the Deaf and their training. We also analyze the professionals involved in this process: teachers and translators interpreters pounds per relate directly to the theme of deafness and, therefore, steeped in performing a different job. Subsidized for both of previous studies on the subject. We discover and consider that the theory presented by the author Harlan Lane (1992), expanded by Capovilla (2011), Sa (2006) Tables (2006), Fernandes (2011) among others, is still present with regard to the constitution of these people. The education of the deaf, for the most part, allows them to be devoid of will and not subjects. We have used the exploratory research, the one most suited to the work.

National, State and Municipal Education Councils were created in Brazil, during the Imperial period, and had a long history of advances and backtracking due to its functions and guidelines, until it arrived at what is known today. In the beginning, the councils served the purposes of the Catholic Church and the local policies of certain municipalities, to be subsequently re-oriented by the National Government, as instruments, at the technical level, to support the development and popular policies of the dictatorial regime. During the Military Regime, they served as monitoring and control instruments. However, after the 80 s, they acquired new colors, because they consisted of struggle and support for the social movements. In the 90 s, the constitutions of the Educational Councils became part of the neo-liberal public policies, having as objective the sustainement of its decentralization proposals. However, the principle of Parcipative Democracy also interfered in their effective process, especially at the local level, such as was the case with the Municipal Education Council of Uberlândia. Therefore, this research studied the constitution and establishment of the Municipal Education Council of Uberlândia, in a government characterized by a Liberal Democracy and in one marked by the Participative Democracy. Methodologicaly, a qualitative research was done, by analyses of the normative legal apparatus, literature research and analysis of the minutes of the Municipal Educational Council of Uberlândia meetings. From these it was possible to infer that the search for the education democratization via Municipal Council of Education, still depends on political gestures, which favor a reciprocal collaborations among the different government and civil society spheres, leaving aside the private interests and proposals that want to bring the education to the consumer market.

The research described here has as its object of study the teaching and appreciation of the basic education professional in the context of educational legislation between 1996 and 2013. Founded in memories I ve built with my observations through my everyday professional practices and knowledge built with theoretical readings, these considerations open the theme statement and the research problem, which are outlined in this issue: how are questions relating to teaching and the enhancement of professional education in the Brazilian legislation treated? It s goal was to analyze how the standard presents the work of teachers and their valuation in view of the economic development and the environment. The analysis of educational policy undertaken in that time frame permeates the research issue on the grounds that the changes affected the intensification and precariousness of teaching. The reflections are based on the critical analysis that considers the object being studied as something inserted in the totality of relations constituted by labor in capitalism. The research is delimited by its relationship with the neoliberal policies and the restructuring process parameters that have emerged in the reorganization of capitalism. In order to achieve these goals a methodology based on the literature was chosen - that is, in the literature that would allow contextualize the issue in a larger field, guide and ballast our reflections and reading the review for results (concepts and ideas) consistent with the learning objectives. The realization of the research has supported itself, then, in the document analysis, which aims to identify and understand the selected documents, information and elements that can help to explain the problem investigated. Data collection on documentary sources helps to understand the factors that make up much of the teaching and appreciation of today\'s professional education. This is because the analysis of this study aims to verify the employment forms and their implications assigned to teachers based on the essential data that focused on education policy. It is determined, in the theoretical framework, the capital reorganization mechanisms in its globalization phase routing of neoliberal education reforms. The exposure of the content of this dissertation is organized into three chapters. Chapter 1 presents the theoretical framework that supports the understanding of the teaching profession to articulate it with the object of research in which it appears. Chapter 2 discusses the survey and analysis of the legal frameworks that guide the teaching environment and the enhancement of education professionals in the 1996-2006 period, focusing on the changes in the Brazilian educational policy. Chapter 3 continues the analysis of the legal frameworks that guide the teaching environment and the enhancement of education professionals in the period 2006-13. Finally, the idea of understanding of the whole legal framework that orders, directs and founded the practice of teaching can only really be understood if the identification of the political set time not only in the country but also - and especially - in the world. In other words, it imposes on the teachers the challenge of dealing with a regulation of their work that is steeped in market values.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The current study, of qualitative approach, investigates the knowledge of four art teachers belonged to the municipal network of teaching with the purpose of comprehending the theoretical bases and the built experiences in drawing teaching, intending to answer the following questions: What drawing conceptions support their actions in the classroom? How, when and with what objective the drawing is proposed to the students of the firsts grades of Elementary School of the municipal network of teaching in Uberlândia? Based in the works of Derdyk (1989), Frange (1995), Morais (1995), Buosso (1990), Artigas (1999), Motta (1967) and Amílcar de Castro (1999), the aim of this study approaches the drawing as knowledge, language, expression, communication, register, representation, project, invention and designation. Our study uses as theoretical reference Tardif (2002), Zabala (1998), C. Gauthier (1998), B. Charlot (2000), Freire (2004) and Hernández (2005), in the perspective that significant practices are built in everyday constructions of teacher s doing. We assume that the drawing teaching in the art classes, given by teachers graduated in Arts Education who are compromised with their continuous formation by participating in group of studying and/or researching, as well as experience in teaching, can become more significant for the student in consequence of its constitution and specificity of this content. From the reports of the collaborators, this study searches to analyze and discuss the data about the conceptions which permeate the educative work with drawing, its teaching and what methodology paths subsidize these actions. The answers presented by the teachers reveal that they comprehend the drawing in several conceptions, suchlike project, register, representation, language, expression, and stages of creative process. Besides, the answers have showed diversity of pedagogic tracks, such as teach by thematic propositions, discuss stereotypic, proposes drawing tracks by the graphic or figurative references and the elements of visual language, and also the use of alternative materials. The results of this research indicate as significant and important are the doing and saying built by the teachers, for, furthermore delineating their conceptions about the drawing teaching, and they become the start point to promote dialogue between the educational proposals and the educative practices in the Art teaching, as well as to incentive their continuous formation, the way of being a teacher, of teaching and learning how to draw.

