Repositório RCAAP

This research approaches the existent contradictions between the professional qualification and the precariousness of the telemarketing operators work in Uberlândia, Minas Gerais. It recovers the dialectic mediations between that process and the transformations in the work environment. In recent years the service sector presents a considerable growth in Brazil and particularly in Uberlândia. Though, that growth is materialized in a context of productive restructuring of the capital that has as consequences the flexibility, precariousness and fragmentation of the working class. Discussing on the principles of the dialectic historical materialism that has among its presuppositions the criticism of the work in the capitalist production mode, we demonstrate that unlike the optimistic discourses of the capital that point to the consolidation of workers endowed with larger intellectual content in the end of the twentieth century and beginning of the twenty-first century, we verified the permanence of work ways which are alienated and precarious. In that way, we approached the impacts of the structural crises of the monopolist capitalism that are present in the existent relationships between work and education facing the transformations of the productive process as well as its reflexes in the organization of the work and in the process of professional qualification of the telemarketing operators in the company researched in UberlândiaMG.

The present work aims to identify and understand the different acquirements found in the pedagogic practice of educators who work with bearers of deficiencies in the first-grade of elementary school. In order to achieve this objective, two public schools, which work under the perspective of inclusive education, located in the city of Uberlândia were chosen as a scenario. The study has started with a brief historic of Special Education and the definition and characteristics of mental deficiency. Afterwards, the educators knowledge and background were emphasized, favoring the understanding but the way these educators acquire and/or build and the mobilization of this knowledge, and what type of relation are established amongst themselves and their pedagogic practice. Through the nature of this work and the theoretical principles in which it is based, our methodological option was guided in a qualitative approach and it included the involvement of 3 specific educators who have students with mental deficiency in the first-grade, within your classrooms. In order to gather the data, it was used semi-structured interviews. The gathered information indicates that educators own a set of knowledge arising from all sort of sources and all of them are relevant for your professional performance, but the ones that most affect the pedagogic practice with the mental deficiency students in regular education, are the personal and experienced knowledge, whereas the educators do not have formation to work with these students. It was verified within this study that, in the lack of this formal initial knowledge, educators develop the work with the mental deficiency students searching inside their personal experiences and their auto-formation, and therefore, building their own set of experienced knowledge. In this way, the development of this work reveals the built knowledge of these three educators, in their performance with the mental deficiency student and it may contribute for the seek of alternatives to the initial and continuous formation, recognizing and valorizing the experienced knowledge built through the work development of the student. Add to that, It may also contribute to the reflection about the qualification of the educators.

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This research, inserted in the Line of Politics and Administration of the Education of the Program of Masters degree in Education of the Federal University of Uberlândia, has as object of investigation the School Collegiate of the Public Educational System of Minas Gerais, Brazil, based on the study of official proposals of the standardization and adjustment of the operational process in these administration instances, promulgated in period 1991-2006. The demand for it, is to identify and analyze the ruptures and continuities, the approaches and the political and ideological farness, expressed in the legislation, in a global context of reestablishing the world of work and the role of the State in the neoliberal perspective, as well as the present evidences of decentralizationdisarrangement, participation and democratization of the public school system. The methodology of the research of qualitative delineation was used critically to determine, organize and analyze the laws, rules, designations and other official documents announced in the period between 1991-2006, besides other publications originated from the mineiro public power (authority). These documents were dialectically composed by the study of social, economical, political and cultural set of the country and the state of Minas Gerais. It s very clear that the pronunciation of the local context with the world scenario, marked by the globalization of the economies and of a significant performance of the multilateral organisms in some sectors of countries in development, such as the educational sector. A bigger tendency of the public policies has been verified because of the hegemonic interests mainly economical, the generalization about the reformation done in the field of public education and on the mineira society, shows the necessity to recompose, through the spaces and constituted collegiate agencies, new strategies of inversions and social control of this reality with the objective of the repeated delimitations in the State orientations and its implications in the constitution of the School Collegiates in Minas Gerais.

