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This dissertation if occupies with the theme buberiana dialogical and community education. At first, the research addresses the influences that shaped the thought of Martin Buber. Among them, we highlight philosophies and philosophers that form the background for the gestation of dialogic buberiana: existentialism, personalism, Kierkegaard, Feuerbach, Nietzsche, Dilthey, Landauer, Rosenzweig. It also gives a special attention to Hasidism: theoretical and foundational to understanding the philosophy of dialogue buberiana. Secondly, occupying the center of the dissertation, analyzes the dialogic buberiana the light of his works and his philosophical anthropology. Among the works, we highlight those that are considered fundamental to the making of the philosophy of dialogue: I and Thou, Dialogue and Elements of Inter-human. Also in the same chapter, attention is drawn to the fact that the great contribution of Buber for anthropology was that of treating the man in their entirety. Having the theoretical foundation of dialogic buberiana, the dissertation seeks to make the path to praxis. In the third phase, seeks to discuss the possibility of a community education from the dialogic buberiana. In this sense, goes looking for the vital experience of modernity. After occupies briefly with pedagogical theories, which are seen as a means in education. Addition, still in third moment, are contemplated the foundation of actuation educational - the inclusion, the meaning of community education and the most important task in practice of the educator: take part in lives of students.

School constitutes itself in social relations of time and space. Having in mind what was just said, this dissertation aims at knowing and analyzing practices and meanings in the collective proposal of evaluating a school. Such an aim took us to participate of an every day life of a public elementary school (ESEBA) where we had been carrying out our research in 2005. At this school, we had the opportunity to be in different kinds of meetings, which allowed us to discuss the process of evaluation as well as the daily life of a classroom of the second grade of the basic cycle of human formation. Our research confirms the dynamicity and historicity of everyday life in school, which could be seen in the subjects. By being part of the routine of the school, we could realize its limits and possibilities in order to make the subjects get united, discuss and make their classroom meetings. We could find, on the one hand, that, at this specific school, the existence of a discourse that intends to construct a qualitative and collective evaluation process. But, on the other hand, we could also realize that there are practices or even actions related to the classroom meetings in which what one can see is bureaucracy, hierarchy, ritualism and authoritarianism. Therefore, if we can consider the time we spent in this school in order to carry out our research, we can say that the classroom forum was a process in which a certain emancipating discourse takes place, that is, it shows itself as wide moment of dialogue and reflection, although in practical terms what one can really realizes is an evaluative process which tries to discipline the behavior of students. This discourse also stimulates students to internalize values, rules, and the discourse of the school and teachers, especially by practices developed in groups. Thus, we have pointed out that the construction of a democratic and collective practice of evaluation still remains as a goal to be concretized at ESEBA. This implies, among other challenges, that it is necessary to establish relations in which those subjects involved in the process of teaching and learning can express themselves and be heard.

This study discusses the prior knowledge that second grade of Elementary School students have about the sun s and moon s apparent motion. Therefore, storytelling with Histórias Problematizadoras (HP\'s) were used, which consists of a methodological resource, developed by us, based on theoretical assumptions of Investigating Education, whose characteristic is the student\'s active participation in the learning process. The HP\'s are fictional texts with open endings, ended by a question, leading the students to unravel the problems posed related sometimes to the Sun, sometimes to the Moon. During the storytelling the children are given a moment to raise and discuss hypotheses about the subject, in addition we used as a resource the observation of the external environment to solve the problem-story introduced, in this case the sky above the school in the city of Uberlândia in which the research took place. 37 students of the second grade of elementary school participated in these activities and contributed to this study. The proposed aims were: to assess the potential of HP s as an educational resource for astronomy teaching and learning, and to check if the external environment observation, specifically the sky, is present in the children s everyday life. For this, we seek to answer the following question: which knowledge on students of 2nd grade of elementary school about apparent Sun and Moon motion are modified by participating in HP storytelling involving such issues. We worked with the stories \"A borboletinha de outro mundo\" (The little butterfly from another world), which deals with the Sun, and \"Lico e suas descobertas sobre Dona Lua\" (Lico and his discoveries about Miss Moon), which tells about the Moon. We had as reference to analyze the scientific production area about the students\' knowledge on the subject and curriculum proposals of teaching modality in question. The survey data were obtained from storytelling carried out by interviews and students discourses on the drawings they produced. Among the revealed students knowledge at the beginning of this research, we can mention: they didn t only observe natural objects of the astronomical sky, but also objects of biological natures, atmospheric, artificial and fantastic; using explanations from the religious point of view; designate the Sun from terms like circle, sphere, round ball; they explained the movement of the Sun and Moon from external elements, and use comparative terms to describe the moon shape. When analyzed by structure of thematic axes, students\' knowledge revealed during the research showed that they seek to explain the phenomena that occur daily from their experiences and not the change scientifically consolidated knowledge, but expand their ways of understanding the issues involved. Thus, in the end of the study, the majority of children now realize that: Sun changes its position along the hours, the Moon presents different aspects and can be seen both during the day and during the night, and describes a movement in the sky. In the case of HP\'s, we realized that they bring a playful way of approaching astronomical theme and reveals a possibility of active involvement learner in the learning process.