This research deals with the evaluation of learning in undergraduate courses of Universidade Federal de Uberlândia (UFU) in which formative evaluation is a guideline in their politicalpedagogical projects. The objective was to analyze the evaluation processes of learning in these courses and to check to what extent they are also part of learning, fulfilling their pedagogical role. The study was conducted in three stages. The first stage constituted the documentary analysis of political-pedagogical projects of the courses in question. Subsequently, the teaching plans of syllabus components taught in these courses were analyzed. The last stage of the research consisted of interviews with professors who showed in their teaching plans more indications of putting formative evaluation in practice. It was possible to check with this research that there was a breakthrough, though small, on the Institution s discourse, through its planning official documents. Some of them have already made explicit the need that the evaluating practice occurs in a formative perspective. On the other hand, incoherent elements with the principles of formative evaluation were identified both the teaching planes and the interviews. We believe this research will be important to promote the reflection on the proposals and evaluation practices in the scope of the institution researched and also other higher education institutions.

This work is a study on the design of this childhood in the National Curriculum Reference for Early Childhood Education - RCNEI. In this sense, we tried to reflect on the educational policies geared for children 0-6 years old from 1960 to 1990, is characterized by childhood ways of seeing and conceiving it. To dye the objectives proposed herein, the methodology used was documentary and bibliographic character. Initially, it presents the trajectory of childhood concept in Brazilian educational policies, over time, especially about the looks attributed to childhood in RCNEI produced in 1998. In relation to educational proposals for children in the modern period, between the century XVI and XVII, the childhood understandings disseminated by Comenius, Rousseau, Pestalozzi and Froebel were examined. In the Brazilian educational policies, it was found that, until the 1980s, there was an intense concern for the biological aspect of the child related to hygiene, health and nutrition. Thus, there emerged a kind of care focused on children who were in unfavorable economic conditions in relation to social class and cultural environment to which they belonged. Pre-school educational policies portray the childhood concept route, for example, in the 1930s, when the hygienist ideology manifested itself in defense of the inspection body and the environment, as well as the care of children had these same precepts. From 1930 to 1980, the policy for children, educational character, privileged works of social assistance. The Federal Constitution of 1988 came to regard the child as a subject of rights, and the Statute of Children and Adolescents - ECA, in 1990, incorporated the doctrine of full protection, which meant giving priority to children and adolescents, as well as children were considered as citizens with all rights and how to be in development. The LDB No. 9394, 1996, reaffirmed the right to education guaranteed by the 1988 Constitution Already the Reference National Curriculum from Kindergarten - RCNEI can be considered as a document which is presented as an advancement of early childhood education, because tackle and overcome educational issues related to welfare tradition of creches and advance the teaching of preschools. It can also be understood as a curricular framework that gave conceptions and practices that are presented in their text in an attempt to overcome them, such as preschool be guided along the lines of elementary school.

