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Teachers education has been the object of interest of several intervention researches being carried out at Masters Levels and doctoral degrees. Those researches have proposed formation processes from different approaches (concepts and practices) in teachers training. These studies, in theory, rely on these theoretical perspectives (which have a social definite meaning) and convert them into practical training (which express the meanings attributed by the researchers approaching teachers education). Under this premise, this study aimed to understand the social significance of academic researches on teachers education and the personal sense given in the context of theses and dissertations that have developed intervention research in Post-Graduate Education Programs in the Midwest, from 1999 to 2008. We opted for a qualitative research methodology through a dialectical approach in data analysis, being adopted two methodological procedures: one for the collection and data processing and the other for analysis. At first we used the Wordsmith Tools software, from Corpus Linguistics as a technological resource that was used for computer categorization. In the second, clusters were taken as units of meaning, relating to the prospects of training, and analyzed from the perspective of the Historic-Cultural Theory, specifically, the category meaning and sense. According to the systematized data, the analysis has portrayed the approaches and objectifications of the formative processes present in the studies analyzed, from the analysis of clusters relating the prospects for teachers education, the authors, and the practical training proposed by the researches authors. The survey collected data that allowed us to observe that the (non)coincidence between what is culturally approached by researchers who are teachers trainers (meaning) and the training practices proposed by them in the polls (sense) reveals the conception of the researcher and his training process, once he has approached meaning and sense, indicating in these cases, differences between the socially constructed and what is personally assigned. Thus, we conclude that during the process of signification the researcher has been exposed to situations that have made him approach sometimes wrongly or contrary to the meaning set in, raising the same way senses that do not correspond to that meaning, a condition favorable for alienation of both the researcher-trainer and the teacher in the training process. Thus, teaching learning triggered by teacher s training processes is therefore tied to the quality of tools and signs that mediate the formation processes experienced. It depends on the content, means and methods proposed. Ultimately mediational processes are defining the ownership of the social meaning and the attribution of meaning constituted in the training processes and teaching practice, which can humanize the teacher or trainer, or alienate them.

This study is anchored in the History of Education research, specifically in Educational Legislation field of Decrees, Laws and Regulations. Educational Legislation (1906- 1924) was analyzed, in search of changes and transformations related to Minas Gerais school groups. Methodological procedure comprised Bibliographical Research and Documentation studies regarding Decrees, Laws and Regulations of Federal and State of Minas Gerais Legislations, as well as some messages from State of Minas Gerais presidents. School groups have emerged in 1892, in São Paulo, within the Republican Political Project of Social Reform and Diffusion of Popular Culture. In Minas Gerais, for school group implementation, there were intense debates in Legislative Assembly (1893-1906) on the scarcity and poverty of mining schools, lack of teacher preparation, resulting in illiteracy. Brazilian Republic political was influenced by this State, and can develop a thriving economy, ensuring Minas Gerais residents a schooled knowledge. Thus, in 1906, during João Pinheiro s government, Law nº 439 was implemented and the object of this was the Minas Gerais State Reform of Primary, Normal, and Higher Education. For this, appropriate and effective measures were adopted for compulsory primary education. This Law was regulated by Decree n. 1960 (1906), which proposed guidelines for school group functioning and class categories of workers (director, inspector and teacher) with their respective roles inside the mining public school. In this sense, the miner regulation, pointed out inspector duties as a government representative, an authority that oversaw and inspected teaching in order to enforce the standards set by the State. For the director, a prestige position in local society belong the role of mediator between school and state government, responding to problems and internal constraints of school group. Teachers were responsible to adapt student for changes, representing a social relationship between family and school, and to transmit knowledge, moral and cultural values. Students in the civilizing process of republican society should get: good manners, hygiene and health, and moral values to become a responsible citizen by the new order, according to the requirements and society. Through legislation analysis, we can conclude that there were several changes in duties of school professionals, in the period selected for this research, as well as changes in education hierarchy and bureaucratization. Therefore, the Educational Legislation served to efforts of a Republic who saw education as a process and a product in the development of a socialized individual, responsible for the new order, respecting the rules and working for the country\'s growth.

