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In this investigation we analyze a group work with Educational Robotics held daily in a public school elementary schools in Uberlândia, Minas Gerais, that for three semesters, studied involved teachers at the Federal University of Uberlandia, students of Mathematics and Computer Science Graduate Program in Education, teachers and students of the Municipal. The production of this investigation focused on systematic analysis of a set of data on activities of students at ninth year of elementary school, and this analysis consists of three elements: the organization of collective work, the interaction between the subjects of work, scenarios developed and designed with the digital education educational Robotics. The data were produced by means of observations of classes in the school computer lab and records in audio, video and writing of Field Notes; also we analyzed production of blogs, videos and robots using information and communication activities with educational robotics free and Lego robotics kits. We also take into account the student responses to a questionnaire prepared and their testimonies collected in interviews. This research showed that the collective work realized has overcome some obstacles to some problems concerning the physical and financial structure of the School and the University. Overcome this situation, after all, confirmed to us that every school needs the space and materials activities, which requires investment and financial costs to build, equip, and keep running educational institutions throughout the school years. Also allowed us to build roads to a digital education in the context of public education using educational Robotics. In terms of digital education was possible to present and teach students to make a conscious use of the Internet and encourage the development of blogs as a space for authorship and reflection. In the process of education was possible to establish methodologies for working with different media allowing an advance in the development of robotics activities. The integration of media helped in the interaction of students in activities and on building relationships primarily with the mathematical knowledge of construction and robotics projects conceived and worked at the school.

This dissertation is inserted in the Concentration of História Area and Historiography of the education. It presents the result of a research whose sources are public archives and the depositions bore by people - the Principal, teachers, former-studants and former- studant s parents. They had participated of a brief educational experience in the Uberlândia city, from 1967 to 1972. The research s objective was the reconstruction of the historical memory of this establishment of education for children. The execution about the field of activity was based on bibliographical revision, concerning the concept of infancy in the modernity. This stage made possible comprehend the birth of the childhood s conscience and, therefore, the appearing of the first institutions of education for children, that had resulted from the initiative of the modern and contemporarie pedagoues, initially in the kindergartens and later on nursery schools for laboring families. Another basic resource for the accomplishment of the considered objective was the thematic verbal history that beyond its proper richness, also served to spread light on school s documents, making possible the understanding on the reconstruction of the school s quotidian in all of its complexity. Another excellent research s source was AMAE Educando review. It had exerted large influence in the everyday of the Jardim de Infância [Kindergarten] Suzana de Paula Dias, being also adopted in the school planning, defining the pedagogical pratice in classroom. The gotten results elucidate the historical period when demand for preschool education acquires expression even to urge the public power for installation of kindergartens, restricted to the particular stablishments till then. Another significant data were the briefing of the pedagogical work as an innovation at that time. In short this research aims to contribute for the History of Education, in recovery the memory of education for children.

The central objective of this dissertation is to investigate the historical, philosophical conception of infancy that is present in the document A reconstrução educacional no Brasil: Ao povo e ao governo. Manifesto dos Pioneiros da Educação Nova (The reconstruction of education in Brazil: to the people and to the government. The Pioneer Manifest of New Education), with the intent of analyzing how much the thought of the New School of Dewey influenced the movement of pedagogical renewing in Brazil in the 1920s and 1930s. In order to do that, this paper is organized in two parts: in the first the theory of the philosopher john Dewey (1859-1952) is analyzed with the purpose of understanding how infancy, conceived by the American educator, is related to a greater social project that involves a renewing in the educational and social fields. In the second part, we analyze how the conceptions of infancy, education, democracy and freedom defended by Dewey contributed to the construction of the speech of the Pioneers of the New School for a new infancy that would be able to participate in the process of national reconstruction. It is possible, by the means of analysis, to perceive that the conception of infancy that is in the document defended by the Pioneers represents a consensus among them, in the way that the New Deweyan School, despite being extremely relevant, shares its position with other theories, specially, the positivism. When concluding this dissertation it was possible to notice that the ideas of the New School that were so noteworthy in the first half of the 20th century are still alive in the current Brazilian educational scenery. Although they are marginalized in the official documents, their presence in the pedagogical speeches that value individuality, freedom of expression, syllabus flexibilization proves that. Therefore, the Deweyan expression to learn how to learn is one of the main points to understand how updated they still are in the pedagogical proposals.