This study aimed to understand the impacts of the information society on higher education teaching of technology courses. The research involved teachers who work in higher education technology of a Federal Institute of Education, Science and Technology, in Minas Gerais - Brazil. The guiding questions: how do teachers have developed their careers and professional identities? How do teachers understand teaching in higher education technology courses faced the impacts of the information society? What are the contributions of initial and continuing training of teachers to face the challenges posed by the information society when conducting teaching? This is a qualitative research, using documentary analysis and narrative interviews. The first stage involved the analysis of Lattes Curricula of 45 teachers from the following areas: 22 from Food Processing, 12 from Information and Communication, and 11 from Business and Management. Three teachers were chosen from Food Processing for the narrative interviews in the second stage of the research. The results reveal that the information society and the management of higher education in Brazil have resulted in new models of construction of identities by teachers. We observed three groups of identities constituted by the research subjects: those who remain outside the productivity required in higher education, which is a small group that demonstrates non-compliance with the requirements of the current academic production system; the second group, numerically more representative, is formed by teachers who joined even timidly, but already demonstrate involvement in academic productivity requirements and, finally, the third group that is small and is immersed in high productivity scheme and visible intensification work mainly because it consists of teachers working mostly in stricto sensu graduation programs. Each group experiences its own dilemmas of their identity condition that is not fixed and immutable, but in clear process of construction. We found that higher teaching technology courses are undergoing a process of changes and requirements arising from the political, economic and social field due to globalization, technological and informational changes that greatly affect the process of teaching and learning and the teacher\'s work as well. The challenges faced by the teachers surveyed are as marked: despite having the domain of scientific knowledge, they know they always need to be updated to meet the demands imposed on them; teachers understand the need to have a prospective vision linked to constant changes; they understand the need to be mediators of the process of teaching and learning, despite the appreciation of the transmission of knowledge; they need to deal with cultures present in the classroom and, thus, they have shown concern with affective aspects of students; finally they demonstrate ability to generate their own continuing education so they need better direction that can come from institutional policies of the teachers professional development.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

The thesis presented here is to questioning the fact that the market develops proprietary software, as opposed to the ideal collaborator of the free software movement that allows the participation and digital inclusion that plan to take over public policies extending its use to public education agencies. It also approaches the concept of free software and its adoption in higher education, through resolutions adopted by the Brazilian state analyzing experience in Journalism Course at the Federal University of Uberlândia - UFU, the use of free software Scribus. Methodologically became the literature review to find the data and information made available by the federal government and the object of analysis institution. Data were also collected through a questionnaire to collect the opinions of students participating in the course of the disciplines. We started from the hypothesis that the culture of proprietary software is needed by business strategies, which makes it preferred by consumers, although in the first instance, have high costs to the user, while the free software, more accessible and, sometimes free, is discredited by the general public. Makes a comparison with a similar model of proprietary software, noting that the use of free software is reliable, allowing develop the spirit of solidarity and collaborationist required in the university environment, expanding the knowledge and not merely the \"training in push buttons\" and notes based on documents that the initiative is still seen with resistance and use, even in public higher education institutions, needs to be intensified. The main results concern the use and acceptance of free software Scribus, used in disciplines related to the production of printed material, the teaching-learning process in carrying out the activities, as well as the measures taken to use free programs proposed by the federal government to public institutions.

