RCAAP Repository

This work intends to reconstruct the historical trajectory of the Municipal Center of Studies and Educational Projects - CEMEPE, in the period 1991 to 2000. It is an official space instituted in the year of 1991 to promote the qualification in the professionals' of the Municipal Public Net of Teaching of Uberlândia service (Minas Gerais) - RME/UDI. For so much, the used methodology of qualitative research based on the literature revision was used the documental analysis, the study and analysis of the representations of a total of 13 educators that participated as managers, technician-administrative servers, coordinators of projects of teacher s professional qualification in service or visitors to the long of that period, looking for to apprehend and to analyze, among other aspects, the impact and reflex of the actions of CEMEPE among the own educators in its schools. Among the found conclusions, he stands out the identification of the influence of the meaning attributed to the human formation along the history of the western world, as beginning of the educational politics instituted for the teacher s formation in Brazil during the century XX. Meaning this, largely interlaced ideologicalment to the interests coming of the material activity and of the human, guided interrelations and influenced by the logic of development of the educational institutions in agreement with the values and needs of the capitalist society. In that context, the foundation and the actions of CEMEPE in the period 1991-2000, besides reflecting the impact of the speeches and of the politics coming of the "macro-system", associated to the teacher s formation they contemplated, also, the impact of the social division of the work instituted in groups with political-pedagogic interests and collective representations differentiated inside RME/UDI. When examining the educator s representations it is observed that these converged, among other aspects for: a) the general recognition of the importance of CEMEPE, in spite of they be identified visions differentiated regarding its role, of the implemented administration politics, as well as of the impact of its actions in the schools during the researched period; b) the perception on the part of the educating visitors of CEMEPE, that this institutional space its image in wearing shoes RME/UDI in nested and centralizing administration models that they stayed, in some way, distanced of the schools, once its actions didn't leave, in general terms, of reflections methodicals in the acomplishment of work plans elaborated with those same educators, as alternative to contribute with the school transformation of its daily one. That, added to the fact that the actions of CEMEPE, along the researched period became, for times, repetitive and lineal, being configured like this, as punctual, broken into fragments activities and of theoretical deepenment, not very linked to the complexity of the school reality.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The current scenario portrays a time of great contradictions, in which the scientific and technological progress is ordained by holders of the capital. The neoliberal ideology tends to be associated with the processes of globalization of capital and market, which aims to liberate the capital to its destructive nature. In the field of Education for Graduate Training Technology, the hegemony of the market just thought the project teaching, based in the ideology of teaching skills and employability. In order to examine the policies of the Professional Education and Technology of Graduate and outline the impacts and consequences that neoliberalism exercises on these policies, is used as a literature search methodology and analysis documentary, in the period 1995 to 2007, with the categories: work, education, professional education and technology. At first, we examine the work establishing the difference between the understanding of it as a specific category of social being - size ontology - of the ways that he took under the command of capitalism. Then seek contextualize the meaning of education and professional education. In a second moment, describes the journey of history courses Superior Courses of Technology and the laws that supported its creation. Later, it made specific Laws to the analysis underlying the formulation and training for these courses. We signaling that the Vocational Education Technology of Graduate has two dimensions: an education formatted templates to the capital, but also of possibility and alternative, in its broad sense.

The subject of this research is about the history of the School Santa Tereza, an educational institution in Santa Tereza Farm, located in the city of Uberlandia (District of the City), between the years 1934 and 1953, when the majority of the population was living in rural area. The central problematic question that I tried to respond from this issue concerns the role played for this school in provide schooling for their students. The general purpose of the research was to (re)construct the history of this educational institution and grasp some aspects of school culture that permeated the school of the municipality of Uberlandia in that period. Specific purposes were: the context of rural education in Uberlandia, as well as in Minas Gerais and in the country; scrutinize the relationship between this education and the local, state and national society; understand the interactions between school culture in that institution under space focus and the elements that make up the culture through the universe where it installs a rural school; and finally, ask about the representation of backwardness of the rural universe constructed and appropriated for urban society. To meet these goals, the following sources were consulted: bibliography literature; newspapers and magazines; minutes and reports of inspection; registration books; daily class schedules and a notebook of a student of that school. The oral interviews with former students, former teachers and other people involved in the process in general were also employed as a source. The results of investigation indicate that rural schools of Uberlandia city in the period under study have a considerable quantitative growth. This fact was related to political interests, and to fight delay and lack of civility as terms recommended to rural areas. The traditional foundations of education taught in these schools improved the situation of the municipal school concerning illiterate rate compared with the reality of Minas Gerais and Brazil. Thus, the rural space is formed as a place of school, but characterized by little investment of the municipal government concerning the material and human resources. In this context the Municipal Rural School Santa Tereza fulfilled the role of literacy only, without, however neglecting the principles of moral and patriotic values. But its educational practices were distant from the inter-relationship school/life recommended by State legislation, since the school activities tended to idealize the urban area of the city of Uberlandia showing their physical and aesthetic development, to the detriment of peasant reality, practice come of positive representations of the first rather than last. This antagonism between rural/urban, in which the first would be linked to the perception of tradition, customs and human nature, while the second, the development and progress are representations of the European vision of reality stressed from changes with the modernity, which is spread through a large part of the American continent, particularly in Brazil. The consequences of this dichotomy for the rural school and in particular for the Rural School Santa Tereza increase the speech of comparison between rural schools and urban schools.