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This work belongs to the research topic named Politics and Management in Education of the Graduate and Master Programs of the Universidade Federal de Uberlândia, Brazil, and it is focused on the investigation of the school labor management and organization. The purpose is, then, to analyse the school labor organization experience in the Escola de Educação Básica of the Universidade Federal de Uberlândia, in the period of 1997 and 2003, according to the educational politics in the neoliberalism context and also to the education management models. Firstly, a bibliographic and documental investigation was conducted in order to, from the guidelines produced in the neoliberal social-political-economic field, coming across the redefinition of the State and the consolidation of the public politics in the world and in Brazil, contextualize the changes in the labor s world and their interference in the labor s process management. After that, by understanding how the national education politics has been constituted and by identifying which genres of relation have been established between the State and the society, the different approaches in the school management field are analysed, as well as how this management has been configured in the main proposals of the school labor organization implemented by educational projects like Escola Cidadã, Escola Plural, Escola Candanga e Escola Sagarana. Finally, by rebuilding the first school labor organization movements of the Escola de Educação Básica of the Universidade Federal de Uberlândia, according to the perspectives of the documents produced by its authors, the process of discussion developed during the implementation of the Learning Cycles and Human Development (Ciclos de Aprendizagem e Desenvolvimento Humano) is analysed. In the end of this study about the ESEBA-UFU experience, it is possible to conclude that, despite the contradictions found in its interior and the difficulties found during the process of implementation of the learning cycles, this institution had a large perception of the investigated shafts school labor organization, learning and teaching process, conception about the student and the teacher, evaluation and conception of education , sometimes close to and sometimes far from the democratic approach of school labor management.

This study analyzes the history trajectory of the Faculty of Philosophy, Science and Letter os Saint Tomas Aquino, in Uberaba, between 1960 and 1980, founded and directed by Dominican Sisters. It is confessional institution which represented greats conquests for Triângulo Mineiro and for several regions, considering its educacional philosophy, its qualify professoral corporation and its human formation, with repercussion until nowdays. The institution in detach is a reference in the history of Brazilian education. Its origin and consolidation as center of cultural irradiation is essentil to the Cristian ethics. The conceptions about human being, relationship, world and education evidenced in the evangelization act in the path, which focus on the reflective study and on the delibarate practice. In 1980 it was incorporated to the University of Uberaba. Thus, studying the formation of this institution, I get in its history, as a place of apprenticeship, as of the analysis of the documentary accumulation also with the autobiography testimony from its ex-learners and ex-teachers. The intelectual integrity of the corporation and the administration, the teach to do with dignity and respect stimulated ex-pupils to follow the legate of the Dominican Sisters. The wisdow and the pratices related to the deposition ratify that The FISTA wasn t, the FISTA is . It s still alive with the testimony made by its ex-learners.

In the beginning of the XX century it emerged in the city of Sacramento, a little city of Alto Paranaíba mineiro a singular and pioneer school, baseded int the French spiritualism principles, Collégio Allan Kardec, which was founded and directed by a teacher that became a symbol of this philosophical and religious doctrine very disseminated in the Brazilian culture and identity, Eurípedes Barsanulfo. This dissertation has as principle objective the ransom of the memory of this school during the period thas was lived by Barsanulfo, since the creation in 1.907 until Barsanulfo`s death, in 1.918, analysing in what dimension the imaginary and the collective representations of the doctrine that was professed and written in the institution`s nomenclature were effectivetly implanted and lived in its quotidian. Our theoritical base is the reference in the line of search history of the scholastic institutions, wich methodology was originated in the important rupture which was realizeted in the theoretical`s reflections by studious French of New History with the traditional manner of aproach of this sciense, this studious amplified the notability of their objects and sources of investigation. History isn`t broken, but it is integral; it unites the society, the economy, the culture, the policy, the education, at last, all the sphires of the human existence correlated. In this perspective, we investigate in this research the inquiry of the historical, philosophical and conceptual origens of the spiritualistic doctrine, as well as the trajectory of Allan Kardec, which is a pseudonym that was adopted at the period of the conversion to the doctrine of the study of the dead`s world by Hippolyte Léon-Denizard Rivail, who was as important educator with a curriculum of services engaged in the improvement of the teaching and of education of his country. This is the first chapter that focuses on pointing the base found of the masters that preced Kardec in the spiritualistic pedagogy, Comenius, Rousseau and Pestalozzi. In the second chapter, we delineate in a historical and sociological perspective arrival of the spiritist in Brazil and its notable dissemination that itself united to national identity and a popular representations. In the third chapter, we will stdy the history of the country`s education and focalize on the economical and social transformations in Brazil during the transition of the Monarchy to the Republic, wich was amoment in which occured a gradual change from as agrarian and exporting society to an urban and industrial one. This was a phenomenon that was represented by na enthusiasm for the expansion of the instruction and the education, which was a tendency by the discourse and action of the various social actors, as the intellectual involved in the formatiton of a determined national spirit. Finally, in the fourth and fifth chapters we walk for the investigation of important aspects of the regional history and education`s history in Triângulo Mineiro, boarding the origens of Sacramento and central region of Brazil, its social and economical developments, the carious faces of the actuation of the citizen and religious militant Eurípedes Barsanulfo; the stages of the implantation of schools at the city; and the construction, development, schoolar quotidian and pedagogical practices of Collégio Allan Kardec, thas was the pioneer of the denominated spiritualistic pedagogy.