The study discusses the identidy of teachers in medical scholl at the Federal University of Triangulo Mineiro UFTM and its chances of professionalization based on the analysis of four elements present in the environment: university expansion, curriculum experiences, working conditions and experience of teaching medicine. The proprosed objectives were: analyse the role of teachers in the historical, political and social setting of creation of the medical scholl at UFTM, analyse the possible relationships betweeen medical curriculum and teacher identities, learn about the working conditions of teachers in the institucion and recognize possibilities for the professionalization of teaching from the experiencemedicine faculty. We had as reference for analysis the scientific production in the área, documents that portray the institucion s history , laws and guidelines related to higher education and medicine courses. Part of the data was obtained from the teachers of the course, through an identification questionnaire and reflective interviews. The analysis indicated that the identity of medicine teachers is little revealed in the process of expansion experienced by UFTM, being most obvious the expression of the doctor. The social recognition of medicine as a Field of knowledge is evidenced, and due to its prestigie in the institucion, also built by historical conditions, political and economic factors that favor its domain. With regard to experiences in medical schol curriculum, it was realized that the concept of curruculum experienced in the course has a flexnerian inherintance model, focused on specialization and fragmentation of knowledge and in the hospital as the main scenario for training. Working conditions of medicine teachers are considerad inadequate for a quality teacher performance, especially caused by several everyday difficulties in the institucion. The experience of the faculty of medicine indicated that, although there is no consensus about the various roles attributed to them, either by themselves or by others, undermining their Professional identity, teachers recognize the need for specific training for teaching, even if their most important reference is the didactics training offered during post-graduate program. As final considerations, the research indicated that medicine teachers of UFTM are part of the first hegemonic goup at the institucion. They recognize themselves as teachers, although still far from a professional perspective. Teaching in medicine is identified with the domain of technical and scientific knowledge of the area, silencing specificities related to teaching. Nevertheless, medicine teachers recognize the need for teacher training, but do not accomplish this because their working conditions compel them to choose for other activities, more urgent and with more valued wages. A policy of techer training at UFTM, approved by the enhancement of teaching and by metodologies that transform practice into suject of discussion and exploration of elements of the educational process, may be indicative of strengthening teachers s Professional identidy.

This work presents the results of a research that took place in the classrooms of the Municipal Program for Adult Education (MPAE) in Uberlândia, Minas Gerais (Brazil). The main objective of the research was to apprehend and reflect about knowledge and practices of teachers of Youth and Adult Education (YAE), seeking to understand how they fit in school routine, seized from three key dimensions: the organizational, the educational, and the socio-political-cultural. For guiding the search, we opted for a qualitative approach , crossing crossing bibliographical, documentary, and oral sources, making use of ethnographic research (ANDRÉ, 1995). In the development of this research, the history of the establishment of YAE in Brazil allowed us to focus on public policies designed and implemented in the 90 s and their impacts on the organization and on the daily life of the school, highlighting the specificities of this kind of work in the neoliberal context of Brazilian education. Focusing on the everyday practice of the profession of two teachers from the MPAE, the proposal of a collective work emerged as a possibility of (re)signifying the teaching practice and contribute to a rethinking of the teacher about his/her role as teacher of social subjects, strengthening educational relationships that are inclusive and transformative.