This study aimed both to describe and analyze qualitatively the trajectory of the University Television from Universidade Federal de Uberlândia (TVU) in the period 1996-2011. In this way, we conducted a survey and documentary literature in order to assess, in light of historical and dialectical materialism, which the social impact of TVU in reality. The historical analysis of the regulatory framework of broadcasting and the public policy Brazilian study applied to University TV in higher education showed that these are not satisfactorily fulfilling their constitutional purposes. Among others difficulties, this fact must be: the lack of public resources specifically designed to meet their duties; interference of market interests, lack of both understanding of the institutional role and importance within the university administrations, and significant resistance from faculty employment and educational use of communication technologies. It was observed that, these difficulties were also experienced by TVU, since its inception in 1988, as a concession of the State to Fundação Rádio e Televisão Educativa de Uberlândia (UFU contracted with). In these context, the representation of managers and content producers who worked on TVU, in the period 1996-2010, showed that they have always lived with these difficulties, despite the Federal Government to promote national debates and a National Communication Conference (in 2008) that included University TVs. Among others things, these debates have ratified a sense of the progressive sectors of society, related to the need to establish a new regulatory framework for educational broadcasting in the country. An analysis of opinion polls conducted by committees of UFU own assessment revealed that between 2001 and 2005 only 8% of the community attended TVU in search of institutional information, and that 54% of teachers considered \"poor to fair\" services communication offered. In 2010, through a methodology that established a cut of frequency equal to or greater than 70%, TVU appeared only in the category of technical and administrative staff, with a frequency of 73%. In this manner it is crucial ensure the existence of the University TV. To this end, we suggest a broadening of the debate about its institutional role as an instrument of counter-hegemonic formation and diffusion of knowledge and expertise, and ensure budget allocation, with public funds as a way of overcoming its financial difficulties and structural chronic.

The present work consists of a carried through qualitative research with a group of pupils of the last period of the Course of Licenciatura in Mathematics of the Federal University of Uberlândia- MG- initiated in 2006 and concluded in the year of 2007. The citizens of the research were young with age between 21 and 25 years. The objective of the research was to investigate the possibilities to use Mathematical Modeling in the work to interdisciplinar, mainly between Biology and the Mathematics. The activities of the Research had been carried through with pupils of Disciplina of Workshop of Practical Pedagogical, in which the pupils present practical workshops, on subjects chosen for them. The subjects all would have to approach: History of the Mathematics, Analysis of sites, didactic book Analysis, Activities with Etnomatemática, Games and Mathematical Modeling. The production of data was given by means of answers of questionnaires, Interview, or Collective Colloquy with the students and comment of lessons for the researcher. These data had been analyzed respecting it research modality (qualitative) and also aiming at to take care of to the objectives considered for the research. We point the Mathematical Modeling as strategy with respect to the practical one of the Interdisciplinaridade during the Formation of the Future Professors of Mathematics as well as the consequences of this methodology in the professional development of the same ones.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Esta disertación tiene como objetivo el estudio de la formación de profesores de Historia, en la Facultad de Filosofía, Ciencias y Letras de Patos de Minas, FAFIPA, Minas Gerais, Brasil, institución mantenida por la Fundación Educacional de Patos de Minas, de 1970 hasta 2001. El objetivo principal fue registrar, comprender y analizar la constitución del Curso, los cambios ocurridos en el período estudiado, las experiencias de los profesores formadores, además de las relaciones entre los saberes de la formación y las prácticas de los docentes formados en la Institución. Para llevar a cabo esta investigación se utilizó de una mezcla de fuentes orales y escritas: las Actas del Departamento de Historia del Curso de Historia de FAFIPA, los periódicos locales, las matrices curriculares, la legislación relativa a la docencia, los documentos constitutivos de la Institución y, inspirado en el metodologia de la Historia Oral Temática, se realizaron entrevistas orales con un grupo de formadores y formados en el Curso. La disertación está organizada en tres capítulos. El primero trata de la constitución del Curso, entablándose un diálogo con la documentación pertinente y el análisis de la literatura del área sobre el contexto histórico y educacional en las esferas nacional, estadual y local. El segundo presenta un registro y un análisis de las experiencias de los profesores formadores y de sus concepciones teóricas, historiográficas y pedagógicas. El último capítulo establece el problema de las relaciones entre los saberes de la formación y las prácticas docentes de los profesores de Historia formados en el curso de FAFIPA, que actúan en la educación básica. Se consideró los dos lados de la canción , la interpretación de los profesores formadores, sus dilemas, sus proyectos y la interpretación de los profesores formados en este Curso. Cruzamos sus narrativas, entrecruzamos con los currículos y con la literatura del área. Buscamos comprender las experiencias producidas por estos profesionales. Los análisis nos permiten sugerir que el Curso de Historia de FAFIPA, pese los problemas estructurales, como la precarización de las condiciones de trabajo, fallos en el proceso formativo de sus formadores y dificultades teórico-metodológicas, tiene cumplido su papel en el sentido de formar profesionales comprometidos con la tarea del magisterio, en especial con la enseñanza y el aprendizaje en Historia. Esos profesionales, formadores y formados se mostraron, en sus narrativas, capaces de volverse profesores en la dialética experiencia de la docencia en Historia en la educacións superior y en la educación básica.

