https://repositorio.ufu.br/handle/123456789/32343 2026-04-10T05:49:36Z 2026-04-10T05:49:36Z https://repositorio.ufu.br/handle/123456789/47662 2025-11-13T06:20:02Z

Title: XIV Encontro Mineiro sobre Investigação na Escola - EMIE: articulando o ensino, a pesquisa e a extensão na formação de professores/as

https://repositorio.ufu.br/handle/123456789/39326 2023-10-27T06:22:27Z

Title: XIII Encontro Mineiro sobre investigação na escola

https://repositorio.ufu.br/handle/123456789/34211 2022-03-08T06:17:00Z

Title: I Encontro Mineiro sobre Investigação na Escola Abstract: The “I Minas Gerais Meeting on Research at School” was held in Ituiutaba in November 2010, and its objectives were: to highlight/debate the dialogic, reflective and formative perspective of teachers, based on actions that emerge from schools or are related to to them; encourage school actions that focus on innovations in teaching and learning processes, especially those that include an investigative character in their teaching practice; discuss, contrast, evaluate and socialize the results of innovative school experiences, in environments that bring together groups of teachers who debate and evaluate their didactic investigations; encourage the development of a research-action culture of pedagogical practice, consistent with updated guidelines for teacher training; to encourage the creation and development of collectives of research teachers as a way of promoting the continuity of the qualification of school education.

https://repositorio.ufu.br/handle/123456789/34210 2022-03-08T06:16:42Z

Title: II Encontro Mineiro sobre Investigação na Escola Abstract: The event “Mineiro Research on School Research” has been taking place annually, since its first edition in 2010, and its objectives are: to highlight/debate the dialogic, reflective and formative perspective of teachers, based on actions that emerge from schools or are related to them; encourage school actions that focus on innovations in teaching and learning processes, especially those that include an investigative character in their teaching practice; discuss, contrast, evaluate and socialize the results of innovative school experiences, in environments that bring together groups of teachers who debate and evaluate their didactic investigations; encourage the development of a research-action culture of pedagogical practice, consistent with updated guidelines for teacher training; to encourage the creation and development of collectives of research teachers as a way of promoting the continuity of the qualification of school education.