To present dissertation it has as objective discusses the relationship pedagogic teacherstudent as intensive of the corporal blockades, and this way influencing in the children's learning. For such it is used as methodological approach the bibliographical research, tends as reference of bases the works: ' Analysis of Character', ' Child of Future' and ' Murder of Christ' of Wilhelm Reich, starting from these works looked for the contributions reichianas for education. In the accomplished discussion we adopted the concepts of muscular armor and encouraçamento process to delineate the possible effects of chronic muscular encouraçamento and we tried to interrelate with the pedagogic events. Initially, the subject of the body is discussed out of the school, approaching the existent opposition among the vivacity of the child's body when this he/she is out in activities of the room and with the passivity and wait aspect when in class room. It is noticed that Wilhelm Reich's thought a lot has to contribute in this sense to present to the educators larger conditions of vivacity also inside of class room. The discussion on muscular armor and encouraçamento process in the educational atmospheres is made pertinent because the educators conscious of this process can act of way prophylaxis, making possible an education process whose contact between teacher and student feels in a free way, flowing peacefully. In this perspective, it was devoted attention to the explication of these two concepts. Soon after it takes place an analysis of the educational processes and the possible consolidation of the muscular armor originating from of the relationship teacher-students. It is believed at the end of these work that the educator that is attentive to the child's body he/she will have conditions of softening the processes and effects of the encouraçamento, once the absence of an encouraçar is made almost impossible in our society.

This research of qualitative nature aims to verify the contribution of the approach of polemic themes of Contemporary Biology in the building of values, attitude and their implications to the process of learning. The investigation was made by the application of a pedagogic project. The focus is the study of cloning and stem-cell because they are present themes, and students may be interested in them. Besides, these subjects present controversy. We look for understanding about the phenomenons, according to the education theory. To develop this project, we use as resource, texts of cientific release and some illustration about it. Data were collected by direct observation of classroom during the developing of the pedagogic project and coletive interview with students. The classes were recorded and the interviews were recorded by tape. We observe that polemic questions in classrooms can be possibilities and challenge to the didatic pedagogic plane. The controversies were the element that enables questionary and explanations. The result of it is some critical reflexions about various aspects. The research shows that cientific knowledge is changed in school context and the building of competences goes over to conceptual concepts and it emproves the intelectual autonomy of critical sense and respect of values such as solidarity, justice and human dignity. The focus of this kind of polemic questions in contemporany biology opens the possibility to form subjects with ethical, reflexive and critical values. The polemics and controversies facilitate students to present better interesting and participation in classes.