This research, based on a qualitative approach, presents and analyzes results about how a group of 26 elementary school students employ knowledge of astronomy in the form of arguments over the implementation of an education proposal, titled History problematizing (HP). To this end, we seek to answer the following question: what knowledge of astronomy that are present in the structure of the argument of the students when they participate in a teaching problem-called history. We work with HP called: A Journey to the luminous shadows, which deals with the shape of the Earth through the study of the shadows. HP relies on assumptions of investigative work, having as one of its features with active involvement of students in the learning process. It consists of a piece of fiction, played by imaginary characters, who leads the student to solve a problem related to the topic. Its solution is sought from group activities, fueled by materials that act as support, providing support for students, to manipulate them, raise hypotheses, socialize them and build their arguments. The didactic sequence addressed in HP includes activities that involve reading of history, interpretation, socialization, relationship with everyday events, problem solving, materials handling, production of written reports and systematization of the results. Students participate in the activity, present their ideas in the form of arguments, which may be similarities with the model proposed by Toulmin, from which we analyzed the data and identify the knowledge of astronomy that have emerged. The data collection instruments were recorded videos of the speeches of the students, the written records and nonverbal indicators, which include attitudes, gestures and actions that students had during the implementation of the proposal. The results revealed that work with HP provided interaction among peers, favored the exposure of students' knowledge about the theme. When analyzed according to the argument structure of Toulmin, have basics such as data, explanations and conclusions. As for the knowledge disseminated, research has shown that students look for ways to find answers to the problem exposed in the story and employ explanatory models that guide in conceptions of the earth flat and static, with the sun revolving around it. These data, and show how students' conceptions are resistant to change, also show the difficulty in addressing the shape of our planet from the study of the shadows. With respect to HP, we realize that students remain stuck to the data of history, seeking to adapt their designs to the one proposed by history or even manipulating materials to corroborate the information brought by it. While working with the story have proved problematical as a possibility of active involvement of learners in the learning process, implications for the future lead us to think that the development of new stories should bring in its plot elements that offer different points of view, encourage further discussion from diverse conceptions.

The image in the contemporaneous is a vehicle of communication and expression that permits a multiplicity of relations between subjects, collaborating in many ways for the construction of knowledge about reality and about ourselves. The importance of this image is the beginning of this work that has as objective to analyze the relation between the Art teachers education and the comprehension that this teacher has of conceptual and methodological aspects relative to the reading of guiding images of the knowledge and practical production that characterizes his work in the classroom. We situate the focus of our investigation in the classroom practices of a visual/plastic art teacher who works in the municipal teaching net of Uberlândia and also participates of two local Art professors study groups: one in the Municipal Center of Educational Study and Project Julieta Diniz (CEMEPE) which is connected to the Municipal Secretary of Education and the other, the Art Teaching Research Nucleus (NUEPA) that is linked to the Plastic Arts Department of the Federal University of Uberlândia (UFU). In this work, the qualitative approach presents itself as a research methodology that permits a dialogue between the actions realized in the study groups and the teacher acting concerned to the image reading practices. In this way, we search to know and analyze, under the teacher s point of view, the role of the study groups in two different ways: in the deepen of the methodological and theoretical issues related to the plastic/visual art teaching and the professionals awareness of that teaching area to elucidate the necessity of promoting significant images readings in the interaction with his students.

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This work is the result of Master studies initiated in the first semester of 2010 in the Post- Graduate Program in Education at the Universidade Federal de Uberlândia, and integrated the studies and researches about State, Policy and Management in education. The title is: Para além das celas de aula: a educação escolar no contexto prisional à luz das representações dos presos da Penitenciária de Uberlândia - Minas Gerais, and the main subject is schooling process in prisons. It was intended to answer two main questions. The first: what happens on the institutional / legal world conception and in daily life school education in prisons? And second, what the prisoners, passive actors of the policies of school education in prisons, has to say critically about their contradictions, limits and possibilities? In this sense, the purpose of this research is to promote a critical analysis of prescribed schooling and instituted the prison context, with emphasis on the study of reality at the Penitentiary of Uberlândia, Minas Gerais, Brazil, through the dialectical analysis of the representations of their prisoners, as well as national and international documentation related to the theme. To do so it, based on qualitative research approach to historical aspects related to prisons in the contemporary world, needed to understand, then the institutional and ideological mechanisms that characterize the structure and functioning of the Brazilian prison system and, within it, their practices formal education in accordance with the principles and guidelines contained in official speeches, international and national levels. In this way, we examine critically the representations of inmates imprisoned in the Penitentiary of Uberlândia, administered by the State of Minas Gerais, in order to contribute to the knowledge and understanding of the contradictions, difficulties, limits and possibilities of education in school prisons as a process of emancipation and social inclusion. In the viewpoint of the prescribed and established education policies, the Brazilian prison system has demonstrated weaknesses and emerging needs, primarily because the school education in prisons reaches a small number of prisoners in Brazil and worldwide, but mainly the possibility of an effective action for education in prisons is now sustained, especially in the personal commitment of teachers, prison guards and technicians involved in the task.

