RCAAP Repository

This study is a research that has as object the relations beetwen textbooks and History teachers. The researched selected collection was: História: das Cavernas ao Terceiro Milênio, published by Editora Moderna, destined to the forthy last year of elementaty school. The general objective oh that research was to analyze the relationships between teachers and history textbooks in the final years (6th to 9th years) of elementary school, showing the ways and uses that are made of the textbooks by investigated teachers when teaching. The specific objectives were well defined: reviewing of the Brazilian history textbook, examining the history collection: História: das Cavernas ao Terceiro Milênio, adopted by MEC PNLD 2008, toward the final years of elementary school, focusing on the theoretical and methodological assumptions, the structure of the collection, the iconography and criteria usability, thinking about how teachers read, understand and use the textbook in the teaching and learning developed in the daily school and work for the production of a critical diagnosis of the historical knowledge conveyed by textbooks for history and methods of their use in the educational reality of the contemporary Brazilian society. The methodology combined document analysis, questionnaires and oral interviews with seven history teachers that uses the collectoin books in the years 2008 and 2009. The research enabled us to record and understand the view that teachers have these books, identifying strengths and weaknesses and explaining the meanings of these concepts that emerge. We conclude that greater knowledge about the concepts of users, in this case teachers, about the textbook that allows us to progress improvements that can provide important resource for education, allows us to identify indicators that demonstrate ways to read and use the books in the classroom, and highlights the need for changes that may be incorporated into the practice of teaching history.

This work focuses on the secondary student movement in Patos de Minas/MG, specifically on the Patos de Minas Students Union (UEP), from 1958, year of its inauguration, until 1971, when the institution went through an internal crisis. In the beginning of this research, we realized that there were not available works focusing on student actions in the urban centers in Brazil within that time. That was a rich period of the national history, in which contradictions became visible in utopias and projects of an incongruent world. At the same time, the developing movement of students lived along with the low indexes of school education. To historically describe the student movement of Patos de Minas, we used primary sources, such as: the Statute of the institution, its inauguration protocol, journals of school unions, the draft texts of radio program, called A Hora do Estudante . We made interviews with the activists of the time, picking out the ex-leaders and administrators of the institution. The political stand of the UEP against communism and its actions in the military movement as well as the Church participation empowered us to think that the student movement of Patos de Minas was progressive-conservative. Contradictory, if we compare it with other great urban centers, but coherent within the reality which allowed it to be, that is, with the private world of Minas Gerais, which was Patos de Minas at that time.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

The objective of this research was to understand how primary teachers, who worked at Grupo Escolar Júlio Bueno Bandão in the city of Uberlândia, Minas Gerais, during the historic period of 1930 - 1950 appropriated the republican ideals of educating the brazilian people within the principles of civilizing, of moralize and sanitize, to win modernity, civility and progress. This research was setted in the field of oral thematic history as a methodological nature of historiography, applied to study the lives of persons, groups or communities. In this sense, from specific themes and pre-establiched evidence of through a event the narratives those who witnessed or lived. The analysis of narratives four teachers, the documents found in the Grupo Escolar Júlio Bueno Brandão and the Arquivo Público Municipal and bibliographic references were important sources in order to the understand how the teachers took in the meaning of education, school, teacher and issues related to civism, morals, discipline, hygiene and health proclaimed at the time. After research, understood that the teachers throughout their lives, were formed as teachers republican, from their experiences of personal, family and professional. They took for themselves the principles and values espoused by the republican ideals, which have produced a way of being, thinking, feeling and acting themselves. So appropriated and put into practice the republican ideals of civilizing, moralize and sanitize. The results revealed the necessity of a formation that enlarges the capacity of thinking, of arguing were inserted of the educational, social, political and economical processes.