This study is inserted in the field of qualitative research in education and aims to conduct a research about the modes of literacy in the Grupo Escolar Clarimundo Carneiro, in Uberlândia, during 1963 to 1973. The questions that arise are: What were the representations of these literacy teachers about literacy? How was the process for reading and writing at school? How were implemented student evaluations? What were the instructional materials used in this process? The theoretical basis chosen is cultural history. And the methodology comes from thematic oral history and documental. Thus, from the oral history was possible to resume the experiences of literacy teachers in the classroom and their ways of teaching the Portuguese language. Furthermore, it allows valorizing the experiences of these literacy teachers and revealing details that would not be informed in official documents. For this, we interviewed four literacy teachers who have worked for at least five years in the same job position during the period studied. We also interviewed the first principal who led the school group. The documental sources participate in a complementary way to the study from analysis of materials used in school by literacy teachers. In this study we verified that the Clarimundo Carneiro School Group during their existence preserved the ideals of the earliest school groups installed in Minas Gerais. The literacy teachers followed the guidelines of the principal as to the use of prescriptions for the Programa de Língua Pátria (National Language Program). The teaching method used in literacy was the same determined by National Language Group, in other words, the Global method. And the booklet adopted was As Mais Belas Histórias of Lúcia Casasanta. However for literacy teachers who taught for repeaters or those studying in evening shift, they were allowed the use of another methodology and teaching material. The way to evaluate the students in Group was through tests and the corrections should be consistent and stringent. We also verified that the principals were influencing directly in the practices exercised in literacy classes.

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This research analyzes the impacts of neoliberalism in private higher education in Brazil. Demonstrates the existence of an economic, political and social capitalism which impacted in a broad restructuring of capital internationally, affecting about-way, the countries on the periphery of capitalism. Points out that the expansion of higher education has been accompanied by ideological discourse of employability and the admission of a considerable number of students at the borders of functional illiteracy, translating an education imprint alienated.

The National School Library Program (Programa Nacional Biblioteca na Escola, PNBE) is a government project to distribute literary and teaching works to eke out the lack of supply about such materials by the government. PNBE and the theoretical foundations of reading, language and mediation make up the core theme of this dissertation, which addresses aspects of reading, language, literature, and the role played by PNBE as a provider and distributor of collections. The objective of this research is to investigate the process of reception and use of literary collections of PNBE in the classroom and the teachers point of view in the early years of elementary school. The research was conducted with teachers and librarians in a public school in Uberlândia, Minas Gerais, a city that received the collections of PNBE and it was developed throughout 2011, with probing, first contacts and structuring the project, and in 2012, accompanying the school in a closer way to its reality. The methodology employed is related to ethnographic approaches to systematize the preference for qualitative research with specificities that responded to the investigation s yearnings. Data were generated by the documentary analysis, participant observation and semi-structured interviews. Therefore, the data analysis indicated that the collection of PNBE is not released, and there is not a policy or program of mediators training, courses or guidelines to those people that welcome, disseminate and use that material. The books distribution is an essential measure to improve school collections; however, it is not enough to expand the access to reading and children literacy. In order to analyze this program in a real work use, the research aims according to the cultural-historical theory and the knowledge and experiences of educational professionals to understand by teachers voice the support absences of the program and the way the processes occur mediation towards literature books. The dissertation draws attention to the various problems in that school that can be a reflection of other institutions across the country, which corroborate the necessity to present failures of PNBE and disseminate the discourses of teachers that need to be heard, understood and supported in development of real work proposals with education and literacy in reading and literature.

