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This essay is about the Curso Normal , created at Colégio Sagrado Coração de Jesus, in Araguari, MG; founded and directed by the nuns from Congregação do Sagrado Coração de Maria (Congregation of Holy Heart of Maria). The period in the study ranges from 1930 to 1947, that is, from the beginning of the first class of course, to the date when the institution received the grant for teaching the Curso Normal 2° Ciclo (Theacher s Preparatory Course, High School Level, from the 1st to 4th year Primary Grades). This study aims to understand the creative process, and the consolidation of Curso Normal , by the observation of the faculty, the students and teaching bodies, the pedagogical activities and the knowledge transmitted during the daily activities at the school. The research was organized considering the bibliographical sources with pertaining subjects, public and private historical files, access to newspapers and iconography which included that period. Also, interviews and testimonies were collected from former students and teachers. This way, it was possible to glimpse the historical relevance presented by the School; it made it possible to recognize its meaning as much important in its location as in its history too, without loosing the more pertinent aspects. Considering the analyses and conclusions reached then, we understood that the opening and installation of the School was a part of the Catholic proposal to the rechristianization of the Brazilian nation; and by creating the Curso Normal in the institution, the young people would continue to receive the education already started in their homes and school. It aimed at more than making a professional career possible for women in the primary level; the nuns graduated female teachers, capable of transmitting the catholic faith to future generations: either as good mothers and wives, and / or good primary level school teachers.

Cette recherche historiographique vise à rendre compte de la genèse d\'une institution musicale-éducatif, Le Conservatoire de Musique Dr. José Zoccoli de Andrade. La période choisie pour l\'édifice historique sera l\'année 1965-1983, ce qui justifie le déploiement du Conservatoire par le professeur Guaraciaba Silva en 1965, les champs jusqu\'à son départ en 1983 totalisant une période de 18 ans. La voie choisie pour étudier l\'institution est une recherche, la collecte de données qualitatives qui était documents, dossiers iconographiques, entretien avec le premier directeur du Conservatoire, Guaraciaba Silva Campos, les étudiants et les enseignants qui ont agi dans la formation de cette institution. Cette recherche historiographique, nous aide à comprendre l\'inclusion de la ville dans le cadre de la modernisation du Brésil, surtout à partir des années 1940 au début de la relance de la culture du blé dans la région. Avaient présenté des défis pour la mise en oeuvre du Conservatoire dans Ituiutaba, pendant la dictature militaire et l\'importance de ce rôle dans la consolidation de la coopérant directeur musical de l\'école dans cette ville.

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This research aims to study the politics of educational reform in rural education from the 1990s, with emphasis on the Rural Schools of Nucleation Process in Montes Claros, Minas Gerais, between 1997, when there it starts, until 2013, when it was deployed the last stage of it. It aims to evaluate the role of municipal governance in this process, considered the history of educational policies in Brazil. For that, it tries to identify the contradictions, challenges and prospects of nucleation, based on the understanding of the economic, political and social context in which it was configured. Therefore seeks to apprehend the content regarding the ontological process of human reality and the ways in which this process has developed historically, to take it in the dialectical relationship between singular-universal-particular understood by George Luckács. It is based, therefore, on the Marxian epistemology, through which mediates the specific situation of the nucleation process in Montes Claros / MG and the general, considered the nationwide in the context of educational reform for schools undertaken in the field since year 1990. The survey of documentary character develops a literature review on public policies for rural education, collated with the legislation on education and the documentary corpus: letters, reports, newspaper articles, educational projects, reports of two managers and other official documents of the City Department of Education. As a result, we conclude that the municipal public administration forwarded the process of nucleation in a vertical and undemocratic way, not respecting the wishes of most communities, observing the dependence of the municipality with respect to determinations and the financial support of public authorities, who idealized Nucleation policy. We conclude that, in the perspective of better results, there is a need for the public management to consider the legitimacy of the point of views of the rural communities in search of other solution strategies that address quality education for empowerment of the rural population. The relevance of this work lies in the possibility it provides to evaluate, in the uniqueness of a municipality, how the local public management enables a public policy to develops, in general, within in Brazil.

This study dealt with the illness of the teacher teaching the upper face to the changing world of work caused by the restructuring of the public university. The aim was to analyze the main impacts of the restructuring of the public university at work and health of university professors from the Federal University of Uberlândia - UFU. To do so, traced the profile epidemiology of illnesses of teachers in higher education, Federal University of Uberlândia, based on the description of the cases registered in the Setor de Perícia em Saúde da Diretoria de Qualidade de Vida e Saúde - DIRQS the period 2008 to 2012. A survey of the problematic consequences of the politics reconfiguration of higher education in the teacher labor everyday. When considering where to play its role well the teacher must have good health and work, it became important to analyze which conditions affect the performance of their work. This procedure allowed the knowledge of the main health problems that affected the teaching category in the study period using for this purpose, qualitative methodological approach of predominantly descriptive nature of documentary research as a technique for gathering and analyzing data, without, however, neglect the contributions coming from the quantitative data that was presented. The identification of health problems that interfere with the dynamics of work has become of paramount importance, since it provided an understanding of the factors related to the malaise of university teaching teacher. The results of this research allow us to state that the reconfiguration of higher education from the 1990s exacerbated by the intensification of precarious working conditions of teachers, leaving them susceptible to disease processes.

This research has the objective of studying the curriculum and teaching of history at the secondary school level in the city of Vitória da Conquista, Bahia, Brazil, during the years 1993-2000. Its general objective is to analyze the curriculi of history teaching as it is prescribed and as it is actually carried out in secondary school education in the state public school system of this city. The specific objectives are: (1) identify and discuss the official prescribed curriculi (on the national level as well as the state level), and the didactic books suggested by SEC-BA for the teaching of history at the secondary school level, during the period being studied; (2) analyze the relationships between knowledge, education, and practise in the teaching of history at the secondary school level; (3) analyze the relationships between the officially prescribed curriculum and that actually used by the teachers, with an eye toward comprehending the tensions, proximities and distances between the two curricular dimensions. The research used a qualitative methodology and the following written sources: LDB 9.394/96, the official Federal (DCNEM and PCNEM) and state curriculi (suggested content), didactic books suggested for use by the state, class diaries, decrees and acts. Oral sources were used to complement the written sources. The thematic oral history inspired the carrying out of interviews with the staff who taught the discipline at this level of teaching, during the period under study. This paper is organized into three sections. The first section contains an analysis of how curricular discussions occurred in the state of Bahia during the period under study. In the second section, the pedagogical practices of history teachers were looked at via analyses of class diaries and interviews. In the third section, the intention was to comprehend, in dialogue between the narratives of the teachers and the literature in the areas of curriculum and teaching of history, how the teaching occurred in the classroom, how the didactic process was developed, what were the concepts of the curriculum of the teachers and what influence the official curriculum had over the actuality: arguments, conciliations, and distancing. It was determined that the official curriculum was elaborated distant from school reality, scheduled linearly, and was ethnocentric and evolutionistic. It was also determined that there were significant changes implemented, beginning with the entrance of the history teachers into teaching at the secondary school level. It was concluded that the relationships between the prescribed curriculum and the one actually used were mediated by forms of power, approximations, distances and epistemological, political and pedagogical tensions.

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In this research, we look for to understand the process of production and socialization to know, proceeding from the development of the learning object Trasnbordando Conhecimento , as well as, its use in the daily one of the lessons of mathematics in average education. For in such a way, we investigate as to know produced them in the daily one of the school they can contribute for the improvement and effectiveness of the dialogue enters the team organizer of learning objects and the professors. Being that, this investigativo work was carried through at two moments, distinct, but that they had been complemented: in the University and the school. The period was understood between June of 2004 to the July of 2005. When answering the two questions that had guided this research, we verify that it had contribution for the formation to know on the systematics of object production of learning and in the object use of learning in the mathematics education; ressignificações of Trasnbordando Conhecimento through the work of projects and also, contribution for the implantation of the educative work with computer science in the schools. We verify that the cycle of constructing, correcting, to reconstruct must continue so that let us have a dynamic education, as well as the rivers its waters goes down follows the course In the tested truth and, thinking metaforicamente, object and people after they are not more the same ones. It had aggregation of knowledge, knowing them individual and collective.

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This presente study debates the importance of the using of games, as a methodologic choice of Mathematic study, to the children between Five and seven years old. This research uses primary sistematization of theoric knowledge and methodologic about the using of games, to overcome the existing deficiency in this education. Has the objective to study, identify, analise and describe the main contribution of the games in development of pedagogic practice and in the significance knowledge aquisition. The study stars from a characterization of the Mathematic education nowadays, based in the documents: Referencial Curricular For Child Education and Curricilar Parameters For The Fundamental Education. It is based in researches accounts about Mathematic educatioto see wich practices have been developed and the possible cause of school failure. It makes a survey of pedagogic trends in education to identify the most convenient in the current context. After walking through this theoric way, finds the necessary clarification wich justify the using of gamesas a methodologic resource to learning end development of child, between Five and seven years old, to favor the Mathematic education. Uses as theoric foundation the assumptions of the theory Historic-Cultural, based in Vygotsky, Leontiev and Elkonin studies. So, it deeps the theoric knowledge about this theme, with the aim to clear and contribute in the teachers formation, Who wants a rephrasing of Mathematic education and a comprehension of the importance in using games as the main activity of the child.

This study is linked to the Education policy and Management research field of the Education Post-Graduate Program in the Federal University of Uberlândia-MG-Brazil (UFU). It is articulated to the research Evaluation of the Joint Action Plan, which is a study in cities of Rio Grande do Norte , Pará and Minas Gerais Brazilian states from 2007 to 2011, summited to the Program Education Observatory (Obeduc). This research object is the federal program named School Development Plan (PDE) and the tool School Development Interactive Plan. So, the study aims to understand the changes in the PDE to the interactive PDE in the context of changes in the State organization and functioning in the process of consolidating the New Public Management and their implications to educational institutions. Concerning to methodology, we first performed a bibliographic review in order to base the research as well the further analysis. Concomitantly, a reading and analysis of official documents from the Ministry of Education (MEC) was carried out in order to understand the guidelines for elaborating the PDE and the tool interactive PDE). Afterwards, we accomplished eight semistructured interviews to the professionals of two Brazilian public schools. Regarding the structure of this dissertation, we first propose a reflection on the State Reform Process, pointing out basic elements to understand its formation along development of capitalist production way. We presented and discussed some elements that constitute and underlie the construction of the New Public Management, such as accountability, Strategic Planning, regulation and electronic government. Then, we studied the guidelines and orientations found in the official documents from MEC for elaborating and formulating the PDE and the Interactive PDE. Afterwards, we reflected on the Education reality in the Brazilian city of Ituiutaba, Minas Gerais, in order to analyze the data from interviews of the field research. We could verify that a common element in the two documents from MEC is that it is advocated the question of the participation of the school community in a collective process, to design and implement the Plans. However, the field research allowed us to understand that this participation occurs in an indirect and formal way, because it is implemented by means of indirect agents or so just to meet standards and procedures. Moreover, the drafting process is the responsibility of the management team. The results show that the basic element to differentiate School to Interactive PDE is the incorporation of Information and Communication Technologies (ICTs) for including a digital tool through an on line platform. It was possible to conclude that the New Public Management and the Federal Government have assumed some aspects of School and Education management, because, by using ICTs it is possible better control and promote better control and monitoring. Beyond control it must have efficiency and efficacy in performing social public actions. The interactive PDE is characterized as a closed, rigid, operational, pre-defined tool which is therefore closer to aspects of NPM character that does not allow autonomy school.

This reseach seeks to study, analise and bring the Mathematics Modelling, as a methodologic choice for the first years of elementary education, to find new possibilities for the teaching and apprentice of mathematics knowledge. The study: synthetically presents the methodologic choices for the teaching of mathematics contents, with emphasis in Mathematics Modelling, aiming to overcome the present problems in the teaching sistem; evidence the route, the features the concepts and the importance of Mathematics Modelling in teaching and in society; presents and discuss about the possibilities to accomplish the Mathematics Modelling in the teaching process at the first years of elementary education. In this way of study, we emphasize the importance and the value of Mathematics Modelling to change the situation of teaching to bring a learning process contextualized and innovative for all envolved. In this sense, are evidenced the contribution of Mathematics Modelling, as an efficient and significative methodologic choice capable to bring many contexts and other knowledge areas

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Museums are educational institutions that carry in its exhibition a speech that is disseminated to its visitors. To reach that, the museums teams prepare their exposure so that it is not only understandable, but also attractive, so that the visitor may be interested in the exhibition, interact with its objects and consequently with the expositive discourse. Among several possibilities for activities that the museum can offer, games present themselves as instruments that have a potential to be used for science communication, since they are able to engage players, while entertain and challenge them. A combination that allows the museum to engage the visitor for a longer time on a portion of its exhibition discourse, increasing the process of appropriation of this discourse. Thinking about this, we idealized a game whose central theme is the problems of building highways for native fauna. Then we transform the game script in a story, in order to present it for children 6-10 years in a puppet theater. By the receptivity of the children to the story of the game and its characters and from their narratives, we did an analysis of the aspects that should be modified to the creation of game. We proposed the design of more challenging goals that gives the player an active role in the interaction with the game; the development different levels with increasing difficulty; different mechanisms of reward, not restricted only to score and the opportunity and incentive to interaction with other players. These changes were proposed to make the idealized game more appropriated, engaging, entertaining, and permeated by a speech of great relevance and importance to society.

This research has as a survey object the University Extension Program -Proext (in Portuguese), in the context of the university education\'s policiesand its implication in the university extension inside Federal University of Uberlandia -UFU. It is situated in the State, Policiesand Education Management of the Pos-Graduated Program of Education College -Faced (in Portuguese). Has as general subject situate the Proext within the educational policiesfor the superior education, in context of the transformations in the role and significance of the university actually, and its developments at UFU between 2003 and 2012. Oriented by some particular objectives, will try to analyze the educational policies between 2003 and 2012 in the scenery of Brazilian society in such a way to understand its articulation with the transformations at the university and, more specifically, at UFU, in this period; situate a discussion around the university extension in context of The Pro-Rector Extension Forum of Brazilian Public Universities -Forproex ( in Portuguese), in such a way to capture its implications at the university extension policy and in scope of UFU; understand the Proext in the context of the discuss and the extension policies in Brazil and its implications at UFU. Methodologicallyit is situated in the spectrum of the qualitative research and sought to the content analyses through the documental research. The maindocumental sources were the law about university extension in Brazil, specially related to Proext, and the documents produced by Forproex. Throughout this studywe discussed about the meaning and outline that the university hasaccepted in its historical development and the educational policies that has been implanted of the superior education ambit in general and of the university extension specifically. Rescue the discuss and some experiences in the field of university extension at public university and, in this analysis movement, discuss the directions, ways and outlinesthat the university extension has been accepting in these universities. Recover, also, the contribution of Forproext in this discussion of making proposals to providing the extension policies and between them, are highlighted the Rondon Project , the Literacy Program of Brazil, the Provide Extension Funds Program and the Proext, the main subject of this search.In this analysis movement , UFU is situated in such way to evidence the implications, in this institution, of the policies and debates which are developed in the university extension field. At the end it was possible to show that in context of the educational policies and implemented policies at UFU the university extension is still sidelined, there aren´t more consistent actions around it. In this sense , was possible to demarcate some values as the nextricable connection betweeneducation -research -extension and the extension while a channel, not only of the production, but also of diffusion and exchange of knowledge, already reiteratedin the formulations about university extension, however it isn\'t yet consolidated in practices and in extension policies. We demonstrated also, that the Proext has been constituted in a important strategy of foment to the extension actions, but at the same time, it contributes with the limitation of the university in acting in its ambit once that it is made, essentially, at the unique funding source to university extension in the public institutions of Brazil superior study, what gave checkmate the autonomy of these institutions.

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This dissertation has as object of study knowledge and the evaluative practices in the teaching and learning of History in the medium level. The general objective of the research is to understand and analyze knowledge and evaluation practices of the learning of History teachers who are working in the Medium Level, in the city of Uberlândia, MG, Brazil. The specific objectives are: 1) to establish relationships among the curriculum, the learning evaluation and the teaching of History in the medium level concerning the political, cultural and socio-economical contexts; 2) to identify the impact of PAIES/UFU, Vestibular/UFU and ENEM in the pedagogical and evaluative practices of Medium Level History teachers; and 3) to analyze the conceptions of learning evaluation of History teachers as well as the relationships among the continuing studies, knowledge and evaluative practices. The thematic oral history was the chosen methodological tool for the investigation, with the use of oral and written sources. Official documents and evaluation instruments were used as complements to the oral interviews. PAIES/UFU-2002 subprogram was chosen as the evaluation instrument. History tests were chosen from the three steps; to complement the investigation ENEM History tests, UFU and vestibular tests of 2004 were used. The teachers narrators' group was composed by five teachers and by two teachers which were graduated in History, working in public and private schools of the medium level in Uberlândia. The dissertation is organized in three chapters. The first has as objective to establish relationships among the curriculum, the evaluation of the learning, the teaching of History and the social, economical, political and cultural contexts. Some inquiries guide the analysis as follows: how are these elements constituted in the historical, political, economical and social process? Which are their purposes and relationships inside the school? Which are the most recurrent approaches in the constitution of those elements, in the context of school education? We presented some conceptions of evaluation of learning which are most recurrent in the educational debate, trying to establish the linkages of these conceptions with the teacher s continuing studies and with the History teachers' evaluative practices. In the second chapter we analyze the guiding principles and the configuration of the evaluations of ENEM, UFU s Vestibular and PAIES in the Medium Level, evidencing the purposes and the objectives that are the legal basis of those selective processes, as well as their relationship with the political and socio-economical Brazilian context. We analyzed the History tests, identifying the conceptions presented. We registered and analyzed the teachers' narratives that evidence the impact caused by these evaluative/selective processes in their pedagogical and evaluative practices. The third chapter focuses on the registrations of the History teachers' voices, evidencing, in the narratives, their knowledge and evaluative practices in the field of their continuing studies and the one of the educational practice. The objective is to demonstrate evaluation as a challenge for the teacher in what regards knowledge and school practice. The narratives reveal dimensions and impacts of the evaluative processes and of the curriculum proposals in teachers pedagogical practices. Finally, we focus on possibilities of re/construction of an evaluative practice, which is pedagogical and theoretical-critical, as well as inventive and constructive, traced in the daily classroom, studies, cultural, political and socioeconomical contexts of Brazil.

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The aim of this study was to understand how does the teaching learning process of the agronomy professor from Universidade Federal de Uberlândia occurs, analyzing the relationship among training, knowledge and these professors professional identity. The questions which guided the research were: How does the professional identity of these professors are developed in the teaching learning process? Which are the main formation factors that influences this process? Which are the agronomy professors knowledge and how were them built and learned by these professionals in college? This is a research with a qualitative approach, in which most of the data was collected with the professors, through two questionnaires, a simplified and an in-depth one, as well as documents that depict the history of the institute and of the Agronomy department. To guide analysis, we have used, more than the scientific production in the area, the authors Cunha (2008), Tardif (2002), Pimenta (2005), Melo (2009, 2012), Malusá (2005), Pachane (2009), Magalhães (2012), Dubar (2005), Imbernón (2002),Nunez andRamalho (2008), Almeida andPimenta (2012) PimentaandAnastasiou (2002), Cavallet (1999) Pachane (2006), Behrens (2007) Isaia (2008), Malusá (2012) and Nóvoa (1999). The analysis indicated that the teaching learning process of the agronomy professor occurs since college, with the option of been a professor, and throughout their teaching career. Their challenges are related to work conditions, although, the dilemmas between the practices related to the conceptions of traditional and progressive pedagogy can be seen in their class, teaching and teaching learning process conception. Classes are considered by professors as an interaction place but also as a knowledge transference place. This research identifies the necessity of promote cooperation between teachers, so that, the collective and integrated work in formative spaces teachers will have the opportunity to develop the knowledge necessary for teaching. The implementation of institutional initial and continuous formation, through direct dialogue between undergraduate, graduate and training and professional development programs for teachers, with better work conditions will reflect in the constant improvement of training development within universities.