At First, the initial question of this paper was related to understand whether or not the Functions teaching should be developed on Fundamental School. However, when we began writing this paper we realized that before, we needed to answer something else; How understand the dynamics between the academic knowledge and the Functions Teaching on Fundamental School? Still, from this first question others came, considering the different factors that are directly or not interfering and integrating this subject s teaching skills. Our research includes some references to periods of the Mathematics Education s History, in order to understand the conceptions that are considered fundamentals to the current Functions Teaching. We also included some official documentation, as proposals from Minas Gerais and São Paulo, and to PCN (Parametros Curriculares Nacionais- National Curriculum Parameter), since we consider them important influence in teacher s actions and some of the authors of the subject. Our reflections had the valuable direct influence of Maria José and Doralina, both mathematics teachers, as well with the group of teachers that worked closer to us. By experiencing some moments of their professional routine, we were able to identify sources that help elaborate an answer to our question. A qualitative study is done in our paper, since we believed that subjectivity is present in numerous aspects, which is pointed out as meaningful to the answer to our question. So, we began the reflection about the meaning given to the subjects taught at this learning level that represents the foundation of a Functions concept elaboration. We realized the importance of this paper in revealing the actions of some education professionals, not only when the are directly involved with their students, but also when involved with the staff os education professionals of their school, since they represent important elements that influence and interfere each one. Nonetheless, we present our final considerations, believing them to be important contribution to understanding the dynamics of the different subjects teachers involved with the development of a subject in particular. It features some practical possibilities found at the mathematics modulate and also suggests about the initial formation of this academic that are believed to be truthful and able to be done.

The present study is inserted in the Line of Research of Policies and Education Management and had as its object of investigation the experience of the democratic management implementation process which occurred in the municipal schools of Uberlândia - MG, in the period between 2001 to 2004, via the implementation of the Administrative, Political and Pedagogical Structure Program and of the Escola Cidadã . The general objective of the present study was to reflect on the educational policies implemented which aimed at the consolidation of public education democratic management of and its implications in the process of democratization of the education. To achieve this intent, both bibliographical and documentary research have been used for the purpose of searching in official documents information on the process of implementation of the democratic management in the municipal educational system of Uberlândia, and also field research, accomplished by means of semi-structured interviews applied to a sample of individuals of the municipal educational system of Uberlândia. The study is structured in four chapters. In the first chapter, a bibliographical survey concerning the concept of democracy and its ascension to the condition of main form of political organization in the western world was carried out, evidencing its relationship with the inherent structures of the capitalist society. In the following chapter, an analysis of the conception of present democracy in the recent initiatives of educational policies in Brazil was aimed at, verifying its impacts in the democratization in the education. The third chapter had as a goal the analysis of the democratic management implementation process experienced in the Municipal Education of Uberlândia as well as the educational policies implemented on behalf of the democratic management in the period between 2001 to 2004, considering the macro-context and the particular trajectory of the politics in this city. The fourth chapter, in its turn, had as its purpose to better know the perception of the citizens who had been part of this democratic management implementation process in the municipal educational system of Uberlândia, within the period between 2001 to 2004, verifying how close/distant the implemented process was from this proposal, which was theoretically based on the proposal of the Escola Cidadã , considering the macro-context of the educational policies of the 1990 s, strongly influenced by neo-liberalism the logic of the capitalism.It can be inferred that the program Escola Cidadã , part of the municipal education programme of Uberlândia, was not fully able to accomplish the democratic management in the municipal educational system, once it did not surpass the centralizing structures which are present in all the structure of the school and the municipal educational department, influenced by an authoritarian tradition typical not only of the city, but also of the public system in Brazil, inserted in the context of a materialist society which leads the individuals to eventually take a back seat in making decisions. Thus, the absence of a democratic tradition, associated with the presence of a crystallized authoritarianism makes the implementation of democratic management mechanisms harder to be accomplished.

Knowledge and educational practices have several origins, among which we can find a teachers' meeting in a group of studies. The objectives of the present research were to know the characteristics, functions and working ways (individual and collective) that are present in the group of teachers of Art of Uberlândia Municipal Teaching; which are the knowledge of the group concerning itself; the way the group thinks, speaks, feels and acts in relation to itself and to its members; which are the meanings and senses that these teachers produce in relation to their participation in the group. To reach such a goal a two-year participant observation was accomplished with the referred group. Field notes, audio recordings of the meetings, documental analyses and a collective interview were also used. Those strategies were based on and analyzed according to the theoretical referential of several authors that discuss the teacher's continuing education and their specific knowledge, the relevance and the characterization of small social groups and the development of the research in the light of the Qualitative Approach. In this investigation we produced some indicators that characterize the Group of Teachers of Art, presenting analyses of the different configurations and dynamics, as well as of the frequency and participations of its members. We point the (re)elaboration and (re)significance of the ideas, experiences and knowledge of the teachers of Art in their educational work, even in the visibility of some plastic-visual productions.