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The objective of the present paper is to make a reflection about the formation of the university teaching staff in undergraduate courses, aiming to notice if the practice of this teaching practice is related to the contemporary world s demands facing the Brazilian Legislation. During the process of investigation the quarti-qualitative approach was used believing that the use of these two types of analyses allows the establishment of more significant conclusions through the data acquired, in this research questionnaire with open and closed questions was opted. The subjects are university teachers that perform in undergraduate courses, in a private Higher Education Institution from Triângulo Mineiro, in the city of Araguari MG. It is believed that the formation of the university teacher is essential, but is observed that this formation in most of the times is poor and compromises the practice of these teachers. Besides this factor, the Brazilian Legislation demands for the teaching practitioner in Higher Education preferably that he has a master or doctor title and we still have the changes that occurred because of the globalization that requires an even better and more prepared professional. This way, it has became necessary that the higher Education institutions provide their teachers a rethinking about their performance and also moments of reflection about the changes occurred in the word and about their pedagogical practice. The results of the research allow us to affirm that a great part of the teachers doesn t have and adequate pedagogical formations that corresponds to the requirements of the world nowadays, this pedagogical needing reflects directly to our routine inside the classroom. It was possible to notice, also, that the teachers are aware of this formation necessity and they search for this quality in master and doctor courses, these courses correspond to the Brazilian Legislation in relation to the title, but they lack a pedagogical concern, the teacher show they are worried about their formation and they recognize the need of a permanent skillness and feel eager to find alternatives to improve their performance in the classroom. The Higher Education Institution researched offers a postgraduation course in Higher Education Methodology, but it can be noticed that is isn t enough. The proposal in the end of this paper, among other suggestions, is that the institution creates a permanent skillness program that can contribute for the improvement of the Higher Education quality.

This researchshows a reflection on our practice as Art‟s teacher in 2011, 2012 and some months in 2013, in a municipal school in Uberlândia, for a time named "Municipal School Monet's Gardens." Aim to understand the work, its limitations, challenges and possibilities we adopted Action-research as an investigative model, by reason of its participatory, political and social transformation characteristics. When we realize that Art Education in this school did not have an identity and was not valued as a knowledge areawe presentedto the school board, in February 2011, a proposal for Teaching Art for three years (2011, 2012 and 2013). But as the object of this study, we selectedthe years 2011, 2012 and the first semester of 2013. The proposal for 2011, entitled "A journey through the history of world art," enabled us to contextualize sinceArt Cave period to postmodern Art. In 2012, our purpose was to explore the art of our country, with reference to 14 Brazilian artists.A proposal for 2013 is in process and aims to encourage the creative potential in students allowing him to experience Art in its different possibilities. The research on teaching practice had the following objectives: to realize the positives and negatives aspects about of Art Education in our school; determine the proposal for Teaching Art which contributed to the aesthetic, social, cognitive and affective children; know better students in their daily lives, limitations and potentials, and finallysuggest a proposal for Art Education for the school in collaborative efforts with other art teachers. This work was divided into three chapters. In the first, we introduce the school and the research of this the subjects, in the second we contextualize the Art Education in Brazil and Uberlândia, and finally, we present our proposal for Art Education and discuss the work done in 2011, 2012 and in the beginning of 2013.

Between the late 19th century and the first decades of the 20th century, under the influence of the positivist ideas, Brazil was facing an accelerated process of urbanization and industrialization. In educational field, the city was a place to the expansion of the school system, which was formed by different types of schools: public, private, laical, religious, technical, of homemaking. It was in this context that emerged several schools for specific groups, among which those intended for the \"people of color\". Two educational experiences organized by the Brazilian Black Front-BBF and Black s Experimental Theater- BET figure as successful experiences between the years 1930-1960. This research examines the educational thought of the Professor from the Literacy Course of the Black Front, Francisco Lucrécio and Professor of the Literacy Course of Black s Experimental Theater, Ironides Rodrigues who dedicated their lives to education and issues related to the black population.

This study aims to propose educators to adopt the contents of the History of Mathematics in elementary school as an integral and fundamental part of the learning process. The research: a) presents the origin of Mathematics and the History of Mathematics as a methodological alternative for teaching the discipline in elementary school; b) demonstrates the diagnosis made by scholars on teaching and learning mathematics; c) presents what is suggested by the National Curriculum Parameters about learning through the use of the history of mathematics; d) shows some ways to teach mathematics in the classroom, in addition to emphasizing the importance of the preparation of mathematics teachers to use such a methodological resource. Therefore, the value of the history of mathematics should be recognized as a key content and methodological resource that allows us to understand the origin of the ideas that shaped cultures and peoples, and to observe the human aspects of their development. This way history is a valuable tool for teaching and learning this discipline, as it is interdisciplinary and establishes connections with various culture manifestations.