This master s degree s dissertation results from a research whose sources were newspapers published in the city of Patos de Minas, state of Minas Gerais, between 1889 and 1930. It aimed to examine the intensity of local discourses in favor of school education. According to the guidelines of the history and education historiography research line, the dealing with sources aimed to identify the social representations ascribed to education and how newspaper worked as a vehicle for the pedagogical discourses. The research development allowed to evaluate ideas spread by the press and to verify if the latter kept a link with the liberal ideas of order and progress related to the newly-created Brazilian republic. Results base the following understanding of the social changes taking place in Patos de Minas at the time: though disconnectedly newspaper articles reflected internally a conception of education promoted by the republican system; rather than defend education for all the people journalists approved the new government regime and spread the local notion of national order. In this regard, this work permit to assert that that the local press did not promoted education as way of reaching progress; rather, it adhered to the newly-established regime and acted as a transmitter of its ideology.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The choice of this invetigation object, the Lyceu de Goyaz, was possible by French Rebolution of Historiograph. Tpublished in 1929, by Lucien Febvre and Marc Bloch entitled:Annales d’histoire économique et sociale, was founded to promote a new history and encouraged the historiographer to the XX century in your three stage, 1929-1945, 1946-1968, 1968 to front. Add the division, this movement characterized how a usual point, interation between the history and the social science. The object of this study, how instituition, introduce characteristics accept with us, how exact to your classification. Possess one planning how a pratice system, organize by your agents in divers periods. In special presentation demand one education model to the young, boys class. The study period was debilitaded, considerade in 1906 begins the reformulate of the instituition regulation to equiparat to Ginásio Nacional was effect, exigence of Epitácio Pessoa Reform of 1901. The nacional legislation agreement was made by all First Republic period and still to seven following years to 1930 Revolution. The wealthiness fount was a considerable thing to choice the topic and established in periods. The oral founts by the instituitions refering to students groups of 1937 with are alive, even obtain impotants things in procedings interview, not to exalt oral fount to one prominence place in this investigation. The first documental fount was considerated how the principal and guide to take the conclusion, first to the big quality and than the real representation value to collection informations. Exist one diversity of documents about Lyceu de Goyaz they’re meeting in four departments. The Lyceu funcion is the social handspike. Who possess money, after Lyceu win the society respect. The elite people not happen just in economic elite and occupy the public job, politic connected to cultural education in Goiás.

This study had the objective of the historic the geneses of the Institute Teresa Valsé Pantellini in Uberlândia, with the purpose to construct an interpretative reading of its educational value, between the years 1959, the date of installation of the institute in the city, and the beginning of 1971, the moment when the school started to also admit in the school registration of pupils from masculine sex. According to this research and analyses the construction of its physical space, and architecture, the school life(pupils and components of the school community) and the contribution of the society for the accomplish of the salesiana , in the building where the Institution is located currently at Mato Grosso Avenue, 1625, in the Brazil District. This thesis is considered excellent in the academic society for serving as a contribution to the process of construction and survey of sources catalogued regarding the educational structures that had been part of the formation of the school roots of Uberlândia city, with this being able to trace a context of how the reality of the region had been thought and lived. Thus, the documentary sources of the school, verbal history had been privileged (interviews with former head teachers, former teachers , priests and egresses) the information supplied for the IBGE regarding the population growth between the years of 1900 an 1970, as well as regarding the average of the literacy between 1950 and 1970, consulting also the local press of the time. The Institute Teresa Valsé of the Salesiana´s Sister Congregation initiated in 1959, had the support of influential people of the society, who wished the development partner-educational through the methodology of education based on familiar and religious values, according to their predecessor Dom Bosco. The institution was developed with the aid of different members of the local community, who participated in almost all the difficulties of the Sisters. This also contributed for the development of the district, facts that demonstrate that, even making use of an education device marked by behaviors discipline at the time given for the Sisters, who obtained flexible methods and to adjust them in its institutional environment, obtaining the desires of the society and forming a significant school for the city.