The aim of this research is a public primary school from Minas Gerais, named Grupo Escolar de Uberaba, the first institution of this kind in the city. It refers to a research in the field of the School Institutions History. The research hermeneutics admits some questioning about the historical identity of Grupo Escolar de Uberaba from 1908 to 1918, with the hypothesis that the school institution founded according to the republican ideals of the First Republic (positivism, nationalism, liberalism, laicity) was significant to a great part of the population from Uberaba as a form of propagation of these ideals which were in search of modernization and values such as order, progress, civility, public spirit, rationalization, hierarchy, hygienics. It was also the place of contradictional demonstrations of this period, some of them promoted by the republican moment itself and the others by the specific characteristics of the local society. The research was carried out from the following analysis categories: the motivation to found and install the Primary School, the spatial dimension (the shape and location of the school building), the students and teachers profile, as well as the school daily routine. The heuristics counted on the documents from the Minas Gerais Public Archive and the local press. The data obtained were interpreted from the revealed analysis categories with the special consideration of the reflexive relations between the private the Primary School, the city of Uberaba and, in general, the wider school historical context. The results obtained made the construction of a significant historical memory possible supporting the central subject and confirming the raised hypothesis. This school had historically constructed itself as a traditional teaching institution in Uberaba, still in activity. Due to the longevity of its existence through different moments of the Brazilian education, it would be interesting that other researches could be accomplished, regarding the other national historical moments. There is still a lot to be historically reconstructed besides the highlighted ten first years shown in this work.

The present study is result of our research concerning the history of the school institution called Judiciary Assistance (Assistência Judiciária) of Federal University of Uberlândia (Universidade Federal de Uberlândia) - UFU, supported for the Law School "Prof. Jacy de Assis" since September 1st 1969. The Judiciary Assistance works like a nucleus of theoretical and practical formation for Law students. Although the existence of research and description-educational studies concerning the Law school, any reference to the history of the Judiciary Assistance exists but there are important and interesting facts during the period between 1977 and 1987 that they are worth a deeper study. After reviewing a vast array of documents that portray this period, our work involved cataloguing and interpreting these elements of the institutional memory. For in such a way we opt by Carlo Ginzburg´s paradigms method, that it considers a history study reconstruction, through of the joint interpretation of "myths", "emblems" and "signals" in different sources, but that they are complemented in the reconstruction of pertaining to a school memory. The data used for this work were founded in our own UFU Memory Center: General Archive and the Center of Historical Documentation and also in the Magazine of the Law School and the Uberlândia`s city Public Archive. However the institution keeps its activities still; the analyzed period finishes in 1987 because after this time it had a big transformation and it would be necessary to study other areas. The educational and social importance of its work is clear because besides supporting students in their practical knowledge, the Judiciary Assistance also helps the Uberlândia citizens with free legal services.

This dissertation has as object of study the formation and the knowing of teachers who work in Vila Isabel Rural Settlement, situated in the South region of Bahia State. The purposes of the research were: Identifying the teachers knowing and experiences; showing their singularities; and sketching the identities of those professionals by the knowledge they mobilize in classroom and their similarities and differences. In charge of achieving this investigation, a qualitative approach was used, with the aim for enabling a better analysis of the teachers professional formation, considering their social context, their life histories and their ways of comprehending and acting in the world. The thematic oral history was used as a metodology that makes possible the study of people s experience, searching for the grasp of facts that might reveal the identity of the teachers from the narrative of the participants. The information was collected by half-structuralized individual interviews and the application of a questionnaire, which were realized with a group of six teachers, registered in audio and whole written. Through what was reported by the educators, we were disclosed the importance of the knowing that comes from the experience for the educational practice, and even the influence of the social context on the teacher s action. However, the collaborators point out that the theoretical fundamentals are indispensable and they are present in their educational activities. It also became evident that the teacher s formation happens through discontinuities and for a not determined period, where the several pedagogical trends and models of performance get mixed, since the technicist one up to the teacher as a critic intellectual. The Movement of Fight for the Land and its ideals are constituted as educational agents, becoming basic elements in the formation of the individuals students and teachers who perform in that social context. With this investigation, we try to open a way of possibilities, reviving a dream, giving a voice to historical individuals and their real experiences that were marked by victories, failures and resistance.

