RCAAP Repository

This study is part of the Policy and Management in Education on line the Postgraduate Education of the Federal University of Uberlândia. Program and has as an object of research of University Support Foundation at the Federal University of Uberlândia. The investigated Support Foundation was founded in 1982 and aims to contribute to the UFU (University Federal Uberlândia) attaining its goals of teaching, research and extension. This study has as main objective to analyze the role of FAU front UFU in the context of educational policies for higher education on the threshold of the XXI century. Alongside this general goal, also intends to analyze the implications and FAU relations with UFU, their difficulties, the Foundation\'s impact in relation to teaching, his contribution with regard to funding and university autonomy in the context of political education to higher education in the 1990. Thus , discusses the role of FAU from socioeconomic changes that engender and determine educational policies , in particular those aimed at higher education , in late twentieth and early twenty-first century. Regarding the methodological aspect of this work is investigative in nature and falls qualitative methodological field , believing that the conduct of research in the methodological field allows the researcher to build a more global view on the social , economic and political aspects . The choice of FAU as an object of study was due to the great interaction that she has with the UFU , through the set of Academic Units comprising this University . The process of data collection used was the semistructured interview . The developed analysis reveals that the University Support Foundation , in its relationship with the UFU has much contributed to the revitalization of administrative actions within the academic units and the university itself as a whole. In turn , the impact of the FAU as regards the financing UFU , it was observed that it is significantly small, as the volume of funds raised , but of great importance to be reached the above dynamics. It was observed, too, that for most interviewees the participation of teachers in the University activities through FAU has brought greater damage to the set of activities developed by FAU has not brought greater damage to the set of activities such teachers at the University. Regarding the privatization of higher education, the interviewees show that the performance of foundations such as FAU is not decisive, because that privatization has walked through other tracks and has reached levels where the maintenance of some, free, public institutions ends up constituting balancing factor between the institutions at this level of education. Furthermore, it is concluded that the universities have greater autonomy, certainly, the performance and the role of foundations as FAU would rather minimized.

This research has had as a purpose to comprehend how the physics knowledge has been and is built in the formation of Natural Science teachers, graduated in Biological Sciences, from the municipal public school system in Uberlândia, Minas Gerais. This purpose have relation with understanding that teaching of Physics in the final years of the elementary school has been strategic to the education and development of the country, and the quality of this schooling depends on the formation of the Natural Science teacher. To development of investigation, the conception of teaching knowledge adopted is based in studies of Maurice Tardif. This point of view, the teaching knowledge is plural and temporal, coming in through of several sources and built in all time of life of the teacher, and not alone in your initial traning in the college. For this reason, within a qualitative approach, it has been used Robert Yin s methodology to case study research, with three Natural Sciences teachers, through data collected by semi structured interviews, questionnaires, electronic messages and documents. To the data analysis it has been adopted the categorical analysis and data triangulation to the construction of the explanation. The data interpretation has shown that the construction of the physics knowledge of the research subjects has happened especially in High School and not during the initial training. In the professional practice, its physics apprenticeship has been performed through textbooks and internet.

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This work was proposed research the historical study of the Agricultural College of Rio Verde, which became operational in May 1967, in southwest Goiás, with the cut out the year 1967 with it s creation, and 1979, when the college was transformed into Agrotechnical School. The objective of the research is to analyze the trajectory of the Agricultural College of Rio Verde, emphasizing the process of creation, installation and consolidation in the period between 1967 and 1979, seeking to understand the implementation of this technical-vocational institution in the 1960 features such as approach, three stages, namely: the socioeconomic context of the area where the school was installed, justifying the need for professional training for agricultural work, and hand of local and regional skilled workforce, whose economic development was basically agricultural; a reflection on the history of agricultural vocational education in the region and in the country, emphasizing political and social aspects in their advances and retreats; and also the installation of the institution; and start of operations, their organizers and agents subject. The methodological path followed had as a starting point the documentary research, prioritizing the identification, selection, analysis and description of the Agricultural College documents Rio Verde, 1967-1979, are: Decrees, Laws, reports, letters, photographs, books registration tests of selection and registration, point of books, minutes of meetings, and visits to private collections in search of newspapers highlighted time, photographs, documents and school records. Correspondingly, the bibliographic reference analysis on the subject studied. These studies allowed the perception of the creation of the school as part of a political-economic planning deployed to meet regional and local needs, highlighting the uniqueness of the agricultural school culture in the institution that reveal stories, facts and relationships between all those involved in the processes of construction, implementation and consolidation of the college, among these relations, we find that the agricultural vocation of the region was essential for this institution to consolidate.

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This study sought to build a historical understanding of the creation of the school Grupo Escolar 13 de Maio in Uberlândia, state of Minas Gerais. Built upon the suburbs, this school came to meet black and poor people s educational needs. As so it stands out as a subject matter useful to understand the relationship between education, society, politics, and ethnicity. The overall aim was to inquiry into this school s the history and social importance; the specific aims were to question interests underlying the construction of an elementary school on the outskirts and whose name symbolizes black population s social struggles, to analyze schooling everydayness, and to understand its pedagogical practices. As a documental and dialetical inquiry, this study relied upon methodological procedures such as bibliographic and documental research as well as interviews with former students and a former headmaster. Research sources included newspapers, record book of class attending, minutes, photographs, and interviews. The theoretical framework stemmed from Saviani (2009), Souza (2008; 1990), Nosella and Buffa (2008), Araújo (2009), and Veiga (2007), among others. Results show the school was set up both in a peripheral area populated by a majority of poor and black inhabitants that newspaper used to call a place of outcasts and in a setting marked by social tension between white people and black people at a time when black movement gained momentum in the world. In addition, results indicate school s alignment with a program of national educational expansion in which every school-aged child should be in schools. Such ideal meant to make Grupo Escolar 13 de Maio function in rented houses and limit its capacity of enrollment because of its inappropriate facilities. Once it started to operate in its own building, it offered pedagogy aimed to meet working class demands for education as a means of upward social mobility. Part of its educational practices had bonds with companies and industries that sponsored school events and were opened to educational trips to their facilities so that to make students and teachers familiar with it. Almost 50 years after its building was erected, again the school had to operate in a rented house and reduce number classes due to not-quite-clear impediments related to public administration. It s as if it d gone back to its early days.

This thesis is a qualitative research review of the literature. The aim is to analyze what the researchers reveal about Education‟s software in regards to the categories of phonological awareness in reading acquisition and development during the first years of elementary education. It is presented from the point of view of speech-language pathology. Five articles were chosen for analysis of structure and application. Two were in Portuguese and three were in other languages. The articles describe information systems, objective, theory foundation and methods, and conclude with study results. Later, the articles analyze the use of phonological awareness skills presented through the software. Among the five software systems presented in the articles, I focused on the Pedro no Parque de Diversões software for analysis. This software teaches the multimedia support bidimensional, (in 2D), and through audiovisual recourse, develops the identified areas of phonological awareness. The scenery is interactive and easy to navigate. The phonological awareness activities explored in the software can be aligned with the Education and Speech-Language Pathology‟s proposal as presented through the schools‟ activities.

In this thesis deal with the Social Inclusion of people deaf, the influences for the composition of consciousness as a group, of an increase or not of exclusion. From the more than 10 years experience of the author with the deaf community of the city of Uberlândia. The work was arranged with discussions that appear necessary on the Deaf, their trajectories, influences and dreams to detect by \"voices\"2 we seek to identify why these voices exist or not and how they are (IRAM) its formation as people. We deal with Deaf Pounds users - Brazilian Sign Language. We have used new technologies to this approach with the respondents (Whatsapp, Skype, Facebook, Messenger and email). We make a theoretical framework based on Harlan Lane and his book \"The Mask of Benevolence\"- a free translation for A Máscara da Benevolência , the author treat also this public denouncing a hearing acculturation on the deaf and for being the consistent reports with the deaf education in criticism of what takes place in our country - welfare of nature. The choice of this interpretative model follows the lines presented in the text of Harlan Lane (1992), graduated in psychology arguing obscure points, rarely brought up in education, and found that the story goes further. We have used other authors to understand the Deaf and their training. We also analyze the professionals involved in this process: teachers and translators interpreters pounds per relate directly to the theme of deafness and, therefore, steeped in performing a different job. Subsidized for both of previous studies on the subject. We discover and consider that the theory presented by the author Harlan Lane (1992), expanded by Capovilla (2011), Sa (2006) Tables (2006), Fernandes (2011) among others, is still present with regard to the constitution of these people. The education of the deaf, for the most part, allows them to be devoid of will and not subjects. We have used the exploratory research, the one most suited to the work.

National, State and Municipal Education Councils were created in Brazil, during the Imperial period, and had a long history of advances and backtracking due to its functions and guidelines, until it arrived at what is known today. In the beginning, the councils served the purposes of the Catholic Church and the local policies of certain municipalities, to be subsequently re-oriented by the National Government, as instruments, at the technical level, to support the development and popular policies of the dictatorial regime. During the Military Regime, they served as monitoring and control instruments. However, after the 80 s, they acquired new colors, because they consisted of struggle and support for the social movements. In the 90 s, the constitutions of the Educational Councils became part of the neo-liberal public policies, having as objective the sustainement of its decentralization proposals. However, the principle of Parcipative Democracy also interfered in their effective process, especially at the local level, such as was the case with the Municipal Education Council of Uberlândia. Therefore, this research studied the constitution and establishment of the Municipal Education Council of Uberlândia, in a government characterized by a Liberal Democracy and in one marked by the Participative Democracy. Methodologicaly, a qualitative research was done, by analyses of the normative legal apparatus, literature research and analysis of the minutes of the Municipal Educational Council of Uberlândia meetings. From these it was possible to infer that the search for the education democratization via Municipal Council of Education, still depends on political gestures, which favor a reciprocal collaborations among the different government and civil society spheres, leaving aside the private interests and proposals that want to bring the education to the consumer market.

The research described here has as its object of study the teaching and appreciation of the basic education professional in the context of educational legislation between 1996 and 2013. Founded in memories I ve built with my observations through my everyday professional practices and knowledge built with theoretical readings, these considerations open the theme statement and the research problem, which are outlined in this issue: how are questions relating to teaching and the enhancement of professional education in the Brazilian legislation treated? It s goal was to analyze how the standard presents the work of teachers and their valuation in view of the economic development and the environment. The analysis of educational policy undertaken in that time frame permeates the research issue on the grounds that the changes affected the intensification and precariousness of teaching. The reflections are based on the critical analysis that considers the object being studied as something inserted in the totality of relations constituted by labor in capitalism. The research is delimited by its relationship with the neoliberal policies and the restructuring process parameters that have emerged in the reorganization of capitalism. In order to achieve these goals a methodology based on the literature was chosen - that is, in the literature that would allow contextualize the issue in a larger field, guide and ballast our reflections and reading the review for results (concepts and ideas) consistent with the learning objectives. The realization of the research has supported itself, then, in the document analysis, which aims to identify and understand the selected documents, information and elements that can help to explain the problem investigated. Data collection on documentary sources helps to understand the factors that make up much of the teaching and appreciation of today\'s professional education. This is because the analysis of this study aims to verify the employment forms and their implications assigned to teachers based on the essential data that focused on education policy. It is determined, in the theoretical framework, the capital reorganization mechanisms in its globalization phase routing of neoliberal education reforms. The exposure of the content of this dissertation is organized into three chapters. Chapter 1 presents the theoretical framework that supports the understanding of the teaching profession to articulate it with the object of research in which it appears. Chapter 2 discusses the survey and analysis of the legal frameworks that guide the teaching environment and the enhancement of education professionals in the 1996-2006 period, focusing on the changes in the Brazilian educational policy. Chapter 3 continues the analysis of the legal frameworks that guide the teaching environment and the enhancement of education professionals in the period 2006-13. Finally, the idea of understanding of the whole legal framework that orders, directs and founded the practice of teaching can only really be understood if the identification of the political set time not only in the country but also - and especially - in the world. In other words, it imposes on the teachers the challenge of dealing with a regulation of their work that is steeped in market values.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

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The current study, of qualitative approach, investigates the knowledge of four art teachers belonged to the municipal network of teaching with the purpose of comprehending the theoretical bases and the built experiences in drawing teaching, intending to answer the following questions: What drawing conceptions support their actions in the classroom? How, when and with what objective the drawing is proposed to the students of the firsts grades of Elementary School of the municipal network of teaching in Uberlândia? Based in the works of Derdyk (1989), Frange (1995), Morais (1995), Buosso (1990), Artigas (1999), Motta (1967) and Amílcar de Castro (1999), the aim of this study approaches the drawing as knowledge, language, expression, communication, register, representation, project, invention and designation. Our study uses as theoretical reference Tardif (2002), Zabala (1998), C. Gauthier (1998), B. Charlot (2000), Freire (2004) and Hernández (2005), in the perspective that significant practices are built in everyday constructions of teacher s doing. We assume that the drawing teaching in the art classes, given by teachers graduated in Arts Education who are compromised with their continuous formation by participating in group of studying and/or researching, as well as experience in teaching, can become more significant for the student in consequence of its constitution and specificity of this content. From the reports of the collaborators, this study searches to analyze and discuss the data about the conceptions which permeate the educative work with drawing, its teaching and what methodology paths subsidize these actions. The answers presented by the teachers reveal that they comprehend the drawing in several conceptions, suchlike project, register, representation, language, expression, and stages of creative process. Besides, the answers have showed diversity of pedagogic tracks, such as teach by thematic propositions, discuss stereotypic, proposes drawing tracks by the graphic or figurative references and the elements of visual language, and also the use of alternative materials. The results of this research indicate as significant and important are the doing and saying built by the teachers, for, furthermore delineating their conceptions about the drawing teaching, and they become the start point to promote dialogue between the educational proposals and the educative practices in the Art teaching, as well as to incentive their continuous formation, the way of being a teacher, of teaching and learning how to draw.

This research deals with the evaluation of learning in undergraduate courses of Universidade Federal de Uberlândia (UFU) in which formative evaluation is a guideline in their politicalpedagogical projects. The objective was to analyze the evaluation processes of learning in these courses and to check to what extent they are also part of learning, fulfilling their pedagogical role. The study was conducted in three stages. The first stage constituted the documentary analysis of political-pedagogical projects of the courses in question. Subsequently, the teaching plans of syllabus components taught in these courses were analyzed. The last stage of the research consisted of interviews with professors who showed in their teaching plans more indications of putting formative evaluation in practice. It was possible to check with this research that there was a breakthrough, though small, on the Institution s discourse, through its planning official documents. Some of them have already made explicit the need that the evaluating practice occurs in a formative perspective. On the other hand, incoherent elements with the principles of formative evaluation were identified both the teaching planes and the interviews. We believe this research will be important to promote the reflection on the proposals and evaluation practices in the scope of the institution researched and also other higher education institutions.

This work is a study on the design of this childhood in the National Curriculum Reference for Early Childhood Education - RCNEI. In this sense, we tried to reflect on the educational policies geared for children 0-6 years old from 1960 to 1990, is characterized by childhood ways of seeing and conceiving it. To dye the objectives proposed herein, the methodology used was documentary and bibliographic character. Initially, it presents the trajectory of childhood concept in Brazilian educational policies, over time, especially about the looks attributed to childhood in RCNEI produced in 1998. In relation to educational proposals for children in the modern period, between the century XVI and XVII, the childhood understandings disseminated by Comenius, Rousseau, Pestalozzi and Froebel were examined. In the Brazilian educational policies, it was found that, until the 1980s, there was an intense concern for the biological aspect of the child related to hygiene, health and nutrition. Thus, there emerged a kind of care focused on children who were in unfavorable economic conditions in relation to social class and cultural environment to which they belonged. Pre-school educational policies portray the childhood concept route, for example, in the 1930s, when the hygienist ideology manifested itself in defense of the inspection body and the environment, as well as the care of children had these same precepts. From 1930 to 1980, the policy for children, educational character, privileged works of social assistance. The Federal Constitution of 1988 came to regard the child as a subject of rights, and the Statute of Children and Adolescents - ECA, in 1990, incorporated the doctrine of full protection, which meant giving priority to children and adolescents, as well as children were considered as citizens with all rights and how to be in development. The LDB No. 9394, 1996, reaffirmed the right to education guaranteed by the 1988 Constitution Already the Reference National Curriculum from Kindergarten - RCNEI can be considered as a document which is presented as an advancement of early childhood education, because tackle and overcome educational issues related to welfare tradition of creches and advance the teaching of preschools. It can also be understood as a curricular framework that gave conceptions and practices that are presented in their text in an attempt to overcome them, such as preschool be guided along the lines of elementary school.

This study aimed to understand the impacts of the information society on higher education teaching of technology courses. The research involved teachers who work in higher education technology of a Federal Institute of Education, Science and Technology, in Minas Gerais - Brazil. The guiding questions: how do teachers have developed their careers and professional identities? How do teachers understand teaching in higher education technology courses faced the impacts of the information society? What are the contributions of initial and continuing training of teachers to face the challenges posed by the information society when conducting teaching? This is a qualitative research, using documentary analysis and narrative interviews. The first stage involved the analysis of Lattes Curricula of 45 teachers from the following areas: 22 from Food Processing, 12 from Information and Communication, and 11 from Business and Management. Three teachers were chosen from Food Processing for the narrative interviews in the second stage of the research. The results reveal that the information society and the management of higher education in Brazil have resulted in new models of construction of identities by teachers. We observed three groups of identities constituted by the research subjects: those who remain outside the productivity required in higher education, which is a small group that demonstrates non-compliance with the requirements of the current academic production system; the second group, numerically more representative, is formed by teachers who joined even timidly, but already demonstrate involvement in academic productivity requirements and, finally, the third group that is small and is immersed in high productivity scheme and visible intensification work mainly because it consists of teachers working mostly in stricto sensu graduation programs. Each group experiences its own dilemmas of their identity condition that is not fixed and immutable, but in clear process of construction. We found that higher teaching technology courses are undergoing a process of changes and requirements arising from the political, economic and social field due to globalization, technological and informational changes that greatly affect the process of teaching and learning and the teacher\'s work as well. The challenges faced by the teachers surveyed are as marked: despite having the domain of scientific knowledge, they know they always need to be updated to meet the demands imposed on them; teachers understand the need to have a prospective vision linked to constant changes; they understand the need to be mediators of the process of teaching and learning, despite the appreciation of the transmission of knowledge; they need to deal with cultures present in the classroom and, thus, they have shown concern with affective aspects of students; finally they demonstrate ability to generate their own continuing education so they need better direction that can come from institutional policies of the teachers professional development.

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Fundação de Amparo a Pesquisa do Estado de Minas Gerais

The thesis presented here is to questioning the fact that the market develops proprietary software, as opposed to the ideal collaborator of the free software movement that allows the participation and digital inclusion that plan to take over public policies extending its use to public education agencies. It also approaches the concept of free software and its adoption in higher education, through resolutions adopted by the Brazilian state analyzing experience in Journalism Course at the Federal University of Uberlândia - UFU, the use of free software Scribus. Methodologically became the literature review to find the data and information made available by the federal government and the object of analysis institution. Data were also collected through a questionnaire to collect the opinions of students participating in the course of the disciplines. We started from the hypothesis that the culture of proprietary software is needed by business strategies, which makes it preferred by consumers, although in the first instance, have high costs to the user, while the free software, more accessible and, sometimes free, is discredited by the general public. Makes a comparison with a similar model of proprietary software, noting that the use of free software is reliable, allowing develop the spirit of solidarity and collaborationist required in the university environment, expanding the knowledge and not merely the \"training in push buttons\" and notes based on documents that the initiative is still seen with resistance and use, even in public higher education institutions, needs to be intensified. The main results concern the use and acceptance of free software Scribus, used in disciplines related to the production of printed material, the teaching-learning process in carrying out the activities, as well as the measures taken to use free programs proposed by the federal government to public institutions.