The present work aims to analyze the public politics for the Childhood Education after Policies and Bases Law of the National Education-LDB (1996), period strongly influenced by the neoliberal ideas, looking for to apprehend the operational guidelines of viabilization of such politics by the Uberlândia-MG experiences. For that, the methodological way of this research was guided through a qualitative research plan, in which the data appreciation happened through documents analyses, semi-structured interviews and participant observation. In the last decades of the century XX, the Childhood Education assumed new contours in brazilian reality, specifically for its assumption as small children educational right in the Federal Constitution (1988). The LDB (1996) recognizes the Childhood Education as modality of component teaching on the Basic Education. However it is had as premise that this legal apparatus has not been implicating in structural changes in the zero to six years children attendance. The Children Education reconfigurations, presents in new LDB (1996), felts in a period of wide State reform under the neoliberal politics marks. Thus, we had as presupposition that the negligence with this attendance is due to the State papers reformulation, because in spite of there being significant changes around the concerning subjects to the public politics for the Children Education, there is an abandonee of this teaching in politics results. The changes operated in that teaching modality have been inductors of important alterations in the education that aims to the first childhood and this process have been provoking substantial reconfigurations in the current structures of the municipal education systems, therefore such laws determined that this teaching modality is municipal power responsibility. Since the new legal position for Childhood Education, day care centers and preschools (zero to three years and four to six years children, respectively), the municipal power has changed the social development bureaus for the education bureaus. Those measures means the equity search among the attendance types, because the historical antecedents reveal that the service was marked by the assistencial politics and by the compensatory education, through populist and authoritarian governments' performance that didn't understand the children as citizens. In Uberlândia, the Secretaria Municipal de Educação-SME(Municipal Bureau of Education) discourse and the practice leaves clear that the priority is the Fundamental Teaching, as determines the new LDB (1996) and the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do Magistério-Fundef (Maintenance and Development of the Fundamental Teaching and Teaching Valorization Fund), but it is possible to perceive politic efforts in relation to the transference of the childhood development units for SME. However, the Transition Commission prioritized the legal plan in detriment of the pedagogic, budgetary and attendance expansion questions. Thus, all the opinions about this question concords that the great contribution of the process was the teachers and educators works, in spite of the physical space, budgetary and vacancies amplification problems. Although, there is a legislation that guarantees the childhood rights for educational attendance, but the State has proceeded in opposite direction, because the educational public politics destined to the zero to six years children constitute it starting from the neoliberal rhetoric, what impedes to real Laws materialization and fails the education of thousands children.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The aim of this search is to investigate the occurrence of reflexivity phenomenon as it was developed by Donald Shön (1992), among Management graduated college professors. The goal was to unveil, in spite of the rational basis which characterizes this kind of professional, their own-reflexive capacity, in order to understand the formation possibilities to the reflexive practice exercise in professors environment. The search uses a qualitative approach, in which is clear the option for an epistomological reference associated to post modernity and to the reflexive teacher concept. Half-guided interviews were done to six both sexes professors in Management Course in Federal University of Uberlandia, Minas Gerais. These professors have wide experience in docent academic environment. Data analysis shows that there are limitations to a reflexive practice among the Management professors, mainly when one observes the theoretical management approaches and the weak preparation in the pedagogical knowledge, but it is also possible to find and to characterize a half-consolidated reflexivity, as a fruit from personal experiences and routes; The conclusion is that it is possible to insert the reflexive teacher perspective in continued formation programs in this area as well it is configured as an opportunity for personal development of the professors in this area.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This thesis is related to the research direction Knowledge and Educational Practices which is part of the Master s Degree Program at Faculdade de Educação da Universidade Federal de Uberlândia (FACED/UFU), located in the state of Minas Gerais, Brazil. This study was aimed at investigating and analyzing the exclusion/inclusion processes within the classroom stemming from the treatment given to students regarded as different. The purpose of this research is to examine how the problems concerning differences are dealt with in the classroom, as well as their outcomes, by investigating the teachers attitude in various circumstances in which it is possible to analyze differences and prejudice. Inferiorized differences that take place through hierarchization processes and through the use of violence under the indiscipline bias were defined as line of analysis. For this purpose, an eighth grade class in a municipal school was observed and examined. In order to assay these differences, the following binarisms were taken into account: homossexuality/heterossexuality; syndromes/absence of syndromes; beauty/ugliness; discipline/indiscipline; and black skin/white skin. A qualitative research method was adopted and data were collected through direct observation, documentary analysis, and semi-structured interviews with the teachers, the principal, the pedagogue and the school psychologist. From the overall information gathered from the interviews, the direct observation and the documents, the study showed that designing a curriculum which caters for differences demands new attitudes, new knowledge, new objectives, new contents, new strategies and new assessment methods from the teacher; more importantly, it demands new views so as to allow for the understanding of differences. However, what can be actually noticed nowadays is that teachers are unprepared to reflect upon a subject matter as complex as the one concerned.