The game activities can play a relevant role in the teaching-learning process and in the child's development in the infantile education in their multiples aspects: cognitive, affectionate, social, motor, ethical, aesthetic, among other, and they express the way that a child contemplates, orders, builds and rebuilds the world with his or her way. The development of game activities in the infantile education can restructure the space and time in scholar and, mainly, the established relationships between the children and the knowledge, the children among themselves and their teachers. It becomes important, therefore, that we better know the limits and the possibilities of the game activities in the infantile education and what is in "game" in our children's life daily scholar and teachers. How do they play, for which games they are interested, which are the themes of their games, which objects do they use, how do they use them and why do they make it? In that sense, in this research, we question: how is constituted the daily of the game activity at a classroom of infantile education of the town of Itapetinga-BA? How is the interaction relationship between children and teachers in the educational activities, mainly in those that use game resources? How the intersubjective relationships mediated by the game contribute for the constitution of those subjects in the school? To understand the process of daily organization of the game in a school of infantile education and the relationship of that process with the way of behavior of students and teachers is to implicate in bringing to the reflection behaviors marked by meanings and inseparable senses of the histories of the involved subjects. This research, developed to look for answers to the previous subjects, was built starting from theoretical and scientific beginnings of the qualitative investigation and orientation of ethnography, with the use of interviews with teachers, pedagogic team of an infantile school in the town of Itapetinga-BA; observations in classroom, of pedagogic meetings, documental analysis (pedagogic proposal of the Infantile Education, teaching plannings, notebooks of the children's activities and notebooks of annotations with registration of the evaluations of the child's development, among others). The data of this study showed that the daily of the game activity of the school is configured as a space-time of learnings, even with the limitations of physical space of the Escola Brincando e Aprendendo; a planning for the children's recreation inexists; the daily scholar is structured as a formative space, and the game become as an important tool in the social relationships established among the subjects being configured as potential space of learnings and constitution of the social subject; it urges to invest in the teachers' continuous (and game s) formation and the warranty of better work conditions. We looked for, therefore, in that way, to create itineraries to make possible the (re)construction and/or enlargement of knowledge and reflections concerning the game, as well as the understan

This research it s in the discussion field of the literacy processes and training of teachers, clarifying issues relating to knowledge and practice of teachers in the city of Ituiutaba - MG, Brazil, during the period from 1931 to 1961. This is a qualitative research, which use the methodological approach in the form of the Oral History Focus. Thus, through interviews with three teachers, who acted in the starting series in public schools, located in urban and rural areas of the city territories, trying to unveil and to understand their stories as teachers inserted in a historical context and the history of their teacher training. Through the narratives, this study could have access to the voices of those subjects who experienced the problem of literacy in a period marked by many social, economic and cultural transformations. The oral narratives were recorded, transcribed and put in the text form, with the goal of producing a reflection about the knowledge and practices deployed by those teachers during the processe of alphabetization literacy. The study showed that the recovery of knowledge and practices developed by the teachers and the analysis of this ideas and knowledge underlying them, emphasize the important role played by them in the process of alphabetization and reinforce the need to consider alphabetization as a dynamic process that involves the mobilization, construction and reconstruction of various knowledge through the long life training of teachers. In their narratives, the teachers demonstrated the commitment to knowledge and practices of alphabetization in the school culture prevailed at their time. I conclude that, during the occupation, the experiences lived by teachers, the process of teachers training, the contact with texts, or with their peers, have essencial knowledge to the process of alphabetization. Although, they all had in common the same purpose and use, at times, the same methodology of alphabetization, each one formed their own strategies, giving identity to their teaching work.