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Este estúdio tiene como objetivo de investigación uma relectura de los princípios políticos y pedagógicos concebidos por Freire. Se trata de uma investigación bibliográfica y documental, instigada por el siguiente problema: Por quê los escritos de Paulo Freire que fueron producidos al comienzo de los años 60 dels siglo pasado parecen tan actuales pero sin embargo no consiguen influenciar y transformar los saberes y la vida de millones de alumnos y alfabetizadores brasileños? Este estúdio se justifica y asume relevância social uma vez que analiza dos aspectos. Uno de ellos está en el hecho de que Brasil ya tuvo experiência com varias campanas de alfabetización de jóvenes y adultos que prometieron alfabetizar al pueblo brasileño y no consiguieron. El segundo aspecto esta en la posibilidad de que la educación de jóvenes y adultos y los cursos de formación básica e continuada puedan apropiarse de los principios políticos y pedagógicos de Freire para transformarlos. El objetivo de este estúdio es analizar princípios políticos y pedagógicos revelados por Freire en sus escritos y que el pensamiento pedagógico brasileño en su conjuntos de estúdios considera fundamental para la educación de jóvenes y adultos en el siglo XXI. El cuerpo de esta disertación fue formándose a medida que fuimos tomados por la consciencia de las creencias de Freire semejantes a las nuestras. Relacionando sus escritos con nuestra observación y compreensión realizamos a síntesis, el análisis y la redacción del texto final. Este estúdio fue estructurado em cuatro partes siendo que la primera presenta la introducción el estúdio evidenciando-se la gênesis del problema y su relevância; el tema, el investigador, el deseo de estudiar, el trayecto, la definición y la construcción del cuerpo de la investigación. En la segunda parte de este estúdio están los capítulos, el primero trae fragmentos de la vida de Freire. Este capítulo presenta elementos importantes para comprender el proceso de construcción de sus creencias. Em el capítulo dos el objetivo es estudiar como los princípios, diálogo y conscientización fueron constituídos a lo largo de la historia de vida y de la profesión de profesor de Freire. Destacando el tiempo de su infancia y adolescência se enfoca la aplicación de los principios. de Freire em los trabajos de alfabetización de adultos antes de su exilio. En la tercera parte de este estúdio están las consideraciones finales donde se evidencian las descubiertas de este estudio y posible repercusión que ella pueden tener en la formación de los alfabetizadores de jóvenes y adultos. La cuarta y ultima parte consta de la bibliografia criteriosamente seleccionada, estudiada, releída, que en este estudio asumió um estatus singular por tratarse de una investigación bibliográfica y documental con un abordaje cualititivo. El desafió de este estúdio es extender la observación científica, criteriosa, cautelosa, por que no decir cuidadosa, para hacer llegar a todos los alfabetizadores indistintamente la relectura de los principios políticos y pedagógicos concebidos por Freire.

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The purpose of this paper is to understand the processes triggered in the building and/or the rescue of teaching knowledge related to the work with games from the fifth to the eighth grade. To collect the data, interviews with teachers, who work with games in the classrooms of those grades, were conducted. For the discussion process, the paper was divided into two axes. In the first one it was focused the constitution and the professional development of the teachers, their experiences with games in the classroom. And in the second one it is noticed the process of teacher s knowledge production in different aspects of the use of math games in teaching. In the analysis of the interviews it was possible to notice the constitution of the teacher s knowledge, historical and cultural, academic or formal and the experiences. We conclude that with the use of games in the classroom for the teaching of math, it is a strategy with multiple positive as well as negative possibilities that can occur along the time. In relation to the teacher s knowledge, they are produced and spread in the school s environment, and sometimes out of it, since the student and teacher s life experience is built and re-built in the every-day pedagogic action.