This research is linked to the History and Historiography of the Education Line and it has the objective of investigating the creation and installation process of Colégio Triângulo Mineiro, a school located in Uberaba-MG, and identifying some pedagogic practices lived in the institution. This is a private establishment, founded in the 1940s by Mário de Ascenção Palmério, a teacher. The institution - that was known as Liceu Triângulo Mineiro - began its activities offering admission courses, madureza (a test to check the students intellectual ability), preparatory, Kindergarten and primary school and, in 1941, it requested previous verification for the offer of the 1st Cycle of the Secondary Teaching Middle School. On April 9, 1943, the preliminary inspection was granted and it received the denomination of Ginásio Triângulo Mineiro, but, only on October 7, 1946, it obtained the recognition of the Middle school. On January 27, 1947, it got authorization to work as school. At first, the founder said that the establishment had been created to assist to the least favored people, however, the problem pointed out in this research shows a contradiction: in the years that it was founded, Colégio Triângulo Mineiro implanted the 1st and 2nd Cycle of the Secondary Teaching, teaching levels destined to a minority. How did the institution get to offer those two cycles to a \"less favored\" population, once the secondary teaching, in that context, was destined to a few ones? To investigate that problem, the temporary cutting delimited for the study was from 1940 to 1960. The methodological procedures used include the consultation and analysis of local newspapers, documents of the Center of Documentation Mário Palmério and Regional Superintendency of Teaching, besides other materials corresponding to the delimited period. Starting from those sources and using theoretical referenciais like Nosella and Buffa (2009); Magalhães (1998; 1999; 2004); Nunes (2000); Silva (1969) and others gone back to the analysis of the school institutions and the secondary teaching, it had the attempt to understand dialectically the political, economical, social and cultural relationships that interfere in the education subjects. Special attention was given to understand how Colégio Triângulo Mineiro, presenting secondary teaching in a period in that it was destined to the minority, got to assist \"the least favored people\". It was verified that the effective education legislation, mainly the Ordinance-law no. 7.637 of June 12, 1945 and the one of no. 7.795 of July 30 of the same year, as well as the Entrance no. 583 of October 27, 1948 corroborated for the entrance of the lower social class people in the secondary teaching. It was concluded that, among 1942 to 1956, Colégio Triângulo Mineiro obtained a significant number of enrolled students in the 1st Cycle of the Secondary Teaching middle school. The importance was due to the teachers and students moral conduct and discipline; it was evidenced that there was little rotation of teachers and that they taught more than a discipline, they played essential part for the construction of the educational identity and they stood out in civic and sporting events for the society.

This work consisted in a research with the objective of describe and analyze the propose of the Specialized Education Attendance AEE (abbreviation in Portuguese), implanted and developed at the Municipal Secretariat of Education of Uberlandia SME ( abbreviation in Portuguese), from 2005 to 2014, for the students target audience of the special education, registered in municipals schools of fundamental series from 1º to 5º year, in the light of legal documents which regulate the actions to this kind of attendance in Brazil. For this, was realized a qualitative research with descriptive and analytical character. We used for the data collection, the documental analyze; through the official documents that regulate the special education in Brazil and in Uberlandia; the semi-structured interview was realized with two coordinators of the responsible sector for the special education in the city; The Support Section of Human Distinctions NADSH (abbreviation in Portuguese), in the period of the research; and the questionnaire for the teachers of AEE and for the teachers of the regular classroom. Through the construction of the data was possible to make a linkage of all aspects presented for the actors of the research, which resulted in four categories: the history of the special education in the city; the vision of the teachers of AEE and regular classroom about AEE and NADSH; the multifunction resource room SRM ( abbreviation in Portuguese) and the architectural and pedagogical accessibility; and the process of making teachers more aware. We realized that AEE was based in the perspective of a Inclusive Education, in accord with the National Public Special Education in the Inclusive Education Perspective (2008) and documents that order the attendance. However the special education in Uberlandia has already existed in the municipal schools since 1991, it was from 2005, with the conversations about the inclusion, that this attendance became reframed, looking for the complementary and supplementary character to the work in the regular classroom, ensuring the necessary accessibility to the students target audience of special education. The research explored the necessity of interaction between the AEE and regular classroom teachers, and a continued education which improves the comprehension of the work with the human distinction that overtake the participation of the students with deficiency in school, which proposition should be of the SME and its assistants, and not only of the special education sector. It was found that the schools of the municipal system have been articulated to the AEE offer, but it has a lot to be realized to reach this objective, mainly when we talk about the participation of the students with deficiency, global disturbance of development and high skills/ gifted.