This study has as objective generality to analyze the effective system of succession of controllers of the UFU, with the concerns to understand and to evaluate its importance for the process of democratization of the university management from the historical analysis, of the current politics for the public superior education and of its internal reorganization, emphasizing the questions of autonomy, decentralization and participation in the period of 2000 the 2005. The study proposal was developed by means of analysis of the category-key while pillars of the process of democratization of the educational management in which if it inserts the Federal University of Uberlândia. One is about the analysis of the management in a situated federal university in the Southeastern region, the State of Minas Gerais. In the development of the several nuances and dimensions that the educational management presents and that the democratic management is demanded, the element that if places in the studies on the thematic one is to look for to understand for where it walks the dimension and the means of the democratization of the management in the superior education. The way covered for the development of the work was the accomplishment of a field research, opting itself to the qualiquantitative methodological boarding, that allows to more than appeal the one technique of collection of data. In the quantitative research, of objective analysis, an inter locution with the qualitative research occurs, of subjective analysis, so that if it can better translate the intention and the approach of the study. Ahead of the facts, it was considered that it had an advance in the process of participation in the elections in the scope of the university, but that act to only vote does not mean that has democratic management. A democratic management also passes for the management of the processes and the results with the user, external intern and, as well as the relation of the UFU in the community that represents and that it represents it. Therefore, ahead of the answers of the involved citizens in the research, one becomes necessary to have conscience of that it needs to go beyond the management model, that is, the model starts to be accessory, what it is considered is the capacity to know to lead the university are practised through the practical managements and not substituted by action and goals that move from time to time.

The constitution and mobilization process of teachers experiences with regard to inclusion in mentally deficient students classroom is analyzed. Research also investigates whether working experience with the above-mentioned children made any change in continuous training and in the constitution of the teacher s knowledge. Research, based on authors that discuss the epistemology of teachers practice and knowledge, was undertaken in a municipal government primary school in the urban area of the municipality of Itapetinga BA Brazil, in which the mentally deficient children were enrolled. Methodological options involved a qualitative approach and an ethnographical orientation due to the peculiarities of the investigation and its theoretical bases. Half-structured interviews with the teacher and the headmistress and observations in the classroom reported in a diary were used. Data revealed that the teacher appropriates herself with different types of knowledge when dealing with learning and teaching situations since daily school activities make possible the production and the mobilization of knowledge experiences. The teacher s practical knowledge acquires objectivity when subjective certainties are confronted with knowledge produced by the collective experience. Research showed that the teacher had her limitations when directing her pedagogical activities to mentally deficient children. Gaps hailing from initial training and from the school s organization and structure contributed towards difficulties experienced in her pedagogical proposals to attend to the mentally deficient students learning needs. The constitution and the mobilization process of teaching knowledge vis-à-vis mental deficiency involves aspects in professional training that do not merely depend on the articulation of experience knowledge with other types of knowledge, but also on the conditions of the school context. Consequently the continuation of the teacher s training is undertaken through team work.

Mestre em Educação

This study had as its objective the analysis of fourteen degree course curriculum proposals from the Federal University of Uberlândia, seeking to know the configuration moviment of each course through the years and its relations with educational politics, inserted in the socio economical and political Brazilian context. The intention was to analyse the general and specific objectives of each of the proposals, relate the teacher s profile found in the main demands and necessities imposed by the in relation to the teacher s formation in Brazil and understand the condition for implementation of the proposals by analysing the curriculum of the courses studied. we adapted as a methodological category the study of the object inserted in a dynamic relationship with the context in which it is part. In this perspective, we intended to explain how the connections are stablished between historical determinants and the creation of degree courses at UFU and at other brazilian universities. For this purpose we examined the main documents refering to the criation and development of each course analysed, we interviewed courses coordenators to add informations to the study. The results shwed that the curriculum plans of the courses did not have the proposals and what was proposed more recently for degree in the country. what prevails is a certain valorization of specific knowledge to the detriment of pedagogical knowledge. The curriculum struture established for these courses presents a model that s criticizes and does not respond to the basic necessities of the social reality in respect to the teacher s formation. However new perspectives are apearing as an affort to overcome the problems that were shown in some of the proposals analysed.

This thesis presents the research results developed in post-graduation Program Master's in Education of UFU about the historical thought formation and the youth identity. Our problem was to understand: who are they? And how do the young students of 8th grade think? What are the meanings, relationships and influences of knowledge and ideas, about the civic dates, in the historical thought formation and the young students' identity? Our general goal is to analyze the process formation of the historical thought about civic dates and the young students' civic identity construction in classes of 8th grade of basic education in Uberlândia city, Minas Gerais / Brazil, in 2006 . In the first chapter, we aim to characterize the young students' profiles of 8 th grade from public and private schools and to identify and analyze the young people's conceptions, subjects of this research, about their youth condition and regarding the history teaching. In the second chapter, we searched to identify and analyze the importance of civic dates for the young people researched. And in the third chapter, we discuss how the young people's historical thought about civic dates relates to the youth identity formation, mainly, in regard to citizenship and political dimension. We evidenced, in this research, the quantitative and qualitative approach, and it was applied 134 questionnaires, in 05 public and private schools in Uberlândia city. We also developed five focal groups, with the participation of 28 young people from a universe of 134 ones who answered to the questionnaires. Data collected were analyzed from the dialogue with studies, concepts and approaches on youth issues, such as: Sposito (1997), Corti and Souza (2004), Dayrell (2003) and Parents (2007), and also with literature about the young people's historical thought, Barca (2000/2004) Monsanto (2004), Chaves (2006), Shimidt (2007) and Melo (2007). We noticed that the youth identity sets up by multiple components that bind to the age group, to the economical condition, to the projections to the future and so forth. We concluded that the significance of an event date / mark, in the case of those bound to civic dates, are changed as the socio-political context, conceptions of history bound in school, ethnicity, the socio-cultural environment and the proper dynamics of focal group discussion. Different components are intersected and converged to the constitution of the young people's historical thought, from the European history influence taught in schools to the media influence. About the political and citizen dimension, we realized, at the same time, that young people are aware of the politics relevance in their lives, most of young people researched don't see themselves as being important subjects to interfere in the processes of political participation, because they are under age and can't vote. We hope, with our research, contribute to the research field that evidences young people as research subjects and, in special, their knowledge, the senses / meanings they attach to the youth identity and the historical knowledge. We still have the claim that by sharing with our readers the experience of hearing what young people think about their own condition and about some historical knowledge bound to citizenship and politics, we can be more understanding and less general about the clichés and / or labels that , often, we attach to the youth.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Mestre em Educação