This research aims to examine the process of organization and operation of Project ADA (Attendance to Learning Development), from 2007 to 2010 in Uberlandia\'s municipal education network. We had a mind to perceive the results and impacts of the quoted project in schools\' pedagogic projects. We relied on the qualitative approach, aiming the reaching of goals and the problematic. We utilized the documental analysis, the questionnaire; the semi structured interview and the focal group in two schools; one attending first to fifth grade students and the other attending first to ninth grade elementary students to collect data. For these analyses we organized thematic groups that pass by checking the relation between the proposed aims and the actions that ADA develops; the knowledge of Project ADA\'s headway and limits and the determining factors for its accomplishment in these schools. We verified that Project ADA was based on the psycho-pedagogic perspective that comprehends the appearing of the learning difficulty as part of a learning process. So, Project ADA\'s emerged as a repairing measure that has occurred from the injury caused by an excluding educational system, with ideological elements that, as a paradox, hamper the development of an education of good quality for all. The investigation showed traces that the start and development of this project brought a good difference in the attending process of students with learning difficulties. The actions made were in accord with the proposed aims and the results were helpful to the learning process of these attended students. We also confirmed that the implantation of Project ADA caused a positive impact in the schools and brought benefits for the teachers in their pedagogic practice. Nevertheless, some limiting factors became evident, which were superficially used by SME to end the project.

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This research is inserted in the area of History and Historiography of Education. It is associated with the historical context and the relationship circumstances between public and private schools in Ibiá-MG, by analyzing the process of creation of Santa Terezinha private school. It is a study of the dynamic movement that involved the debate on the democratization of the elementary education in Alto Paranaíba (Ibiá-MG), as well as disputes and consensuses that followed the structure and spread of educational public and private institutions in Brazil, from 1937-1959. The period is from the 1937 Constitution, when Santa Terezinha school was created in Ibiá, and 1959 when of the change in the by-law of the school converging with a time of great political-ideological excitement between the public and private initiative throughout the country. The overall objective was to analyze the relationship of the elementary teaching, represented by Dom José Gaspar School, and the private sector represented by Santa Therezinha School, in order to conduct an inventory of their historical forms of expression, observing the relationships between those two sectors of teaching. We interpreted the interaction limits and conflicts between the public and private schools, throughout the process of institutionalization of education in Brazil. The study had as principle the political, economic and socio-cultural realities constructed in that period. We tried to understand the schooling process in Brazil, particularly in Minas Gerais, as part of the society formed in that period. The heuristics included quantitative and qualitative data obtained from documentary, oral, and iconographical sources that were subject to explanatory analyzes anchored on the dialectical method. Data revealed that while in the national level the political-ideological debate had been strong between the public and private education, in the local universe the agreement between the two schools reflects the political patronage in Brazil. So those two schools, although antagonistic in essence, integrate each other configuring both a relationship of conflict and complement.

This investigation has life, memory and the profession of teachers from Patos de Minas as an studying aim. The reseach took place in the oral life story as the method of this investigation. This way, through interviews with four teachers from public schools, govermental and municipal, urban and country side schools. We tried to find out and figure out their teaching stories, say that, how each one taught himself, accomplished himself s inicial and continued graduation, as much as the used methodology on the theaching practice. Was considered, according to the bibliographic research about the life stories, what came to add to our belifs, that the teachers are also, produced by the social context that they are inserted in. On the first part, we did a theoric reflection, we showed the Introduction, with the intentions, and inquietations and questionings that pushed us up to do this reseach, as the methodologic orientation which we took as our option. So, we worked with the actual conceptions about the oral stories as the reseach tool. On the second part is the chapter I, titled as: Oral Story, Memory and Representation. On thesi we did theorical reflections about this knowlegde area. What says about the ways of teaching bult by the teachers, we looked for some conceptions that marked the methodological procedures for the past 30 years. The third part refers to the chapter II, denominated teacher: History, Individuoand Identity. On this, we show who are the teachers from Patos de Minas and how was constituted thought its personal and professional trajetory. The task of teaching was the reflection aim on the forth part, compounding the chapter III. The reflection on the art of schooling helped us to think, analize and comprehend the ways of teaching used at schools, more specificly figuring out the victories, conquers,through their carreers on the class work. The fifth part, the chapter IV, shows the Final Considerations. Those, we pointed out what was possible to find out with this study, pointing relevant questions about it. So that, we crossed the dialoges of the teachers with the area literature to comprehend the experiences produced by this professionals.

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This paper aims to discuss the concepts of assessment, present in schools inside a social exclusion, and to identify the formative assessment practices, as well the limits and possibilities of using assessment as a means of ensuring meaningful learning for students of popular classes. With regard to educational scientific productions about the evaluation process, one of the issues most discussed and investigated is the one that relates to the formative evaluation. Researchers of this theme, such as: Fernandes (2009), Freitas (2007), Hadji (2001), Luckesi (2002), Villas Boas (2002, 2008) and others have been developing over the years studies that show the harmful effects of unsuccessful assessment, and also the need to place the evaluation practices in accordance with the learning. In accordance with the method of qualitative research and, according to the questions that led us to this study, this research consisted of the following steps: analysis of living conditions of the population in some suburbs of the city of Uberlândia, MG; mapping on what appeared in the Pedagogical Political Projects on formative assessment, in public schools entered in the context of social exclusion, whose goal was to select the school that presented more evidence and/or indications of formative assessment according to the documents; and finally, elaboration, application and analysis of the questionnaire applied among the teacher(s) of the elected school. Also was part in this study, observation and analysis on the teaching work of a professor in the first half of 2011.Studies conducted in this research showed that, in view of the school situation, the social reality of the students, the limitations imposed by the precepts of the capitalist system, the very organization of school work, among other important aspects that impact on teaching practice, the formative assessment practices were not fully met in the classroom observed. What we found were isolated actions of a teacher trying persistently make their students learn and not just memorize information.

This study was developed in the master s program from Universidade Federal de Uberlândia (UFU) on the field State, Policy and Management Education. It has as goal to analise the (re)definition of the role of the State and the changes of the public management from Minas Gerais (MG) State. Therefore, it was taken as methodology a literature and documental review of the subjects proposed in this study, also an analysis of official government documents. In the study, it is specially analyzed the State and the educational Policies developed during both terms of Aécio Neves as governor of Minas Gerais, the research seeks to understand the assumptions of the implemented reform; the purposes of the management and their instruments through the Choque de Gestão Program. It was focused in the study the process of the implementation of the Individual Performance Evaluation (IPE) of the Education employees from public schools of MG in Uberlândia city, under the logic of the new public management called managerial as an economical, social, political strategy. A qualitative research was developed by applying open questionnaires from the visit to five public schools of Uberlândia city (MG). It is analyzed in a subjective way, among the actors, the prospects of implementing and developing the IPE in the schools and how it has influenced the day-to-day teaching practice of education professionals.

This work has as object of research the history of the Official Commercial College of Ituiutaba, current State School Teacher Maria de Barros, defined by year of establishment of the college, 1965, until the year of 1979 when the \"Commercial\" absorbed the students of the Spiritist Primary School of Ituiutaba and enabled the extinction of that educational establishment without detriment to the community. Parallel to the historiographic study of the Commercial College, our goal, we reflect on the origins of the history of professional education in the Pontal do Triângulo Mineiro, not before describing, in notes, the origins of professional education in Brazil and in Minas Gerais. In our research we start from the macro to the local discussing the political, economic and social scenery of the country and of the city of Ituiutaba, from the civil-military coup that ousted the country\'s president. Our intention is to contribute to research of Brazil s education history, especially vocational education and educational institutions that offer this type of education, the subject of little research in the area. For this purpose we seek in the methodological procedures bibliographical sources, documentary, and iconographic testimonies of characters of the searched school environment, which could, in the development of this work, collaborate to identify the importance of the \"Commercial\" College for the city of Ituiutaba. In the city there was not the provision of free public vocational education and let alone in higher education. The youth of urban and rural elite were sent to pursue higher education in large urban centers, while for the others, the vast majority of society, was left the local education, in private school, a reality that has changed since the mid-1950s, when were created several public schools in the city. In this scenery the Commercial College had important social role, because in had in its classes students from poor backgrounds, poor, with the hope of finding the way in technical education for the guarantee of professional achievement and social mobility, often not realized.

The aim of this dissertation research is the history of the São José College, the first confessional educational institution focused on the formation of the male youth of the city of Ituiutaba (Minas Gerais), in the period between 1940 - the date of its origin, and 1971 - when the school declines. In preparing this work, we pursuit understanding the process of multiplication of religious congregations in mission around the world from the Ultramontane movement, which was a reaction of the Catholic Church to changes caused by Liberalism. We also made brief reflections about the school education introduced by Catholicism in Brazil, from the arrival of the Portuguese and Jesuits, through investigation of the principles of the Congregation of the Sacred Stigmata until the genesis of the São José College in the educational context of the town, establishing connections with education in Minas Gerais and Brazil. The study of the trajectory that allows us to understand the practices and culture developed in the academic area, through the approach of their stakeholders (alumni, former teachers and former managers), also analyzing the infrastructure provided for the development of the educational activities and investigating the uses of knowledge by the Stigmatines, who arrived in Brazil in 1910 and twenty-five years later, in 1935, the city of Ituiutaba/ MG which developed many social and educational activities reaching social and political prestige. For over forty years the São José College attended part of the privileged youth of the city and other regions of the country, since its maintenance was mainly of monthly contributions from the families of students to the college. Besides the bibliographical study, throughout the investigation the answers for the evoked questions have arisen from different sources (newspapers, minutes, iconography, etc...), so that we had to look on them in the basement of the old school (which closed in 1985), and also in raising private files of witnesses who lived then. Through oral history interviews were collected to understand some possible ways to express the educational policy, school culture and pedagogical proposals that support the education offered by the São José College for more than four decades.

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The present research is an exploratory study about the political and judicial configurations of Infant Education in the city of Uberlândia, Minas Gerais, Brazil. Its objective is to approach the offer of vacancies in this stage of education in the Basic Schools in the municipal infant schools (EMEIs) and in the day care centers (NGOs), and also to discuss about the work conditions of the infant educators in the city of Uberlândia, MG, such discussion will be based on the philosophical and scientific analysis of the configurations of the world of the capitalist work. In order to achieve our objectives, at first we tried to identify the ontological dimensions of the work world that allow us to understand the deterioration of the teachers work. Secondly, we analyzed how the educational policies materialize in the public schools that were being analyzed and the implications of such policies in the work conditions of the infant educators. At last, we identified, through the analysis of the interviews, what the perceptions of the infant educations when it comes to their activities and their professional identity were. After this research, we consider that there has been a great advance in the offer of infant education in the city mentioned, especially after the Found of Maintenance and Development of Basic Education and of Valuing of Teaching (Fundeb). This quantitative evolution (verified by the number of registrations) was significantly subsidized by the offer of vacancies promoted by the partnership between the public government and the non-governmental institutions. However, in our opinion, this advance was not translated in better work conditions to the infant educators, as we found evidences of work intensification, in objective as much as in subjective dimensions of the deterioration of the teachers work.

This study is an investigation related to the search of social reason and objective of the Elementary School Professora Alice Paes, in Uberlândia- Minas Gerais, from 1965 to1971. Limiting the study to the initial years was due to its creation by the Decree 8176 from February 22, 1965, and ended in 1971, when the Elementary School, with that conception, was extinguished. The specific objectives of the study were: to indentify the motivation for building an elementary school in a peri-urban of the city; to delineate the social-economic profile of the public served by the school at that time; to analyze the teaching practices at the school. The sources analyzed were inserted in several portfolios, with images portraying the opening ceremony of the Elementary School Professora Alice Paes and the activities done by the students, donated notebooks, the Daily Attendance Book Record, and the Monthly Activities Summary of 1971, the Manual of the Elementary School Teacher, Cumulative School Record (documents collected at the referred school). The social reason for the Elementary School Professora Alice Paes was identified by analyzing the social-economic origin of the alumni and the schooling and Professional trajectory of each one of them using a structured interview. All subjects interviewed were from the popular layer, with no economic capital. One group of those interviewed found reason for that school, since it provided the necessary means for female students to have the aspired social ascension, by embodying the cultural capital transmitted by the family nucleus and by the educational institution, it was possible to mobilize this capital, acquiring the social capital and possessing a new habitus, breaking up with the initial social economic origin. In contrast, for another alumni group, the school had no reason, for it did not promote the acquisition of these capitals, resulting in that they remained in the original social group. The social objective of the Elementary School Professora Alice Paes, was studied by analyzing the curriculum of the school, where the primary objective of this institution was to form the civil subject, willing and able to serve the religion, the country and the work. However, the school was not able to transmit the same idea of civility, respect, and discipline to all students, since each subject represented a single identity; thus, for each student there should be a type of teaching to be applied in order to organize the classes in homogeneous parameters, which is the conclusion of this study.

The building of citizenship and the formation of collective citizens have become a major concern in the official documents of Science Education in Brazil. Singled out as an overriding principle nowadays and emphasized by the Science, Technology, and Society field (STS), this kind of approach requires, however, that scientific knowledge must be endowed with a closer examination of either the benefits or the social and environment implications involved. In order to analyze the discursive reworking of the scientific information texts in Science textbooks, this work has opted for Biotechnology as a major theme. In this sense, a documental study was carried out on three top books, all approved and nominated by the National Textbook Program (PNLD) in 2011. Aiming to shed light on these books characteristics in compositional, stylistic and thematic terms, we especially examine the discursive reworking process of all these aspects particularly as they are inserted into textbooks. With regard to the thematic content of them, the presence and/or absence of some STS approach substantiating the building of citizenship was identified. Through a comparative view, this study also found that, by means of a dialogic approach based on the idea of interlocution, the original scientific information texts seek to enable readers to think over and more closely keep up with the current progress in Biotechnology researches, while those inset texts are rekindled to the point of featuring driven, excerpted information which is supposed to be reliable but in most ways is only designed to be received without critique. It is clear, therefore, that original scientific information texts contribute to the building of citizenship much more relevantly than when they are rekindled to fit in the Science textbooks.

This study is aimed at investigating the process of creation and installation of Grupo Escolar Minas Gerais, as well as identifying the pedagogical practices experienced in the institution in its early years of operation. This is the second educational institutional in the city of Uberaba/MG, created in 1927, but installed approximately seventeen years later. The study is organized in two parts. In the first, it was investigated the reasons why the institution that had already been built since 1930 only started working in 1944. It was also investigated how the city provided education to the school age population during this time, given that the only institution of the city could not cover all the existing demand. The methodological procedures used include the consultation and analysis of several local newspapers, minutes of City Council, official reports of the acting mayor and of the school inspector, among other corresponding documents for the period mentioned. From these sources, and using the theoretical references aimed to analyze educational institutions, it was sought to understand the local, state and national political relations that interfered in educational issues. In the second part of this paper it was possible to know the routine of the institution, using as main source the minutes of pedagogical meetings held between 1944 and 1962, the period that corresponds to Esmeralda Rocha Bunazar s management, principal that headed Grupo Escolar Minas Gerais for eighteen consecutive years. Besides highlighting the subjects involved in the educational process (principal, teachers, students, parents and school inspectors), special attention was given to teaching, disciplinary and religious practices, for being recurring themes in teachers meetings. It was found therefore that such practices were dialectically related, since religious issues were incorporated to pedagogical practices which were in turn influenced by discipline practices and so on. In conclusion, it was found that Minas Gerais School Group had its installation delayed due to political agreements, because the building of the school was assigned to the Battalion of the Armed Forces of Minas Gerais. Only in the 1940 s the institution opened its doors to the community to start playing its educational role.