RCAAP Repository

This work is the result of the research process undertaken by the Post-Graduate Program in Education (PPGED) of the Federal University of Uberlandia (UFU) line of Research Labor, Society and Education (TSE). This work seeks to understand the transformation and expansion of the Federal University of Triangulo Mineiro (UFTM) occurred from 2005 which had its apex with the REUNI Program in 2007. For this, it was chosen to insert this institution in a broader context of education reform and specifically the Higher Education undertaken in Brazil from 90 years in the reconfiguration of the state\'s role in his project of society. The policy of expansion slots for education in higher education through University Reform, Program Expansion (2003) and REUNI (2007) was questioned throughout the text. This study aimed to identify the challenges presented to the academic community UFTM, from the documents listed for this research and how it was organized to materialize this project. Finally, the study presents specific data of expansion of UFTM formalized in Management Reports, Census and PingIFES identifying the main changes in the physical setting, people and configuration of the management in the implementation of this process.

This research seeks to understand the principles, actions and perceptions present in the State Program for Diversity in an Inclusive Perspective in the municipal district of Quirinópolis - GO. For such we inquired about the politics of inclusive education in force and we went through the works of some authors in the attempt to understand the aspects concerning inclusion and exclusion, with our mind fixed on education, as well as the rationality of the educational politics of inclusion and the rationality/subjectivity of the individuals involved in the educational process. In the light of this we observed, described and analyzed the perceptions of the individuals with regard to the effective implementation and applicability of the above mentioned program. Nine interviewees participated in this study, three being managers, three teachers and three members of the inclusion support team. These individuals are directly linked to the Sub-secretariat of Education, the organ which is responsible for the State in the municipal district of Quirinópolis - GO. The objective was to identify the rationalities of the state politics of inclusion in Goiás through the analysis of the rationalities/subjectivities of the individuals involved in the State Program for Diversity in an Inclusive Perspective developed in the school context of the municipal district of Quirinópolis, based on the suppositions of an education that has as its principle respect for differences. For this purpose, we used as a methodological outline the qualitative research modality, which obeyed the following methodological steps: bibliographical research, documental research and semi-structured interviews. We identified in the analysis of the data obtained from the interviews some categories: the question of inclusion/exclusion, innovations, changes and modernization; the question of sensibility, involvement and personal and professional responsibility; the question of expectations. In the light of these inquiries we considered that the perception of the great majority of the individuals obeys the logic traced by the principles and the actions determined by the State Program for Diversity in an Inclusive Perspective in the municipal district of Quirinópolis - GO, in spite of in some moments presenting certain discomfort due to the reality lived in the daily life of the school. However, this does not render and did not render the environment less excluding than it was already, in other words, the offer of educational services still takes place in an environment where there are restrictive actions with regard to differences.

The inclusion is a matter of law, respect for diversity, based on legal and human parameters. But the existent difficulty in discovering the causes, making a diagnosis, as well the lack of clarity about the concept of intellectual disability are some of the limitations faced by people who work with these students in Brazilian public schools. The National Policy for Special Education under the Inclusive Education Approach proposed by the Brazilian Education and Culture Ministry aims to institute public policies which promote an education with quality to all the students. The Multifunction Resources Rooms- MRR were pointed out as a priority in offering specialized schooling, which cannot replace teaching in common classrooms, but complement or suplement it. Special Education student attends the regular classroom and also the MMR in the other turn. Thus, it is clear that inclusion policies, in the mold that has been implemented in public schools in Uberlândia, seem to ignore the difference, because in the 68 public state schools, only six have MRR. Thus, some questions guided this search: how the work developed by the MRR teacher contributes indeed to the inclusion process of students with intellectual disabilities in common classrooms? Which is the influence of this work to the development of the educational possibilities of students with intellectual disabilities? In order to answer these questions, the aim of this study was to investigate and to analyze the MRR functionality in the inclusion process, as well its influence to the development of educational potentialities of students with intellectual disabilities in a public state school in Uberlândia, Minas Gerais. From methodological point of view, this is a qualitative search. We observed two common classrooms and a MRR. We carried out interviews to the teachers of these rooms. As a theoretical reference, some authors contributed to the study: Bardin (2011), Beyer (2006), Pletsch (2010), Rodrigues (2006), Oliveira (1995), Miranda (2010), among others. When verifying collected data, we found both teachers concerned about inclusion and learning of all their students but some other ones without worrying whether their students with intellectual disabilities or not, were assimilating the content. We perceived also several difficulties to follow the directions from the Education and Culture Ministry concerning to the organization of MRR pedagogical work and the training requirements of the specialist teacher to work in these rooms. The results allow us to question whether the MRR, the way they currently work, contribute to the process of inclusion of students with intellectual disabilities in classrooms and common and in developing their educational possibilities.

This research aims at investigating the process of genesis and installation of the School Group César Bastos as well as identifying the pedagogical practices experienced in the institution in its first fourteen years of operation. This is the second school group of Rio Verde / GO, opened in 1947 and, to date, is devoid of academic research, which justifies such a study. The time frame of the research is the period from 1947 to 1961, because there is abundant documentation that allowed a glimpse of the process of genesis and constitution of this school unit. Moreover, the period under consideration is a time that, nationally, represented an occasion of heated debate between advocates of public and private education, and locally, expressed the inter - relations between these two modalities of financing education. To do so, this research tried to answer the following questions: in what political-economic and socio-cultural contexts does the Group School César Bastos emerge? What is the role performed by the School Group between 1947 and 1961, a period of great political and ideological debate between public and private education in Brazil? What did this institution represent to the city of Rio Verde? What are the relevant features of its educational practice? What was the educational legislation which supported its operation and drove its pedagogical practice? It is, thus , a qualitative research , of documentary character , based on the consultation and analysis of the following sources : minutes of the City Council , messages of the State governors, Organic Law and Regulation of Primary Education of the State of Goiás , minutes of final exams and school festivities , official documents issued by the School Group , as well as interviews with former students , former teachers and former director of the researched institution. The study is organized in three sections. In the first one, the historical, political, economic, social and cultural conditions involved in the emergence of the School Group were contextualized. The second part encompassed the discussion of the inter-relationships between public and private in the genesis and constitution of the institution. Questions related to the school routine were discussed in the third section. As a result, it was found that the School Group César Bastos had its genesis in the private sector, with philanthropic purposes , and was established in 1947 as the People\'s School of Rio Verde , due to the performance of people from the local community, having as maximum exponent the former Congressman César da Cunha Bastos . However, one year and five months after its installation, the school building was completed, and, with the transfer , the school group became a state public school, named Group School César Bastos. Therefore, the installation of the school unit represented for Rio Verde a greater opportunity to access formal education, by the inhabitants of the city and the countryside.

In 2007, in order to restructure and expand access to public universities in Brazil, the government of Luiz Inácio Lula da Silva established REUNI, a support program for planning, restructuring and expanding federal universities, which was presented as a central action of past decade s government to increase rates of access and permanence in public universities. This study focused on the implementation of REUNI at Federal University of Uberlândia (UFU). Its overall aim was to analyze it in the period 2008 12 to identify how this program affected both UFU s institutional culture in a political and cultural point of view and the Dean of Graduation s in a technical and operational sense. The methodology included critical reading of bibliography on the research subject matter, legal document analysis and field research. As to the political and cultural aspect, results show that there were: both impact on the growth movement and oxygenation with the arrival of new civil servants; clash of generations tensions between old and new servants; renewal of higher councils; training of management personnel; sharing of academic spaces; and relationship between graduation and post graduation. In the Dean of Graduation, implementing REUNI reflected on the technical and operational aspect, especially increase of work demands, lack of personnel and new technologies of information and communication. An interpretive reading of the data referring to REUNI at UFU opens up a promising field for research dealing with the implementation of public policies in university education.

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This search presents a research carried out in a public school in the city of Uberlândia with 26 children enrolled in the 2nd year of elementary school. The object was analyze the impacts of a blog creation during the learning process of read and write at the literacy process; it was decided by the methodological principles of action research in order to achieve an instructional sequence that promotes changes in which subject analyzed, as well as the researcher, and generate data for analysis and understanding of the process of teaching and learning to read and write at school. Collection procedures and construction data throughout the process were observation, interview and action plan. The analysis was conducted from the interpretive method , based on the signs or indications of the data , the light of the ideas of Freinet (1974 , 1977) , Vygotsky (1988 , 2009) , Bajard (2002 , 2012) , Frank Smith (1991 ) Roger Chartier (1999) Bakhtin (2000) , Calil ( 2012, 2012 a, 2013 ) and Leontiev (1978). The research showed that students, subjects of this investigation, are involved in a process of teach and learn the writing and the reading supported by traditional methods linked in textbook, in prepared activities and the absence of production of texts. Children studied did not recognize the newspaper as a support for reading and do not use the computer to produce written. However, they were be motivated to write stories of themselves, using the computer for the purpose of producing leads and then post them on a blog, elaborated by them. The students become more interested in reading the newspaper and they recognized the computer like an instrument that helps and facilitates the process of writing texts. Furthermore, the teaching plan developed in this work, was directed to the child´s needs and it provided the children were been at activity as proposes the concept of Leontiev.

This study investigated how and what Barbie wants to teach children about the contemporary post-modern capitalism world through analysis of two films, Barbie: A Estrela do Rock (1987) and Barbie: A Princesa & A Pop Star (2012). We aim to understand the relationship established between the Barbie and the binomial time and space within the post - modern. We understand that Barbie, despite sharing the characteristics and physical features of an adult, is clearly commercially directed at a child target audience. Therefore we turned our attention to establishing a link between the contemporary, consumer society, childhood, space and time and we related these elements to the visual language and to the cinematic aesthetics. Children are meant to see Barbie as an archetype of the woman they aspire to be in the future. It is a character who not only teaches them rules of fashion, but an entire lifestyle and behavior, and also teaches them a way of seeing and being in the world. Barbie supposedly always seeks to teach good ethics to its target audience. Thus, our intention with this work was to analyze the filmic artefacts in order to understand the subtleties presented through them and to provide elements of reflection in education that are especially trying to understand the extent of the teachings given by Barbie. These artefacts need to be considered as more than just superficial beauty, kindness and generosity. Our research identified that Barbie is a character that teaches children about the contemporary world. And this, thanks to the invention and reinvention of the capitalism system, still seems important to teach girls to feed the dream of being a princess and dressing themselves in pink dresses. So, we can see how Barbie became a globalised protagonist as a consequence of this capitalism that wants to be constantly established and reinstated. And Barbie has been performing its function masterfully, stimulating increasingly its audience, especially the children to strengthen their capitalist interests; generating consumption in accordance to the characteristics that underlie the post-modern society.

The history of students in Ituiutaba-MG in the period that comprehends the years of 1952 to 1968, mainly those bound to student associations, it is constituted as research object of this dissertation. Such temporal delimitation comes of the year of creation of the União Estudantil de Ituiutaba student representation entity at the municipal level, which constituted a milestone for the organization of local students, and is limited until 1968, when most of these subjects were disentailing of the entity, gradually losing strength of organization and action in society. In the course of this research highlight important events relating to the actions of the student movement, on the political, cultural, social and educational scenario present in national and regional level in the 1950s and 1960s. Here is also a brief history of the municipality of Ituiutaba and its educational setting until the 1960s as a way to contextualize the horizon on which stood the principal actions of the students in Ituiutaba. This study enabled us to perform reflections about the genesis, performance and weakening of the student movement in this city, and to identify and analyze the actions of a political nature made by this. We observed much of the cultural practices experienced by students represented by unions, clubs and other student bodies of the four local high schools, revealing the common educational principles that circulated in this scenario. Furthermore, it was possible to identify the student profile reported in the press in that context. Therefore, we use as main source of research collections of five newspapers that circulated in Ituiutaba in the 1950s and 1960s. Also resorted to oral history, through semi structured interviews the four student leaders from the investigated context, and analysis of the Minutes of the City Hall of Ituiutaba, photographs of schools and students, works of memoirists and documents of secondary level schools investigated as their internal regulations and inspection reports. So we conducted a cross between discussed sources, compared to the bibliography on the theme, always relating the local context with the national. Overall, this work allows us to understand the history of these important subjects of the educational process has been marked by activities that they conformed to the then prevailing political system, especially from the military dictatorship.

This research aimed to analyze and systematize a set of knowledge of ICTs that enable mathematics teachers of early years of elementary school to teach in an alternative way. The choice of sources was made by reading books related to ICTs, followed by journal articles. Still under the research focus masters‟ thesis from public universities were chosen. In order to analyze and interpret books, articles and thesis we conducted a bibliographic research. After reviewing, theoretical data were categorized for analysis and discussion based on the following elements: statement of relevance to individuals, and impacts of technological resources in society and in education; ICTs methodological resources for teaching and learning mathematics in the early years. We have found a set of eight knowledge elements as follows: understanding that ICTs are more than tools: they are a concept, an idea; understand that ICTs are an increasingly essential teaching resource for the classroom where mathematics is present; incorporating ICTs to work relying on oral and written skills; realizing that ICTs bring new ways to communicate and learn; ICTs are a motivating tool in performing exploratory tasks and mathematical research; ICTs obey to different rhythms of learning in teaching and learning mathematics; with ICTs the student learns from his mistakes and learn along with his peers, exchanging his mathematical productions and comparing them; ICTs promote the integration of diverse educational experiences in math and predict a greater use in scale in the short term. In this sense the research provided a theoretical and useful foundation about ICTs and Mathematics, so they can adjust and adapt this discipline to the level of education above mentioned.

This present dissertation aims to introduce the northeastern migrant women history, by the migration stream occurred from northeastern Brazil to Pontal Mineiro , in the 1950 and 1960 decades. This woman schooling is analyzed by reflexing about the culture relations between the northeastern migrant and local people inside the school; besides, the challenges faced by them for their insertion and endurance into the Ituiutaba and region school institutions also are analyzed. It is questioned the schooling difference between the migrant women and men, which is higher for the women. The modern age conception of migration and schooling are discussed in order to better comprehend the object. The first concept is considered as people transference to one frontier to another, either spontaneously or not, also it is observed the politics, social and cultural questions that can be choice influence or expulsive influence to people. As the schooling, its constitution starts from the civilization project, that had emphasis in the XIX century, in Europe, and that was publicized in Brazil. The timeframe is justified by the migration stream intensity, which is greater in the both decade, when it was expressive economic development in this region due to cereal production raise, especially rice. This situation caused the grain processing industry increase. This was the mainly factor that has stimulated the migration, due to country advertisement by radios, newspapers and magazines. Besides, other migrant also noticed the good news. From the 1970 decade, some reasons such as the agriculture decline, the northeaster traffic prohibition, had caused the migration stream reduction. Using the oral history, 21 interviews has been realized; also the search to that time served newspaper, school proceedings, IBGE data and photographer pictures has been used, with the purpose of proceeding the source crossing. With the bibliographic study we can analyze the collected information. It has been perceived that prejudice and discrimination marked the cultural relations experienced in school spaces, in which migrant women and local people was inserted, because these women mores, way of life, anyway their identity has been taken as different and less considered. Nevertheless this woman did not stay passive in front of this situation, beyond this, they faced this challenge, as many others such as the hard migrant social condition. The migrant women schooling index higher than the migrant men one, have shown itself as one more achievement, because they were able to use mechanisms and tactics in a manly hierarchy society. Such venture is related to the origin local context, in other words, to Rio Grande do Norte and Paraíba states educational history and northeastern man cultural education.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

This dissertation focuses the virtualization Abilio Barreto Historical Museum (MHAB) and as main purpose to analyze the possibilities of appropriating MHAB in the virtual environment, by teachers in their teaching practices with children. We seek to understand the phenomenon through research supported by documentary evidentiary paradigm of Ginzburg (1989). The concept was based on virtual Levy (1996), and analyzes about the museum founded in Ramos (2004), in view of building a new understanding of the environment museum and digital environment. We seek to work with the concept of virtual museum and highlight museums as mediators that enable the construction of historical knowledge. Throughout the work, approach to concepts relevant to understanding the rapidly changing society in which we live that determines our actions and our behavior. Moreover, focuses on the theme \"Media and Child\", to reflect on the fundamental object of research. Enters is also in discussions in the field of museums and their relationship with technology. Presents issues raised from the virtual visit to MHAB and approximation between museum and education with a focus on teaching history. Furthermore, analyzes weave themselves about the educational possibilities for learning and historical museum for children. Finally, to address reflections about the possibilities of appropriation for teachers interactive virtual museum visitors. The virtual museums have possibilities as to immediate access, even if it is difficult to access by physical barriers and enables new forms of interaction and, consequently, new ways of learning. In this sense, the teacher can act as a mediator in the relationship museum visitor-expanding vision of belonging Visitor in relation to history, and furthermore bring out perceptions, interpretations and deconstructions of plural meanings constructed and conveyed by the museum. Given these analyzes, the museum presents itself as a space where individuals can be recognized as belonging to their environment by observing the past.

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This research had as its main objective to augment the understanding of the teacher training process involved with personal determinants through the learning process on a daily basis. Based on this process it became important to determine teachers values, myths and prejudices that affect their performance in the classroom. It became important to consider living experiences as the basis for this study according to Wilhelm Reich and Alicia Fernández. Reich believes that living experiences make a mark in people s behavior and learning process. Alicia Fernández understands that the learning process is directly related to the human character as it constitutes part of past experiences and awareness of past, present and future experiences. The historical factor is not merely a biographical aspect, but an imprint of past personal experiences. This process involves creativity in the area of feelings and not only empirical facts. Based on these assumptions, we tried to record living experiences of a group of teachers based on their previous learning processes and their life experiences. We also considered their relationship with family members, neighbors, friends and churches. It became very important also to pay close attention to the institutions they attended and how they decided to become teachers. We tried to understand how the concepts related to teacher training shaped their character and learning styles. The research showed that learning and becoming a teacher is a much more involved process than subject learning alone. It involves fundamentally going through the character formation and the learning styles. Following these steps, we intended to contribute to the creation of new paradigms of teaching/learning experiences, together with new alternatives related to the development of the relationships established in the school environment.

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This research aims to identify the conception of education in the movie Tristeza do Jeca , as well as its relevance to the history of education in Brazil. The time frame of the research is anchored in the period 1950-1961, a period that goes from the character\'s first appearance on screen Jeca until the release of the film in question . The relevance of the study is guided by the reflection of existing elements in this work as satyrs propagator feature key factors for building a period of Brazil\'s history process. To do so , the problematic part of the following questions : What is Cinema ? Is the Brazilian (political economic, social and cultural) context presented in this work? How does this film contributes to the understanding of the Brazilian educational culture in the 1950s and 1960s? What is the concept of education that permeates? How is represented the conflict between urban and rural cultural practices within the defined period? It is, thus, a qualitative research, documentary stamp, based on the query and analysis filmography Mazzaropi. The paper is organized into three chapters. Initially, we situate the contribution of the film \'s Sadness Jeca for the History of Education, specifically the education that is independent of formal learning institutions. Then, if contextualized historical conditions, political, economic, social and cultural rights in Brazil in the 1950s and 1960s, drawing a parallel between this historical period and Jeca , central character of this film. Furthermore, we discussed the thought of Paulo Freire, in order to defend the idea that our object is an instrument of popular education. Still in this chapter we analyze the educational legislation and the quantitative and qualitative aspects of Brazilian education in bounded time frame for us. Issues related to the analysis of the film Sadness of Jeca and the freireanas categories and the popular education in the perspective of this work were depeloped in the last section. As a result, it was found that the film Sadnessof Jeca is a mechanism for popular education, it publishes political and socio-cultural practices of their public education, with the development of critical- reflective consciousness. When viewing the socioeconomic context of the development of capitalist practices and social injustices that made up the Brazilian society in the decades since bounded, show a political base that encourages dialogue instead of silence that a large part of the Brazilian people was submitted, stressing that freedom is an achievement that men and women who are able to resist and defend its values and ideals.

At a Distance Education has grown substantially in recent years and, as a result there is a spreading of people working on tutoring all over the country. At a Distance Education is also shared by several actors and a new figure emerges in this context the tutor whose task is our object of study. This work assumes that the structure of the at a Distance Education model established by the Universidade Aberta do Brasil does not allow any kind of employment relationship between those involved in at a Distance Education and the institution in which they work. From this assumption, we can say that such workers lack adequate work conditions and this fact ultimately lead to precarious work. We believe that tutoring is configured as an activity that fits into the context of the relationship between education and work. Within these relations work is organized according to a capitalist logic with several contradictions, which include working conditions, payment, among others. Recognizing tutoring as an activity that includes teaching assignments was therefore one of the main concerns that motivated this research. The study presents an analysis of the years 1990 to 2013, being this last one the period in which data collection was done. We have used the qualitative research method, performing the collection of information from books, digital media, and using as instruments questionnaires and semi-structured interviews sent by email. The application of instruments for data collection questionnaire and interview was conducted with whole body of tutors in the course of Pedagogy at a Distance of the Federal University at Uberlândia. After data collection and their analysis we found that tutors recognize that their task is performed under working conditions that can lead to insecurity, and also understand that tutoring is teaching. Although tutoring has characteristics inherent to teaching, tutors are not included in any professional category. Such activity is \'helpless\' in legal terms and thus the tutor is configured as a subject without a place and without adequate recognition in at a Distance Education, although several scholars claim that tutoring is very important for the consolidation of that modality. We then point out to the need to regulate tutoring, once it is necessary that the tutor is recognized as teacher-tutor, thus allowing the construction of a representation in society and hence the construction of an identity.

This research on the development of Digital Culture in Initial Teacher Training in Mathematics at the Federal University of Uberlandia (UFU) tried to study how it can help the Information and Communication Technology (ICT) can enable the initial training of future mathematics teachers who are being formed by the UFU. In this sense, this research aimed to identify, analyze and discuss the technological resources that are used for the development of digital culture of students in the discipline Computers and Education. Thus, this work is justified by the improvement of mathematics teaching with the use of technological resources. For the analysis and interpretation of data inherent knowledge of the qualitative nature of research, specifically in the form of the Single Case Study with multiple analyzes were used. Were used as instruments for the production of data: field notes; photographs; footage of the presentations; documents produced by the students and records restricted to participants in virtual spaces; questionnaires and interviews applied to the six participating students. We also analyze the organization and development of the teaching learning environment Moodle platform; some theories used by the teacher and the students brought by the development of the project Production of Knowledge and Integrated Project for Educational Practice PIPE . Thus, the research contributes important aspects of digital culture in the constitution of the future teachers of mathematics, such as: Organization Learning and production of educational activities on teaching and learning mathematics with Information Technologies and Communication environment which allowed the development of digital literacy of students in initial training of mathematics courses UFU.

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