The purpose of the present investigation is to recognize the basis of the qualification and that forms permeates the performance of Nursery Technician at the present time, in the district of Uberlândia. In that perspective, we opted for accomplishing a qualitative research, tends as referencial analysis of several interviews, being used as technique of collection of data a semi-structured interview route. They were defined, four basic categories of analysis: educationwork, curriculum, professional identity and expectations. Starting from the detailed study of those categories, it was possible to contemplate the relationship education-work in the medium nursery teaching, the aspects linked to the regulation and the exercise of the nurserey work in Brazil; the importance of the curriculum in the organization of experiences of the knowledge; the meaning of work and the influences in construction of professional identity. It is looked for analyze, ultimately, the main functions carried out by the nursery technician, the way like they see professionalization process, through teaching institution, and the influences of the work atmosphere about its performance and what is realy to the a tecnhic. Based on the discussion of information obtained from technicians of nursery school working, refering the identification, to the professional exercise and its expectations with relationship its profession, some conclusions are reached concerning the profile of that worker in the district of Uberlândia.

This research was developed based on Political and Management of Education Research Line of Post- Graduation Program in Education of Universidade Federal de Uberlândia UFU. It participates on brazilian historical-political debate between 1995 and 2005, starting with discussion of precariousness profesor work in higher education based on productive restructure in labor´s world. It uses bibliographic and documental research to work and education conception based on construction of historical-dialectic materialism. It verifies also how the bases of labor relations are setup in higher education, representation about profesor function and perception of professionals about work condition. Besides that, it considers the change in labor relations and the roles practiced in educational context which are characterized to subordination at market according to adding educational redirections and political. The conditions of profesor work have been taken a turn for the worse because of that professional accept the precarious situation where the educational system is found. This observation depend on these perspectives: disarticulation of work category; absence of syndicate support; reduction of work positions; shareness of educational functions; To think and to make dicotomy; reduction of purchase power and excess of labor-power in market. It is important to say that in present context, mainly in Latin America country, have been occurred meaningful changes to profesors. These are changes not only in scholar level, but in all educational system, backwashing in scholar labor. For this reason, these changes in labor relations show a formation of flexible, competitive and adaptable individual to many changes of organization context of education system.

The present paper analyzes conceptions, teaching and practices related to Health as they are developed in two elementary schools, aiming to understand the relation between Health and Education in this context. As a case study, the paper made use of the indexes obtained through a questionnaire, interviews, observation and document analysis as its methodological resources. Keeping the premisse in mind in which it s stated that Health is a transversal theme in education, thus encompassing all content included in the school curriculum, focusing on interdisciplinarity, this study aims to analyze Health Education in schools, described in the model proposed here. From the analysis made, it became clear that in the academic community, it s still common for people to understand Health as Biology, and focused in behavioral changes of each individual, with great interest in caring for the body and mind. The analisys showed, also, that the themes related to Health are still part of the Sciences curriculum or are developed through punctual actions, called projects. The majority of these projects are elaborated by institutions or organizations related to the school thus developed without the effective participation of the school community. In relation to the Health practices and school environment, we were able to verify many inappropriate attitudes and environmental questions which can make it difficult to obtain an efficient and effective Health Education at school. Therefore, with the present study, we believe that it s necessary to integrate the Health and Education segments, thus allowing a new proposal for school health to be presented. In order to do so, qualification of professionals from the educational sector must be revised, so as to include themes related to health problems and students day to day life. The need for a continuous educational policy for all professionals involved in issues of health in the school was another aspect of the subject made evident in the research.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Mestre em Educação

Mestre em Educação