This study analyzes the current situation of Music teaching in the Kindergarten Education as well as in the first years of Elementary School, in the city of Uberlandia - MG It focus on the teaching methods of artistic language, its uses and functions in a school context, in order to verify the changes occurred in the music teaching methods after 10 years of the creation of the Lei de Diretrizes e Bases da Educação Nacional - Law nº9394/96. Interviews with the superviser of the Superintendencia Regional de Ensino and also with the coordinator of Arts from the Secretaria de Educaçao of Uberlandia City.Some official documents are taken as reference for this study, such as RCN and PCN, elaborated by the Ministry of Education and the Guides concerning the teaching of arts: music, elaborated by the State and County Department of Education. The analisis of datas indicates that the situation of Music teaching hasn t been enhanced as it should be according to official orientations. Music has been developed as pedagogical resources on studies of different subjetcts. It has been taught in schools by non-specialized teachers and it is also noticed that Music is not part of the school program. It is concluded that despite all the difficulties found on Music teaching process whether developed upon official orientation can be successfully included in the school context, specifically in the area of Uberlandia city.

The aim of this work is to analyze the development of the instruction in the Province of Minas Gerais between 1580 and 1889. We intend to understand the objectives and intentions that orientated the school organization in the mining province, which were the financial resources used for the maintenance of the schools, as well what kind of individual was supposed to be formed through education. The initial period of our study was delimited taken into consideration the consolidation of the political-administrative unit capable to overcome the rebellions occurred at the end of the mid 19th century. We established as a final historical mark of our work the fall of the Monarchic regime in 1889. As a main research source we used the educational legislation and the Province President s Reports produced during the period mentioned above. It is from this data that we arrived at the conceptions of education, progress and civilization in the mining society. During the Imperial period in Minas Gerais, learning processes of reading and writing were linked to the moral instruction. Major elite will consider this as a creation mean of new social practices. The speeches demonstrate that instruction was considered a fundamental way to civilize and to impose moral conceptions on the population. However, during the period here investigated, we observed a lack of continuity of the proposals that intended to reform and to restructure the mining education in the late 19th century.

This work aims to reconstruct through history and memory the origin and consolidation of Liceu de Uberlândia school between 1928 and 1942. It puts into evidence some analytical perspectives related to schools in the light of the current historical analysis which focuses more on particular (local) facts rather than general ones. Presented by the Annales review, published in 1929, this historical approach became prominent through the socalled French revolution of historiography and deals not only with great events, but also with the micro-history. In this regard, this research s subject-matter contributes very much to the knowledge on the local education and culture. Besides contextualizing national, regional and local political facts, this research treats of the João Pinheiro, Francisco Campos e Capanema educational reforms and their influences on Liceu. Methodological procedures included analysis of primary sources such as a report, documents, newspaper articles and images, as well as applying of oral history techniques to the accounts of Liceu s former students who later taught there and their family members. Data revealed that Liceu de Uberlândia was given this name lycée just for it to obtain more credibility in the local society. Seen according to the French conception of lycée, Liceu is little similar to other lycées opened in Brazil; among others, differences included both the extinction of the secondary level and the maintenance of teaching levels that did not comply with the elite. Unlike, a lycée was supposed to offer propaedeutic secondary teaching aimed to educate the ruling classes of a country. Although Liceu was consolidated in 1937 (report of 1942), when it was already operating in its own building and had already educated the first group of students, it went through some financial crisis. And yet, according to our sources, it managed to keep its prestige and credibility in the local society.