An exploratory research took place in Uberlândia, Minas Gerais, specifically in high schools, in order to create theory basis of this work. The aim of the study was to find out who the History teachers are and how they act. So that, it would be possible to understand how they build their instructor knowledge, develop their pedagogical practices and identify the relation between the teachers, the knowledge and their professional practices. The research was conducted through interviews, using semi-structured questionnaires containing multiple choice and open questions, beside lecture observations. During the evaluation, the intention was to highlight the subject and class management, picturing elements about the teacher\'s didactics profile. The research examined the view of the teachers about the subject management, which is composed by planning, lecturing and assessing. The results pointed the necessity of broader discussion and comprehension about the practical relationship between teachers, content and students. Nevertheless, even the data showing the necessity of enhancement, the public high schools in Uberlândia have presented bruising number of approved students in good quality colleges.

This research aimed to investigate and understand the social condition of childhood and identity construction through cultural productions of young children in peer relations in spacetime recess, in collective activities, free and directed, and festivities held in Early Childhood Center Itabuna -BA. The central concern in this research refers to the need to expand the concept of childhood beyond the theoretical conceptions developmental, but to put them in perspective, recognizing its possibilities and limitations. Accordingly, in addition to an age range, develop a study in space and time focusing on routine, from an ethnographic perspective and through participant observation, collective experience among children of the same age and of different ages in moments of recreation, hospitality and festivities. The observations of the children\'s activities were recorded in photos, videos and field notes; Interviews were conducted with twenty-five infants between 3 and 5 years, eight teachers of the institution and four professional management team - principal, assistant principal and two pedagogical coordinators. This research was based on the sociology of childhood and the studies that have been conducted in the field on childhood cultures, with the core concept of childhood as a social construction and children as social actors, active subjects in the conduct of their lives and the construction of society in which they operate. In this way, the partnership with children from CEMEI and their voices guided us during the development of the field work and also guided in the analysis and interpretation presented. Our analysis confirms that children contradict the universal and naturalized concepts of childhood presented by the teachers, because they present themselves as cultural subjects, social actors that in the relations established between them, with adults and with institutional order they constitute their cultures. Thus, the ways of formation and organization of groups, the relationships of friendship, the strategies of participation in child\'s play, the conflicts resolutions, the construction of joint and coordinated actions and the relations with school rules are analyzed as structural elements of children\'s culture.

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This paper examines the role of the Catholic Church in São José do Rio Preto, São Paulo, in the first half of the twentieth century, understanding it as an important civilizing agent, educational and normative Hinterland Paulista in the period. This search attends to their political, social and cultural relevance, as well as to identify it as a unifying institution of one of the most outstanding groups of intellectuals of the country. It is also discussed, modernizing transformations occurring both at home and in the northwest region of São Paulo, noting the intersections between the local and national level and to the educational role played by the Church of those times. As consensus in contemporary historiography, the presence of the Catholic Church in Brazilian lands intertwined with. Its own national history. Regarding specifically to the 1920s, 1930s and 1940s in the Paulista s country side, this institution played an important civilizing role from an intentional move to convince the other on an exceptional situation, marked by the strengthening contradiction of capitalism, secularization and Christian dogmas. The sources used were the book Tombo of Mother Church of Rio Preto, the minutes book of the Apostleship of Prayer, Confraternity of the Rosary and the Centro Dom Vital from Rio Preto pretense and the press. Traces showed that the civilizing role played by the Church.

The aim of this study was to analyze the constitution of psycho-pedagogic school teaching in the city of Uberlândia-MG. The study was designed using a qualitative approach and case study setting. The research areas were represented by a higher education institution/IES, Department of Education of the State of Minas Gerais/SRE and Uberlândia/SME and four primary institutions of different segments of public education (federal/FS, state/ES, municipal/MS) and private/PS. The participants were IES director, teaching coordinators - SME / SRE, pedagogues - ME / EE, psychologist-FS and psycho-pedagogue-PS. The data processing was carried out through semi-structured interviews and documentary analysis of Psycho-pedagogic course design- IES and public educational schools. We adopted Bardin analysis through questioning. The research and the proposed objectives, organization and interpretation of data occurred through three categories of analysis: the formation of a psycho-pedagogue space in Uberlândia, setting the action in psychopedagogical context in public and private schools and also considered the relationship between conceptions of learning difficulties and psychopedagogical comprehension. The research revealed that the configuration of the psychopedagogical activity is present in most public and private schools. These spaces were recorded by the highest number of professionals with psycho-pedagogic background, revealing correlations between knowledge and practice developed by psycho-pedagogue training with work done in psychopedagogical institutions. These schools had their own spaces and specific professional care in cases of learning difficulties from a psychopedagogical perspective and a greater emphasis on preventive actions in the processes of teaching/learning. The state and municipal segments have no role in the psychopedagogical aspect, except for one school where teaching is carried out through a process of partnerships among UFU / SME/ EM. The constitution of psycho-pedagogic institutional / schools of the city of Uberlândia is not homogeneously configured in the schools. The work occurs more as a result of actions carried out by each school, instead of institutional guidelines. In a way, this is the result of lack of activity regulation of the psycho-pedagogue, that in a way limits the possibilities of psycho-pedagogic institutional / schools in the city in Uberlândia.

Through this research, we have intended to understand the environment conception of students from elementary school (eighth grade in 2004) who took part during fifth, sixth and seventh grades in environmental education s pedagogical activities developed in a public school from Uberlândia, state of Minas Gerais, and based on the hydroponics technology. Data come from texts written by the students and from semistructured interviews aimed at investigating how they developed their environment conception. Hydroponics technology was employed in pedagogical activities linked to Natural Sciences and Farming Techniques subjects, since we believe it is possible to make students to conceive the environment as something that goes beyond the nature context. As we understand them, the new demands of a technological society require a school able to offer students conditions for them to develop knowledge and above all to analyze changes in this society having in view socioenvironmental problems and solutions. When these activities begun the majority of students had a naturalist conception of environment. Data analysis has revealed, however, that great part of them expresses opinions classifiable as a participative environment conception: a vision that integrates social and natural elements and in which man is responsible for building/changing the environment.

This present project is an interpretation of the presentations and social practices around the genesis of the Uberlândia´s Odontology Faculty, introduced in the field of Education History, specifically approaching the History of Educational Institutions. It has as a general objective, to aprehend the practices and the social representations, as well as apropriation constituted during the first times of Odontology School in Uberlândia (1966-1978). In an specific form, the contextual characteristics were interpreted according to the introduction of the School, analysing its structures, the relationship between the School and the community, the meanings and the practices done by the agents of Odontology School. The period that was used in this resource begins at 1966, year when the Odontology School was legally created, until 1978, year in what it constituted its federalization, together with the other courses at the Federal University, joining the Uberlândia´s Federal University. As far as is concerns to the researches sources, the priority was the ones which consisted in the archives of the Odontology School. Had been also used oral sources and bibliographies to the History of the Education, the History of the Pertaining to school Institutions and the ones that deal with the context of the Military dictatorship, where the cut period had been inserted. The proposed methodology refered to a guided interpretation: a) for the appropriation concepts, social practical representations brought by Roger Chartier, b) by the multidimensionality brought by the interdisciplinary of the interpretative modality indicated by Justino Magalhães, c) by the valuation of the regional and local singularities and specifities in the organization suggested by Ester Buffa and Paolo Nosella, d) by the use of the Oral History as a rich tecnique of the nowadays historiography.With the use of these new paradigms as theoretical-methodological referencials, the new historiography, characterized by a new renovation in the epistmological and hermeneutical situations, it had originated a widening of the problematics in Education History, also due to thematic inovations which increased the ways of questioning, investigating, aprehending and interpreting the diversity of historical contexts, creating a possibility of studying the genesis of the Uberlândia´s Odontology Faculty. The story of creation of the Uberlândia´s Odontology Faculty had been investigated, guided by this new historiography and being practised by great part of the historians who belong to the group of History and Historiography universities.It was possible to allow to the agents that participate of the construction process of the Uberlândia´s Odontology School identify and see themselves as historical subjects in the constitution of this Educational Institution in Uberlândia. The result of this text indicates that the genesis of the Uberlândia´s Odontology Faculty is inserted in a proper moment of Brazil´s History, precisely, in the conjuntural period in which the monopolist capitalism had already been definately set in the country and, under the overpower of the Military Government, that used repression strategies and co-optation of social categories, in the attempt of keeping itself in command. According to the politics adopted by the Military, expansion and interiorization practices had appeared in High School Education in Brazil, and also the creation of the Uberlândia´s Odontology Faculty.