Education has a crucial role, both to inculcate the hegemonic idea is a \"natural\" process of society organization by the bourgeoisie, such as to oppose, disrupt and overcome the bourgeois values by workers. Is the essence of the hegemonic capitalist process the idea that it is necessary to train, tame and instrumentalizing workers with market technical information to enable their work for producing. So education is one of the paths that point to improve the living conditions for the workers. Between alternatives, there are projects developed within university incubators to support self-managed groups of workers who want to organize ork collective work to confront the market relations and joint overcome the difficulties. From the perspective of incubation, such as carry enti-ties of knowledge transfer that act within the scope of the Solidarity Economy exercise this task of educating workers toward the construction of economic emancipation? It hypothesis of this work, the technicalities contemporary education reinforces the hege-monic idea of society (the farmer is supplier of raw materials for value addition by third parties), which limits the worker to engage in a certain role by the elites holding the capital as well such as the public entities who hold the same logic for workers, spread-ing individualism as a means of development. The general objective of this dissertation is to analyze the limits and challenges faced by a group of workers of landman family agriculture incubated in CIEPS / UFU, from the 2010s to take ownership of production and marketing through education process technologies to the work. Therefore, this work will make the exercise of prioritizing the quality of information shared in times of ad-vice made to the developments of family landman farmers, incubated in CIEPS / UFU. To make the analysis of this information is necessary to identify the realities these workers, their activities and difficulties and at the same time reflect on the hopes, disap-pointments, difficulties and problems experienced in their trajectories. The proposal to build a collective education process for CIEPS has guidance on the need to think of a logic that has two main arguments, a technique which can transfer accumulated knowledge at every possible areas of the university, which allows the appropriation of knowledge, skills and values for workers, and the other axis founded on broad policy and training that enables the formation of class consciousness, that is participatory and representative of the social struggles of the workers and that both have the link between practice and theory. Deepening the educational process and the relationship with the technical appropriation of knowledge coordinated with the political education for work-ers is still a challenge for the solidarity relations but that should can never stop be a pri-ority in the path of construction of human emancipation.

This research discusses the practical work using practice lesson guides. Historically in Brazil, the practical scripts were written to guide teachers and students in the sense of being experiencing the same scientific work doing by scientists, one of the most common ways to apply the practical work in the classroom today. Because of these historical and social value to the disciplines of natural sciences, the practical scripts are steeped in ideas that influence an image of science that can be correct or warped, positioning the place of practical work in these disciplines as well as authors, teachers and students in \"doing\" and \"thinking\" about Science. To understand the concepts conveyed in practical scripts, this work aimed to investigate the ideological and epistemological conceptions of Natural Sciences that are in practical lesson guides in a collection of Biology textbooks. For this, we analyzed 25 science practical scripts of Biology Today textbook, through bibliographical research and analytic treatment, inspired in the Discourse Analysis. From varied and specific readings, we made notes, analysis of solutions and integrating synthesis which are the stages of the design of the literature. And for the analytic treatment of the practical scripts, we transformed the text into speech and presenting an overview of that configuration, language and type of science lesson guide and practical work that the collection of textbook presents the audience. After this process we have reached the place of the practical work and practical scripts in the textbook until we get to the ideological and epistemological conceptions. Through analysis, we believe that the practical scripts and practical work published by the collection are traditional because they focus on proving the theory, the development of technical/hands on skills, enhancing the sensory observation, empiricism-inductive and mathematization for through the ideological value of scientifically proven, putting on experimentation of sciences and sense organs, especially on vision, as the pickups of the truths to be revealed. In addition, the practical scripts, use the language of injunctive sequence whose function is to control \"take action\" of audience-student and audience-teacher, through commands ordering allows prohibits and warns, showing what they may or may not, should or should not do, determining the place of the audience and the speakers. Thus, the speakers are masters because they are those who know how to be producers of speech. The hearing teacher are those who have the expertise, but do not produce the speech, its function is to perform the dangerous tasks of practical scripts, tutoring the audience-students, who are those who do not know, therefore, They must be safeguarded and protected.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior