RCAAP Repository

This research is linked to the History and Historiography of the Education Line and it has the objective of investigating the creation and installation process of Colégio Triângulo Mineiro, a school located in Uberaba-MG, and identifying some pedagogic practices lived in the institution. This is a private establishment, founded in the 1940s by Mário de Ascenção Palmério, a teacher. The institution - that was known as Liceu Triângulo Mineiro - began its activities offering admission courses, madureza (a test to check the students intellectual ability), preparatory, Kindergarten and primary school and, in 1941, it requested previous verification for the offer of the 1st Cycle of the Secondary Teaching Middle School. On April 9, 1943, the preliminary inspection was granted and it received the denomination of Ginásio Triângulo Mineiro, but, only on October 7, 1946, it obtained the recognition of the Middle school. On January 27, 1947, it got authorization to work as school. At first, the founder said that the establishment had been created to assist to the least favored people, however, the problem pointed out in this research shows a contradiction: in the years that it was founded, Colégio Triângulo Mineiro implanted the 1st and 2nd Cycle of the Secondary Teaching, teaching levels destined to a minority. How did the institution get to offer those two cycles to a \"less favored\" population, once the secondary teaching, in that context, was destined to a few ones? To investigate that problem, the temporary cutting delimited for the study was from 1940 to 1960. The methodological procedures used include the consultation and analysis of local newspapers, documents of the Center of Documentation Mário Palmério and Regional Superintendency of Teaching, besides other materials corresponding to the delimited period. Starting from those sources and using theoretical referenciais like Nosella and Buffa (2009); Magalhães (1998; 1999; 2004); Nunes (2000); Silva (1969) and others gone back to the analysis of the school institutions and the secondary teaching, it had the attempt to understand dialectically the political, economical, social and cultural relationships that interfere in the education subjects. Special attention was given to understand how Colégio Triângulo Mineiro, presenting secondary teaching in a period in that it was destined to the minority, got to assist \"the least favored people\". It was verified that the effective education legislation, mainly the Ordinance-law no. 7.637 of June 12, 1945 and the one of no. 7.795 of July 30 of the same year, as well as the Entrance no. 583 of October 27, 1948 corroborated for the entrance of the lower social class people in the secondary teaching. It was concluded that, among 1942 to 1956, Colégio Triângulo Mineiro obtained a significant number of enrolled students in the 1st Cycle of the Secondary Teaching middle school. The importance was due to the teachers and students moral conduct and discipline; it was evidenced that there was little rotation of teachers and that they taught more than a discipline, they played essential part for the construction of the educational identity and they stood out in civic and sporting events for the society.

This work consisted in a research with the objective of describe and analyze the propose of the Specialized Education Attendance AEE (abbreviation in Portuguese), implanted and developed at the Municipal Secretariat of Education of Uberlandia SME ( abbreviation in Portuguese), from 2005 to 2014, for the students target audience of the special education, registered in municipals schools of fundamental series from 1º to 5º year, in the light of legal documents which regulate the actions to this kind of attendance in Brazil. For this, was realized a qualitative research with descriptive and analytical character. We used for the data collection, the documental analyze; through the official documents that regulate the special education in Brazil and in Uberlandia; the semi-structured interview was realized with two coordinators of the responsible sector for the special education in the city; The Support Section of Human Distinctions NADSH (abbreviation in Portuguese), in the period of the research; and the questionnaire for the teachers of AEE and for the teachers of the regular classroom. Through the construction of the data was possible to make a linkage of all aspects presented for the actors of the research, which resulted in four categories: the history of the special education in the city; the vision of the teachers of AEE and regular classroom about AEE and NADSH; the multifunction resource room SRM ( abbreviation in Portuguese) and the architectural and pedagogical accessibility; and the process of making teachers more aware. We realized that AEE was based in the perspective of a Inclusive Education, in accord with the National Public Special Education in the Inclusive Education Perspective (2008) and documents that order the attendance. However the special education in Uberlandia has already existed in the municipal schools since 1991, it was from 2005, with the conversations about the inclusion, that this attendance became reframed, looking for the complementary and supplementary character to the work in the regular classroom, ensuring the necessary accessibility to the students target audience of special education. The research explored the necessity of interaction between the AEE and regular classroom teachers, and a continued education which improves the comprehension of the work with the human distinction that overtake the participation of the students with deficiency in school, which proposition should be of the SME and its assistants, and not only of the special education sector. It was found that the schools of the municipal system have been articulated to the AEE offer, but it has a lot to be realized to reach this objective, mainly when we talk about the participation of the students with deficiency, global disturbance of development and high skills/ gifted.

Education has a crucial role, both to inculcate the hegemonic idea is a \"natural\" process of society organization by the bourgeoisie, such as to oppose, disrupt and overcome the bourgeois values by workers. Is the essence of the hegemonic capitalist process the idea that it is necessary to train, tame and instrumentalizing workers with market technical information to enable their work for producing. So education is one of the paths that point to improve the living conditions for the workers. Between alternatives, there are projects developed within university incubators to support self-managed groups of workers who want to organize ork collective work to confront the market relations and joint overcome the difficulties. From the perspective of incubation, such as carry enti-ties of knowledge transfer that act within the scope of the Solidarity Economy exercise this task of educating workers toward the construction of economic emancipation? It hypothesis of this work, the technicalities contemporary education reinforces the hege-monic idea of society (the farmer is supplier of raw materials for value addition by third parties), which limits the worker to engage in a certain role by the elites holding the capital as well such as the public entities who hold the same logic for workers, spread-ing individualism as a means of development. The general objective of this dissertation is to analyze the limits and challenges faced by a group of workers of landman family agriculture incubated in CIEPS / UFU, from the 2010s to take ownership of production and marketing through education process technologies to the work. Therefore, this work will make the exercise of prioritizing the quality of information shared in times of ad-vice made to the developments of family landman farmers, incubated in CIEPS / UFU. To make the analysis of this information is necessary to identify the realities these workers, their activities and difficulties and at the same time reflect on the hopes, disap-pointments, difficulties and problems experienced in their trajectories. The proposal to build a collective education process for CIEPS has guidance on the need to think of a logic that has two main arguments, a technique which can transfer accumulated knowledge at every possible areas of the university, which allows the appropriation of knowledge, skills and values for workers, and the other axis founded on broad policy and training that enables the formation of class consciousness, that is participatory and representative of the social struggles of the workers and that both have the link between practice and theory. Deepening the educational process and the relationship with the technical appropriation of knowledge coordinated with the political education for work-ers is still a challenge for the solidarity relations but that should can never stop be a pri-ority in the path of construction of human emancipation.

This research discusses the practical work using practice lesson guides. Historically in Brazil, the practical scripts were written to guide teachers and students in the sense of being experiencing the same scientific work doing by scientists, one of the most common ways to apply the practical work in the classroom today. Because of these historical and social value to the disciplines of natural sciences, the practical scripts are steeped in ideas that influence an image of science that can be correct or warped, positioning the place of practical work in these disciplines as well as authors, teachers and students in \"doing\" and \"thinking\" about Science. To understand the concepts conveyed in practical scripts, this work aimed to investigate the ideological and epistemological conceptions of Natural Sciences that are in practical lesson guides in a collection of Biology textbooks. For this, we analyzed 25 science practical scripts of Biology Today textbook, through bibliographical research and analytic treatment, inspired in the Discourse Analysis. From varied and specific readings, we made notes, analysis of solutions and integrating synthesis which are the stages of the design of the literature. And for the analytic treatment of the practical scripts, we transformed the text into speech and presenting an overview of that configuration, language and type of science lesson guide and practical work that the collection of textbook presents the audience. After this process we have reached the place of the practical work and practical scripts in the textbook until we get to the ideological and epistemological conceptions. Through analysis, we believe that the practical scripts and practical work published by the collection are traditional because they focus on proving the theory, the development of technical/hands on skills, enhancing the sensory observation, empiricism-inductive and mathematization for through the ideological value of scientifically proven, putting on experimentation of sciences and sense organs, especially on vision, as the pickups of the truths to be revealed. In addition, the practical scripts, use the language of injunctive sequence whose function is to control \"take action\" of audience-student and audience-teacher, through commands ordering allows prohibits and warns, showing what they may or may not, should or should not do, determining the place of the audience and the speakers. Thus, the speakers are masters because they are those who know how to be producers of speech. The hearing teacher are those who have the expertise, but do not produce the speech, its function is to perform the dangerous tasks of practical scripts, tutoring the audience-students, who are those who do not know, therefore, They must be safeguarded and protected.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This dissertation examined the meanings and contours that planning made in the educational policies context targeted by the federal government in the 2003-2010 period, based on the analysis of the guidelines to preparation of the Plano de Ações Articuladas (Joint Action Plan). We performed a careful treatment of proposed government programs presented by the then candidate Luis Inácio Lula da Silva at the time of placing the economic, social and political context in which his government inserted the educational policies in the aforementioned period. This procedure made it possible to situate the planning in the conduct of public policy when it drew more clearly the basis for a \"new developmentalism\" as a model of development at Brazil. In the second moment, we discus about the educational policies implemented by facing the social, political and economic processes federal government, this approach became central to the implementation of the Plano de Desenvolvimento da Educação (Development Plan for Education, 2007) and the signing of the Compromisso Todos Pela Educação (All for Education Commitment) which linked the planning education through the development of the Plano de Desenvolvimento da Educação. Finally, the guidelines that shape the Plano de Ações Articuladas development were problematized, which was made on the categories planning, hybridity and regulation to an understanding of recent changes in the management of Brazilian basic education. The analysis developed inferences that the social project and the state role in the first decade of the XXI century has undergone a recomposition process of the power in national state through the recovery of his power , which was done by strengthening its regulatory capacity in ideological, political and socioeconomic levels. In this context we conclude that the regulatory approach taken by the state found in educational planning conditions to effect the coordinated decentralization, monitoring, managing and measuring the evolution of goals, important for the establishment of the responsibility assumed by the local micro-regulation strategies by condition sustainable management in the managerial conception of the state.

This work, was carried out in the Graduation in Education Program of the Uberlândia Federal University. It aims to investigate the contributions of the Introduction to Biology Teaching - Scholarship Institutional Program for the political formation of Biology teacher. The research is committed to the Materialistic-historic-dialectic perspective which guides epistemologically this study and makes use of technical procedures for the collection of data: Documental analysis, state of art about PIBID s articles and interviews with. Contradictions were aised in the textual mapping and grouped in categories for the preparation of the synthesis of ideas, contextualizing them to the theory. The analysis involved three steps after the collection of interviews data: pre-analysis, exploration of material and interpretation. The PIBID program has a potential to catalyze group debates about the teaching profession, but shows weakness on the sociopolitical fellows formation of the pibidianos. Much of the program of discussion and debate continues playing without addressing the productive system, towards a formation based on the instrumentalization of the teaching practice that aims to improve the teaching-learning process disconnected from the history of the reality. It is possible to notice that the fellows are formed to accept the working conditions of the teaching profession, an exercise in a constant precarization process. Nevertheless, the fellows received instructions to have the function of play contents to the formation of students. The absence of studies in the several areas of the teacher development makes it impossible to understand the morphology of the work and ends up forming disabled and unilateral professionals, which transforms the job of a professor as a mere classroom acting. The formation of a teacher is mainly understood as the accumulation of teaching techniques, proposal of innovative lessons, and constant updating with new technologies, causing a false sensation that education is being put in a transforming perspective. The fellows do not adhere to a philosophical framework, keeping their practices anchored to an epistemic eclecticism, what keeps them away from a political understanding of own formation. The inclusion of the fellows in the school environment empowers the glimpse of the contradictions in the world of work. However, the school experiences do not guarantee an education that articulates the whole and the parts, and the parts of the whole in the teacher development. The PIBID is a project with potential for reflexive maturation concerning the teacher s work because it penetrates the school environment and inserts the fellows there, even partly, into the world work.

This study is included in the Education in Science and Mathematics line, in Mastership Course, Education Post-Graduate Program in Federal University of Uberlândia, Minas Gerais, Brazil. It is a research which aimed to analyze the animation film Dr. Seuss' The Lorax in order to understand which cultural issues are put into circulation from the environmental approach. We used as methodological inspiration the qualitative approach, which authorized us to find ways of representing reality and we also used the decoupage technique to better understand the movie and, as a consequence, better apprehend meanings produced by it. We analyzed it from the cultural approach, because this line includes the most varied spheres of human experience and their transformations, considering the current context and singularities. Therefore, we seek to understand in what way the cinema, more specifically the animated film artifact, according to cultural studies method, materializes social culture, act as a knowledge producer and builds important meanings in the formation of historical, social and cultural subjects. The film analysis allowed us to perceive that subjects, society and nature are symbolized in the it by the way the characters are presented in the story and how they set their own figurations, as well how the main tools are used in building the cultural subject. The research relevance focuses on the breakdown of using the film only as entertainment, because it allows us a more conscious access to our inner life and, consequently, with our own learning, so it is a pedagogic dispositive that leverages new knowledge. Therefore vision is not merely a skill but a cultural construction that learns and teaches within the social practices, forming identities.

This research is part of the Research Line State, Policy and Management Education, having as main theme the Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Jovens e Adultos (Proeja) and its implementation at the Penitentiary of Uberaba. The objective was to analyze and understand the political foundations, historical and social program as well as its limits and possibilities for the formation of the inmates of that prison unit. The study adopted the epistemological founding the historical and dialectical materialism, constituting of a bibliographical and documentary research, qualitative. For the development of the survey were analyzed books, theses, dissertations, research papers and official documents of public policies related to education and youth and adult. They also analyzed documents relating to Proeja available at participating institutions of research, such as Pedagogical Projects, Work Plans, Worksheets Budgets and Expenditures, among others. They were held ten semi-structured interviews, whose subjects were prisoners who participated in the Proeja since 2009 to 2012 and then the local coordinator of the program in the meantime. Our analysis led us to conclude that, despite the comprehensive education discourse that permeates Proeja policy, the integration between basic education and vocational education at the Penitentiary of Uberaba was not achieved at all, because, among other things, structural issues society, the historical association between professional and precarious work and the organization of the prison system.

This study aims to analyze the processes of formation and professional development of university teachers, participants in continuous training activities, with regard to understanding the pedagogical practice. The questions that guided the research were: To participate in training activities and professional development, which the understanding of university teachers regarding their teaching? This problem, other questions arise: What knowledge is constructed by academics who participate in training activities? What are the contributions of the training activities for the development of professional identity of professors? The research subjects were the teachers who work in various areas of knowledge, participants of training actions provided by the Division of Teacher Education of the UFU. The research was based mainly by the following authors:Behrens, Cruz, Imbernón, Pimenta, Masetto, Marcelo Garcia, Nóvoa, Tardif and Vasconcelos. It is a qualitative study, the type action research. Data were obtained through interviews recorded with the participation of teachers in training activities, questionnaires and interviews. Action research consisted understanding of strategy, analysis and diagnosis of reality as it presents possibilities of, to understand reality, their problems and challenges, study concrete ways to modify it. The results indicated that teachers who attended the continuing education courses could understand and revise their beliefs and professional attitudes, build and rebuild knowledge and teaching identity. Thus, it was evident the need to promote training activities for academic staff, with a view to their full professional development and the improvement of their teaching practices, to highlight: the conceptions of education, public policy, planning, classroom organization, teacher-student relationship, education technologies, teaching methodologies, assessment, among other things present in the universe of teaching. In this sense, it is clear the need to establish a training culture as well as the consolidation of institutional policies of teacher professional development at the University. The consolidation of fruitful areas of continuing education that prioritize collective work, exchange of experiences and pedagogical support aimed at improving the teaching work directly reflects the socially referenced improving the quality of higher education.

This study aims to analyze how the official guidelines for early childhood education were implemented in Patos de Minas in the period 1996 to 2010. The incorporation of early childhood education to basic education through the Law of Basic Guidelinesfor Education (known as LDBEN in Brazil) LDBEN 9.394/1996 set responsibilities for the municipalities and demanded actions directly related to early childhood education, such as the organization and expansion of services, the professional training, and the integration of child care to the educational system. We sought to understand the implementation of policies for early childhood education from the macro concept to the institutional action, in the micro context. We historically contextualized early childhood education from the concepts of childhood, children and their institutionalization as well as the policies regarding this segment. Herein, the role of multilateral organizations in the formulation of early childhood education in Brazil the Federal Constitution of 1988 (referendum for the right of early childhood education) and the legislations arising from the LDBEN are focused. Besides, historical and political aspects are described as a means to understand the implementation of childhood education policies. Analyses carried out on the documents issued by the Ministry of Education and by the Municipal Secretariat of Education of Patos de Minas along with an interview with managers and childhood educators belonging to Municipal Centers of Childhood Education, allowed us to conclude that the implementation of policies concerning childhood education (whether it has actually happened) has not been satisfactory when it comes to valuing this educational segment.

La presente investigación examina el periódico O Kró, pequeño informativo que circuló en Caldas Novas GO durante el período del Estado Novo . Través de ese periódico fue posible delinear las estructuras que estaban en formación en la ciudad de Caldas Novas, la forma como la educación sirvió a los intereses del poder local y su contribución para el proyecto pensado por los Coronéis das Águas . Los factores que van a proporcionar este cambio, por cierto, tendrán como uno de sus pilares las nuevas direcciones de Brasil en el pos -1930. Los años de la era Vargas o del Estado Novo , influirían totalmente para la formación política de la nación, el rompimiento de las hegemonías de la política café-com-leite y la introducción de los nuevos políticos en el escenario nacional. El mundo en la década de 30 sufre con la crisi, el caída de la Bolsa de New York y los partidos totalitaristas fascismo y nazismo crean matices diferenciadas a la nueva geopolítica mundial. Y Brasil, de la misma forma, no saldrá incólume de este proceso por la instauración de un populismo. Goiás, en el contexto nacional, tenia poca o ninguna representación, existía una precariedad en las comunicaciones entre este estado y los otros, solamente en 1913 fue implantada la primera ferrovía y la primera estrada asfáltica surgió solamente en 1921. Dentro del período del gobierno provisorio (1930 a 1934) fue creada por Pedro Ludovico la ciudad de Goiânia, esta creación hace parte de los planos de interiorización de Vargas. ¿Como sucede el proceso de formación político-social de la región de las Águas Quentes y la vocación para el láser y, después, para el turismo del municipio de Caldas Novas? ¿Cómo pasa la historia de la prensa y cómo ella fue utilizada en la ciudad? ¿Cómo fue implementada la educación formal y de que modo ella fue utilizada en la elaboración del proyecto de implantación de una estancia termal. Al final, el periódico O Kró descortinará las representaciones locales, desnudando sus moradores y ofrecendo una relectura y una revista a Caldas Novas de aquel período. La ciudad, su matiz, sus escuelas y el grupo escolar con sus modelos pedagógicos. Fueran eses elementos que nortearan el corpus de esa pesquisa, contemplando la necesaria comprensión historiográfica del período.

This research approaches the journalistic work, understanding it from the perspective of immaterial labor and as a producer of stuff in the Culture Industry, understood in its structural place in capitalist society. We discuss journalism and professionals in this area of activity on the development of this society and its relations with the common knowledge in dialogue with the world of life and the world of work. We also reflect on the knowledge that permeates the profession, related to professional culture and expectations of different actors interested in propagation of journalistic information, such as the State and the market. We argue that the way to produce this information, based on all kinds of information that circulate in society is sustained on a model of journalism that was consolidated by the development of capitalism. We intend to show how the product of this activity, the news - in addition to being itself the subjective interpretation of the producer, based on the immediate, fragmented and reified reality -, is constituted from the contradiction between different interests on this information, the limits imposed by the routine production, a specific parameter of social importance and validity, which is historical and social, from the requirements of the consumer market and others. We pointed out that some of these contradictions can be identified in the National Curriculum Guidelines for the degree courses in Journalism, established by the Ministry of Education in 2013, through a critical analysis of this document. The Guidelines, besides indicating another journalism relation with knowledge, this time, academic, refers to the formalization by the State of journalism professional requirements to meet the general demands and accomplish their social role. The Guidelines refer to the result of disputes over the legitimacy and recognition of the profession throughout history, which is based on a specific proposal of what should be the journalist and the news because of the needs of capitalism, of its society and its typical conflicts. All these discussions are made dialectically and the proposals and theoretical concepts are not separated from the method and are constituted in the development of all research.

This research proposes to investigate the actions of the Joint Action Plan (RAP) designed for inclusive and special education, the focus of this research. Thus aims to identify and analyze the actions of the Joint Action Plan aimed at special education in inclusive and intended for continuing teacher training perspective to act in the processes of schooling for people with disabilities, pervasive developmental disorders and high ability / gifted both in the regular classroom as the Educational Service Specializing in Uberlândia-MG, in the period 2008-2013. The research took as the research universe of Uberlândia-MG, covering Municipal Education and a public school. Regarding the methodological procedures, elect: a) documentary aimed to examine the national and the Department of Municipal Education official documents research, seeking information on Joint Action Plan on municipal actions aimed at training teachers to work in Special Education; b) content analysis to analyze the data collected through semi-structured interviews. The results obtained in this study indicate that: a) the PAR is presented as a planning tool that brought the educational management of SME experience to diagnose the reality of municipal education, from dimensions, areas and indicators in detail exposes the advances and shortcomings present in the school structure; b) by the terms of cooperation between the Union and the municipality, this policy brought a process of co-responsibility between federal agencies, with technical and financial support from the federal government in some actions and other actions, the council takes running alone; c) many actions planned in PAR as their sole responsibility the council can not be executed due to lack of financial resources; d) the PAR focuses on actions to continuing education of teachers who work in the ESA, this focus excluding other teachers who work in schools serving the target audience of the Special Education students; e) many demands of the school investigated were not included in the actions of PAR, raising the questioning about the coherence of actions foreseen in the PAR and the municipality experienced real needs in school and felt by its professionals; f) the PAR, according to the perceptions of school personnel investigated, failed to break with the tradition of many educational policies proposed by central agencies that do not consider the different subjects involved, as is the case of teachers, putting them in position mere executors of policy decisions and actions unknown to them.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This research intended to investigate Social Representations of Science teachers working at 5th-8th grades in what regards the Scientific Method (MC) and the effects of those representations in their educational practices. The methodological theoretical referential used was that of the Social Representations, in the Moscovician perspective. For Moscovici and followers, in order to know the Social Representations of a group, one must identify the group, its symbolic content and in what specific context it is inserted. In order to formulate and present data, we used the three Jodelet s questionings: who are the subjects, what they know and with which effects. The instruments used for the research were questionnaires and interviews. Analyzing the subjects representations we verified some incoherence in their answers, both in the questionnaires when they were asked to take a position in relation to some statements which were sometimes constructivists and other times traditional , and in the interviews, when they verbalized their representations. The analysis of the instruments, although with some incoherence, it points out a prevalence of constructivist representations. In relation to the effects that those representations cause on the subjects practices, we concluded that this happens in part. We also verified that MC experience in the subjects lives was insignificant, both in the Basic and in the Initial and Continued Education, what can explain the difficulty of viability of that methodology in their educational practices. In general the teachers evaluate as advantageous the use of that methodology in the teaching of Sciences, justifying that they don t use it due to some operational difficulties and even due to education. We hope that this work can contribute to those that worry about the teachers of Sciences education.