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The theme of this research is the university teaching practice, in teacher graduating courses which adopt the semipresential modality, analyzing specifically professors didacticpedagogical performance in distance (or semipresential) disciplines in presential courses. The main objective is to reflect on the official documents of the Education Ministry that support semipresential courses, analyzing its efficacy. Thus, it seeks to understand, by questioning professors who teach in these courses, their own didactic-pedagogical practice, with emphasis on the teaching-learning process, the instructional material used, the teacher-student interaction and the evaluating process of their students. Using the qualitative and quantitative approach, it was applied a survey instrument, consisting of three parts: in the first, the respondent is qualified; in the second, consisting of statements, the professor evaluates the importance of the programmed contents to his own teaching activity; and the third one consists of an open question. In the second part of the survey instrument, the professors declarations were assessed by the five points Likert scale. The research informants are professors in two courses of a university education institution in Ituiutaba, in Minas Gerais State. It was observed that the official documents on distance education, in Brazil, contributed to the expansion and organization of this teaching modality, since the approval of the LDB to its regulations; which comprises a set of rules that allow qualified institutions to offer courses, and, to the regulating bodies, it represents the instruments for measuring the quality of these courses. Furthermore, the research has identified that the respondent professors are using the information and communication technologies (ICTs) in the teaching-learning process not only for interacting with their students, organizing present and develop the contents of their disciplines, but also to develop the evaluating activities. It is hoped that further studies on the offering of semipresential graduating courses are made to know more about this teaching modality, which has not completed ten years and requires the development of an appropriate didactic-pedagogical practice.

This article aims at discussing the emergence of ―Cooperativa Educacional de Uberlândia ―- CEU (Uberlândia Educational Cooperative) as a way of cooperative management in education as a result of the contemporary transformations in the realm of production and work. The crisis in the Welfare State, the re-articulation of the productive forces and the neoliberal response have put together a historic frame of reorganization of social production forms, allowing cooperativism to be taken up once more as an alternative survival modality in the capital internal order. This way, possible advances for educational cooperativism will be discussed as well as its organizational, political and ideological dilemmas that strengthen the discussion about the management of schools as a likely space for a rupture with the mercantilist logics of education and the precariousness of the docent work, according to the methodological approach bound to the historical and dialectical materialism. Thus, this study attempts to bring about the debate and discuss cooperativism in its emancipatory possibilities or the ones of fitting in the capital cumulative logics, taking educational cooperativism as one of its manifestations.festations.

This research seeks to discuss the limits and contingencies of people s social and political partaking in the educational context through the implementing of EVCA program (Escola Viva, Comunidade Ativa; that is, Living School, Active Community), which represents a fragment of educational policy in Minas Gerais state. The essence of EVCA lies on the expansion of leisure, sports and cultural spaces within schools and a greater involvement of community with it. Understand the scenario framing individuals participation in the educational context in this work requires reconsidering society s liberal ideal s fundaments, variations in the liberal thought, and the relationship between the economic field and the parallel movement performed by the capital. Another relevant variant is a close exploration of the bases societal model is built upon and supported by a number of arrangements known to be elitist. We try to show how the state intertwines with civil society to stimulate a greater involvement and participation in the public policies world. As a methodological procedure we employed the dialectic analysis with a focus on the links between microstructures and a whole which is changing constantly. To do so, we relied on bibliographical studies and document analyzing. Results point out both the difficulty to make a genuinely democratic program to be effective in education and a replacement of political partaking by a social one which is produced by new arrangements and which delimit, educate and direct such a participation so that to involve civil society and the state. In making a detailed analysis of EVCA program, we note how economic conditionings are overlapped in its reality, especially as to meet different demands and aims. That is why EVCA faces difficult to make itself steady as a proposition that is participative and transforming.