This research has investigated biology teachers comprehension regarding the possibilities and/or difficulties there are to face in the development of the sexual education. Based on the ideas of Parrot (1997, 1999 and 2000), Weeks (1999), Altman (2001, 2005 and 2007), Furlani (2008) and Cross (2008), amongst others, it s assumed that the exclusively anatomical-physiological boarding does not serve the needs or answer the questions of young adolescents and does not face the challenges presented for the sexual education of our time. On the other hand, inhaled in Freire (2006) it is defended the dialogued and critical boarding, that installs an open, free, aesthetic and ethic conversation between teachers and students in matters subject to sexuality. To achieve the point of view of biology teachers regarding the conditions that promote a critical boarding of sexual education focal groups techniques were used. Six biology secondary school teachers of Uberaba/MG, that had taught sexual education in its lessons took part of the focal group. The raised data showed that teachers attempt to develop the subject of sexual education upon the dialogue with the adolescent students, however, this practices shows out to be a great challenge, they try to overcome using their professional experience and the National Curricular Parameters, mainly. The biggest objections or difficulties teachers find when working sexual education are the restricted initial formation, limited to the domain of a specific area, the omission of families and the unpreparedness and disinformation of students.

This research is related to school evaluation in Art. The objectives are to better understand knowledge about the evaluation process of teachers of Art working in the Elementary Level, and identify concepts and evaluation practices in the everyday lives of teachers of Art that are taking post-graduation courses and work both in City and State schools in Uberlândia-MG. Due to a number of historical and conceptual issues, evaluation in the teaching of Art is a polemic subject that generates many discussions mainly in what regards grade giving in that subject. The qualitative research had the following questions: How is it to evaluate in Art? What is it to evaluate? Why do we have/don t have to grade? What is it to be evaluated, the process or the product? Aren t those who say teaching Art will only be recognized when understood as the other subjects, right? In order to answer to those questions and widen our understanding about the subject we studied the works of PERRENOUD (1999), HERNANDEZ (2000), HARGREAVES; EARL; RYAN, (2001), HADJI (2001), PARO (2001), ESTEBAN (2003), FREITAS (1995 e 2007), VASCONCELLOS (2003), ALVES (2004), BARBOSA (2005), FERNANDES (2009) and ARSLAN; IAVELBERG (2009). Our presupposition had been that evaluation is inserted in the teaching-learning process in order to offer some help to the teacher on the ways educational practice needs to be constructed by the subjects of the educative action, where all of them will be able to know the hows and whys they are being evaluated, so that they can be self-evaluated during the whole process. Among the teachers that were subjects in the research forty-five answered to two questionnaires, six were interviewed and one had her practice observed in two different schools being one a State school and the other a City school. All of them demonstrated to understand the role of evaluation in the teaching of Visual Arts, and presented different ways to evaluate their students, such as: practice works, image reading, portfolios, reports, expositions, and tests. The research demonstrated that the teachers evaluation practices are formative. Regarding grading the teachers consider that this practice is a lie in the current teaching of Art in schools. This way, grading is differently thought. Some of them approve it while others disapprove it. Thus, this research contributes for the understanding of knowledge and evaluation practices that teachers of Visual Arts construct and use in the everyday life of the classroom.

From a theoretical fundamentally grounded in Marxist (and Marxian) theory, the following paper seeks to analyse and reveal the objectives of a project of professional education for poor teenagers, in the aspects of so-called corporate social responsibility . For this, and directly related to the project, was important to describe the characteristics and measures of developed capitalist philanthropy in contemporary Brazil, as well as, to contribute to this, the deep changes in the pattern of state intervention (political society) capitalist. The philanthropy project, research object of present paper, was an important tool of business hegemony.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior