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This work retakes the development of art teaching in the education net of Uberlândia, state of Minas Gerais, between 1990 and 2006, aiming to identify potentialities and omissions in the multiculturalism field. It highlights how public policies have dealt with cultural matters in art education, how they are being put into practice in institutions that offer continuing teacher education programs and what they propose. It focuses on history, epistemology, and pedagogy in an attempt of articulating social, professional experience with art teaching and fostering a dialogue with different authors who deal with social, aesthetic theories and their relationship with art teaching in modernity and post modernity. It deals more deeply with conceptual assumptions related to the power relationships in education and their links with multiculturalism in art teaching. In so doing, it converges to sociology, anthropology and touches the paradigm crisis and their relationships with cultures, powers, and identities. It also makes some historical appointments on art education from its beginnings to its more relevant marks and points out the public policies action during different stages of capitalism from the institutionalization of art teaching to the current days to support the identification of advances and limitations in such policies in local and national art education; it considers that the inter-institutional relationships net defines advances and limitations related to the multiculturalism forms generated so far and which build themselves based on the notions of art, education, and culture. The investigation focus is the main centers of continuing education places aimed at teachers linked to the Universidade Federal de Uberlândia and to the Uberlândia city hall. It is guided by a dialogue between different methodological approaches combined with qualitative research procedures, with analysis of sources and records and with thematic oral history through interviews. The autobiographical method applied to me as a researcher and the oral history method applied to the research subjects were developed in the perspective of socials narratives. Therefore, one has searched to achieve the research aims and present a final, reflexive synthesis of the whole work.

The present paper has the intention to make a historicity of the public politics concerning to the rural education in Brazil, and in especial in the city of Patos de Minas MG, being based on the comprehension of the economic, politic and social context that was being constructed in the Brazilian rural sector during the twentieth century. Having in mind that the new politics destined for the rural education are introduced through conservative management strategies and introduction of resources, the paper intends to identify the mainly actions developed in the Brazilian scenery, about the question of rural education, since its first initiatives to the most recent directed to the nucleation process. In this sense, we also show the Brazil History episodes that were important to understand the agrarian questions and helped that the status quo stayed in the field, where we can see inequality in the income distribution and in the work and production conditions. Going ahead, the text analyses the rural workers organization, in the beginning of the years 1980, as a time period to the researches that aim to study the rural context and its aspects, showing the thematic points that have a relation to the education, showing some reflections about the initiatives of the State and the civil society which tries to improve the teaching destined to the rural workers in Brazil. Following, the work intends to show the ways of the public politics destined to the rural areas in the city of Patos de Minas-MG, in the period of 1990 to 2002, moment that some actions were developed to introduce the nucleation in the rural areas of Patos de Minas, considering that this fact provoked structural transformations, that brought innovation, but were developed without the active participation of the rural workers or of the representative segments of them, like the rural workers and producers trade union, saving some interests and prejudicing others. It is necessary to rebuild this way to understand why the rural school does not carry out a more significant role in the emancipation of the rural worker.

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The following text is about the school education, in the period of the First Replubic, at the city of Uberabinha, MG. It is the result of the research that has began in the year of 2002, still over the name of Cientific Start. From July of 2002 to August of 2003 occurred the field research, where it was possible to establish a direct contact with the searched sources, that is, at this first moment it was made in the transcription and to select of periodicals the Tribune (1907-1914) and the Progress (1919-1925) and of acts of the City council of Uberabinha, MG. Later, the studied subject became project of research for the ingression in the Program of After Graduation in Education of the Federal University of Uberlândia. In this manner, it was broken of the proposal to evidence the entailed idea of progress to the illustration conception in the municipality in I appraise in the period of the First Republic considering, for this, the pertaining to school education. Thus, it was objectified to recoup, to analyze and to interpret the passage of the History of the Education in Uberabinha, of the end of century XIX up to 1930, using itself of the study of the official documentation (acts of the City council), of the news articles of the local press and the specialized bibliography, composing a picture that was interrelated with the educational process in Minas Gerais and Brazil. In addition, the present research aims at to contribute for the quarrel of the History of the local and regional Education between educators and researchers, in the attempt to promote the necessary interconnection between the regional and national study. Observing it promotion, the comparison and the analysis of the questions and found educational quarrels in the searched documentation was possible to identify and to describe the main ideas and relative representations to the education, manifest for the uberabinhense society of the studied time. To the end of biennium 2004 the 2006, after sufficient study for the critical deepening and how much to the subject in question, here it is that it emerges plus a tip to uncurl it of the history of the education in Uberlândia-MG (until the year of 1929, called of Uberabinha). This joint briefing of information it only intends to justify, partially, the construction of the following text, demonstrating the importance of the documentation on the period, as well as the main expressions gifts in the activities politics of Uberabinha-MG.

This work has the purpose of knowing the proccess by which the History teaching has been employed in Brazil, mainly in the city of Ipuã, São Paulo, in the period between the decades of 1960 and 2000. For that, we utilize as sources the legislation of the period, school curriculum proposals, the curriculum programs elaborated by the teachers and the teaching materials used throughout the period in study. We have divided our work in three parts, being the first a bibliographical study by means of a revision of the pertinent literature, the direction of History teaching in Brazil, seeking to understand it since before its constitution as school subject occurred in the Imperial period up to the decade of 2000. In the second part we reflect on the history of the city of Ipuã, approaching its history, the educational matter in the municipality and the history of the analyzed school, that is, its particularities in reference to the national scope. And in the last part, we carry out a comparative analysis of the curriculum proposals and the sources collected presenting the changes in the teaching of History as subject in the decades in study, observing its different objectives throughout the decades. From this study, we confirm the propositions of Chervel as regards the objectives of the school subjects because we understand that these latter change according to the proposed aims and that the contents of the school subjects which are taught are imposed to the school by the society and the culture that surround it, having the school a central role, the contents to be taught and the pedagogical methods applied are chosen, most of the time, influenced by determined purposes, that can be of cultural, psychological, politico-social, religious order, etc.

This survey goals a reflection about knowledges and pedagogical practice of Geography teachers, whose act in the final grades of the public Fundamental School in Uberlândia- MG, Brazil. The analysis intents to reveal the (inter)relations among the knowledges, the practices and personages (docents) that (re)build, in the daily educational spaces, the scholar Geography(ies) and participate in the formative process of and for citizenship. The method used was inspired in the modality of the oral history thematic. From the oral narratives, reproduced in writen words, of a five Geography teachers group from the municipal education system, we produced a reflection about the construction process of identity and docents knowledges, about the (re)construction manners of geographics knowledges in the scholar context of final grades in Fundamental School. And also about the mediations among different knowledges, personages and practices, in the formation of/for citizenship. The study reveals that in the Geography teaching-learning process the teacher (re)build, permanently, his professional identity, his differents knowledges, his experiences and his dreams. Conclude if a significant and (trans)formative scholar education, demands a critic reflection about the internal position of the educational process, about the initial and continued of the Geography docents, about the curriculums ant the teaching practices and about the production and mobilization of new geographics knowledges in the scholar space/time.

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Este estudio aporta aspectos de la vida de Ilar Garotti, bien como las representaciones de sus vivências. En ese proceso, las histórias de la pesquisadora y de la narradora conllevan la importância de la formación en la vida del sujeto y como las elecciónes reflejan e interfieren en la vida personal y profesional de cada uno. Así, a través de la narrativa de Ilar Garotti, fueron tecidos fragmentos representativos de la história del ser profesora, religiosa, la formación de profesores y la influência del discurso religioso y de los medios de comunicación en el cotidiano de la educación. En este estudio se develou algunos aspectos de la trayectória de esta educadora, buscando, por las condiciones sócio-históricas, por así aclarando sus elecciónes y acciónes en el interior del campo educacional. A través de la História Oral, se buscou analisar y escribir a respecto de la vida de Ilar Garotti. En ese proceso, hemos intentado compreender como una vida se constitui por medio de diferentes y inúmeras experiências que explicitaron historicamente, apuntando a las condiciones en las cuales ellas se han producido y reproducieron en las redes de sociabilidad en las cuales se inscribieron. El objetivo principal de este estudio fue investigar, en medio las interfaces del cotidiano, aspectos simbólicos y singulares que pudiera auxiliar a desvelar la história de la vida de la profesora, bien como sus contribuiciones para el proceso educacional de Uberlândia Minas Gerais. Ciertamente, aqui, no fue posible y ni era pretensión de este estudio findar y revelar todas las questiones de la trayetória personal y profesional de Ilar Garotti, tarea imposible en qualquier perspectiva que se adopte. Mas se cree que, a través de su narrativa, se puede aportar los aspectos que fueron significativos en su trayetória em el campo educacional, en la interseción con su experiência religiosa y feminina, como fio a conducir y coser el relato de su vida. Eses aspectos tienen, en el sentido interpretativo, una intrínseca relación de los acontecimientos vividos, de su compromiso con la educación y con el discurso religioso en el cotidiano de la educación feminina.

The aim of this dissertation is to reconstruct the genius, the organization and the evolution of Defim Moreira Elementary School. The main objective of our investigation is to understand the practices and social representations as well as the appropriations made by the subjects responsible for its edifying. In order to understand the object in question the following problem was addressed: how did the Republican project of public, laical and free education was materialized in the subjects´ practices, social representations and appropriations during the implementation and the consolidation of the school model instituted by the historical period called Republic in the city of Araxá, located in Minas Gerais State, from 1908 to 1931? The methodological approach included The Cultural History. As a procedure, the empirical research was made by collecting documents from the files of Delfim Moreira Elementary School and from the Calmon Barreto Cultural Foundation. Besides that, subject matters interviews were made with ten egresses who studied in the delimited period for the research and also an interview was made with an egress from ulterior period. The data collected during the empirical research were supported by relevant bibliography related to the History of Educational Institutions and to the History of Brazilian Education. The practices, social representations and appropriations interpretations allow to confirm that the Republican Education System based on the principles of free payment, secularism and publicity consolidated itself in the submission of these models to adjusts, combinations or resistances.

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This dissertation has the objective to analyze knowledge and pedagogic-musical practices of teachers in the daily life of Children s Education classrooms. The research was accomplished with the help of three teachers working in the second stage of Children s Education age group from 5-6 years old in a city school of Uberlândia, Minas Gerais. The school is located in the rural area, and has students coming from the settlements of the agrarian reform. Their parents are either small rural areas' owners or field work employees. The specific objectives of the research are: 1) to understand the public policies for Children s Education in the period post-LDB of 1996; 2) to build and present the methodology developed in the investigation; 3) to analyze knowledge and musical roles of Children s Education teachers. The research was based on a qualitative ethnographical approach. Data were collected from interviews, observations and documental analysis. The interviews and observations allowed us to understand the teachers knowledge and pedagogic-musical practices in the classrooms. The official and school documents were also analyzed, which aided in the analysis and interpretation of data. Working with the teachers and their students allowed us to get to know about their Education, musical experiences, tastes, preferences and repertoires used in the classroom; it also allowed us to understand thoughts related to their practices as well as their needs for accomplishment of pedagogic-musical practices. The study revealed that the teachers, even with little or no musical experience, develop works with music in the daily life of their classrooms as they consider music to be important in the context of their pedagogic practices. The teachers use music mainly in the development of affective relationships, in the socialization process, as a didactic resource for the teaching of contents of other knowledge areas, as relaxation and leisure, in the literacy process, in moments of recreation, in festivities of the school calendar and in commemorative dates. We conclude that there are still few moments when music is used in the school and musical activities are mainly song activities. Thus, there is the necessity of musical continuing studies for the Children s Education teachers as well as the need of subjects in the majoring courses of Pedagogy which present music in their contents. Besides the musical continuing studies of teachers, the presence of a music specialist teacher is necessary in the school, as well as material resources and a proper physical structure for the activities with music so that musical education is consolidated in the schools of the elementary school, specifically on what regards Children s Education.

Tratase de pesquisa sur la educación para el ejercicio de la ciudadanía en el encino fundamental y medio brasileño en la según mitad del siglo XX. El corte histórico comprende las décadas de 1960 a la de 2000. Procura comprender el camino del contenido disciplinar con la finalidad de formar el ciudadano durante e después de los gobiernos militares. La constituciones, la legislación educacional federal y los manuales didácticos de las disciplinas destinadas a la construcción, asimilación y transmisión de los valores en la instrucción formal sones les documentos en que se bajea este estudio. Utiliza el método dialéctico como herramienta de la investigación y de la construcción teórica del tema. Además de la introducción, paja tres momentos: en el primero analiza el concepto de los directos de la ciudadanía en el ámbito de la modernidad; en el según, aborda la conjuntara histórica, económica, social, política y educacional en que se encuentra el espacio de la escuela brasileña en este periodo de la historia nacional. En tercero, reflecte la consolidación y la diseminación del contenido disciplinar específico del saber escolar de formación para la ciudadanía durante el regirme militar y después de la superación de este. Hace consideraciones en el sentido de abrir el debate para la posibilidad de la inclusión del encino de los directos y deberes como disciplina curricular como saber necesario a la formación para el ejercicio de la ciudadanía partir del espacio escolar.

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Liver cancer is highly complex to be diagnosed and treated, but is not the most frequent in Brazil, and the detection is the best way to reduce cancer mortality. And the computed tomography of the abdomen is often used in the analysis and diagnosis of hepatic lesion. The computer aided diagnosis can be used as a tool for the radiologists in the detection of liver cancer. One of the first steps of building a computer aided diagnosis for liver is the segmentation of the organ. The radiological liver contrast to the other organs in the abdominal region is low, and generally being a problem, depending on which slice is observed, to be overcome in the segmentation. The main objective of this work is to perform the automatic segmentation of the liver and calculate its volume, using the region growing algorithm segmentation. Before being performed the liver segmentation, the computed tomography slices of the abdomen are pre-processed for noise reduction and contrast enhancement. The segmentation was then performed beginning from the pre-processed slices using region growing algorithm and automatic seed launch. The seed launch area was also automated in different formats, rectangular, elliptical and circular, that influenced the performance of the segmentation technique and consequently the success rate of the hepatic volume calculation with average hit rate of 66.008% for segmentation with seed launch on rectangular area, 75.56% for the elliptical area and 94.14% for the circular area. Therefore the automatic selection of seed launching area in circular format proved to be a robust technique and with a good result in liver segmentation, and so can be considered a contribution to region growing algorithm used in this project.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Breast cancer is a global problem, being the most frequent kind of cancer among Brazilian women. The most common tissue on the breast, that is, the breast density, is strongly associated with the risk of developing breast cancer, once dense breasts may hinder the visualization of some tumors. The best way to prevent such illness is through the mammography exam, which has a certain degree of subjectivity and depends mainly on the professional experience of the one who analyses the images. Computer-aided systems have frequently been used by radiology doctors as a tool to detect breast cancer at an early stage. The approach of this paper is that different mammography exams that show different breast density are represented by different tissues and, thus, are of different characteristics, which can be differed by their features. This way, the aim of this paper is to propose a method of classification of mammography images in density patterns from the extraction of features from the histogram and texture. The first tests were done in screen-film mammography images, and later, a digital database was used in order to verify the influence of features in different images. On the first test, with 75 screen-film mammography images, the k-means clustering technique was used and the classification was 96% accurate. When the 307 images were tested, the use of artificial neural networks was proposed and the classification of 99,26% mammography images was accurate in four classes of the pattern of breast density.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Fundação de Amparo a Pesquisa do Estado de Minas Gerais