Este estúdio, esta en la línea de Pesquisa de Políticas Públicas y Gestión en Educación del Programa de Pós-Graduación en Educación de la Universidad Federal de Uberlândia. El asunto es la expansión del sub-campo de la educación superior privada en esta ciudad, en la década de 1990. Analisa también las racionalidades institucionales y las motivaciones discentes, en el ambito de la reforma de la educación superior brasilleña, priorizando la diferenciación institucional. Tiene por objectivo general apreender como se configura la mediación entre actor social y sociedad, visando compreender como la clientela de los alumnos se relacciona con ese setor, por la creación de una nueva cultura, de un nuevo habitus de consumo. Y como objectivos específicos, cuya estruturación en los capítulos de 1 al 4, vimos los seguintes propósitos: 1) refletir sobre la función social de la certificación escolar, analisando la reconfiguración político-cultural contemporanea en termos de la desregulamentación de las formas tradicionales y/o modernas de organizar la sociedad y el trabajo, en el contexto de las regulamentaciones globales; 2) relacionar, en el caso brasilleño, la actual expansión del sub-campo de la educación superior privada con la del meados de los años de 1960 y 1970, procurando destacar las relacciones históricas y indicar como la actual reconfiguración viene siendo balizada en termos de continuidades y descontinuidades; 3) investigar la expansión del sub-campo de la educación superior privada en Uberlândia, de los años de 1990, en el contexto de la expansión deste nível de ensino en el Brasil, con enfase en la Región Sudeste y en Minas Gerais, añadindo en lo que se refiere a la diferenciación institucional y al histórico de la educación superior; 4) analisar, en el ambito regional/local las relacciones entre la racionalidad de la sociedad, de las Instituiciones de la Educación Superior y la motivación de los alumnos. Tales objectivos quieren contestar dos cuestiones básicas: 1) Lo que impulsionó la rápida expansión de la educación superior local? 2) Cuál el significado del curso superior para las demandas? En ese sentido, relaccionamos la circulación de los benes culturales a la demanda de los agentes sociales por poder simbólico, entendido como autoridad para actuar en el mundo social y productivo. Sin embargo, consideramos el presuposto básico del Bourdieu (1974, 1975, 1979,1982, 1990, 1996, 1998b) de que los actores sociales buscan legitimidad profisional, o sea, poder, via aquisición del certificado escolar o diploma. Entendemos que tal demanda movimenta la expansión y la diferenciacón institucional, en el contexto de intensificación de la tecnologia, de globalización y del proyecto neoliberal, a lo cual esta respaldado por un aparato legal de reconfiguración de las políticas para la educación superior. En esta perspectiva recorremos a los estudios de: Martins (1981); Cunha (1981, 1983, 1986, 1988, 1990, 1999); Sguissardi e Silva Jr. (1999a, 1999b, 2000a, 2000b, 2001a, 2001b); Catani e Oliveira (2000, 2002); Dourado e Oliveira (1999, 2003); Dourado (2001) e Sousa (2003). Por fin, la análise de la racionalidad de las instituiciones y de motivación de los alumnos los evidenció, con base en las entrevistas y documentos de esas faculdades y la luz de lo referencial teórico utilizado, que el negócio de la expansión de la educación superior privada local mantiene la diferenciación institucional, sustentada en la imbricación de las exigencias de la sociedad por calificación profissional y en la motivación de los alumnos por credenciamento y profissionalización, cuestión esta que impulsiona el comércio de la ilusión por la empregabilidad y mobilidad social, por via de la aquisición del capital cultural y trae impactos para la cultura local originando nuevos contornos y reglas para la relacción entre educación y trabajo en la ciudad.

This work is the result of a research into the teacher speech that published texts in the Educators in Action Journal about authorship and reading, from July 2002 to December 2009. The development of the argument of the thesis was based on the main goal of investigating the experiences and conceptions of three teachers authors on the authorship and reading through an interview with 35 question related to this theme. The research showed the following specific objectives: to analyze the issues of the journal Educators in Action and how it fits into the national panorama of scientific magazines on educational roles; to identify the influences of authorship and reading in the teacher history and formation; and to understand the authoring process experienced by the teachers investigated in relation to the Educators in Action Journal. The data were covered in three chapters: the first Weaving the threads of research methodology which presents the methodological approach for discourse analysis and historical research; the second chapter Authorship and reading on the history and in the printed pages that brings a study of authorship and reading from the oral to literate cultures, with emphasis on educational serials publications and Educators in Action Journal; and the third The teacher speech about authorship and reading that analyze the teachers conceptions, formation and experience with authoring and reading. The question of identity, subjectivity, context, discourse, pedagogical work organization and teachers formation permeated the arguments of each chapter, allowing for reflection the importance of Educators in Action Journal in the current context and the authorship and reading process for the teachers interviewed.