https://repositorio.ufu.br/handle/123456789/47999 2026-04-17T12:38:37Z 2026-04-17T12:38:37Z https://repositorio.ufu.br/handle/123456789/48624 2026-04-10T06:18:05Z 2026-02-27T00:00:00Z

Title: Singularidades do Grupo Escolar Dr. Fernando Alexandre em Ituiutaba/MG - 1965 a 1982 Abstract: This study, linked to the Graduate Program in Education (Professional Master’s) at the Federal University of Uberlândia (UFU), focuses on analyzing the historical contradictions between economic development and educational precariousness in Ituiutaba (MG), from 1965 to 1975, emphasizing the particularities of the Dr. Fernando Alexandre Primary School, located in Ituiutaba, Minas Gerais. The research emerged from the need to understand how, in a context of prosperity—when the municipality was known as the “Rice Capital”—high rates of illiteracy and poor conditions in public schools persisted. We question how the city’s economic and political rise could coexist with the establishment of a school built with temporary metal structures, symbolizing the social inequalities of that period.The general objective is to analyze the specific circumstances surrounding the creation and consolidation of the Dr. Fernando Alexandre Primary School, investigating the political, social, and educational motivations that guided its foundation and its effects on the literacy of the working classes. The specific objectives are to understand the contradictions between the military regime’s modernizing discourse and the actual school conditions; to preserve the institution’s historical memory; and to examine how educational policies, such as the MEC-USAID agreement and the “metal schools” campaign, were materialized.The methodology adopts a qualitative approach, using documentary analysis (minutes, photographs, records) and a critical-dialectical framework that connects national educational policies to the school’s daily life. The results indicate that, despite the apparent educational democratization, economic growth did not lead to significant advances, revealing how the regime’s authoritarian logic and insufficient investments perpetuated inequality and precariousness in public education.

2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48606 2026-04-07T06:20:16Z 2026-03-05T00:00:00Z

Title: A formação de professores/as da área de Ciências da natureza e a educação antirracista: um estudo das produções em periódicos brasileiros de associações científicas de Educação em Ciências (2015-2025) Abstract: This research, entitled The Education of Natural Sciences Teachers and Antiracist Education: a Study of Publications in Brazilian Journals of Scientific Associations in Science Education (2015–2025), aimed to investigate the contributions to the education of Natural Sciences teachers from the perspective of Antiracist Education, based on the mapping of articles published over the last ten years in journals affiliated with Brazilian Scientific Associations, namely: Revista Brasileira de Pesquisa em Educação em Ciências (RBPEC), published by the Brazilian Association for Research in Science Education (ABRAPEC); Revista de Ensino de Biologia (REnBio), published by the Brazilian Association for Biology Teaching (SBEnBio); Revista Brasileira de Ensino de Física (RBEF), published by the Brazilian Physical Society (SBF); and Revista da Sociedade Brasileira de Ensino de Química (ReSBEnQ). This is a qualitative, bibliographic study, in which content analysis, as proposed by Bardin, was employed as the methodological approach. This method enabled the categorization and inference of meanings embedded in scientific productions in the field, with emphasis on the relationship between scientific knowledge and the silencing of Black epistemologies in the History of Science, decoloniality, and antiracist pedagogical practices. The mapping revealed that Law No. 10.639/2003, which mandates the teaching of Afro-Brazilian and African History and Culture and was enacted over twenty years ago, represents a significant advancement by fostering discussions and pathways for the development of antiracist pedagogical practices within Natural Sciences disciplines, which have historically tended to define themselves as neutral and uncritical, with an overvaluation of Eurocentric scientific knowledge. The results indicate emerging efforts to address racial issues, particularly in Science, Biology, and Chemistry education, with more limited references in Physics education. They also highlight the need to incorporate this theme across all curricular components in undergraduate teacher education programs, graduate studies, and extension activities, as well as the inclusion of Black epistemologies and figures, in order to decolonize both initial and continuing teacher education curricula and, consequently, Basic Education. The empirical corpus derived from these journals supported the development of an educational product in the form of a guidance booklet entitled “Antiracist Education – A Recommendation Guide for Natural Sciences Teachers in Basic Education”. This material is designed to support the planning of teachers of Biology, Science, Physics, and Chemistry, promoting Antiracist Education in Basic Education through the incorporation of alternative epistemological frameworks that enable dialogue with Science Education.

2026-03-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/48590 2026-04-01T06:18:48Z 2026-02-28T00:00:00Z

Title: O Programa “Compromisso Nacional Criança Alfabetizada”: implicações e desafios para a alfabetização nos anos iniciais do ensino fundamental Abstract: This study analyzes the National Commitment for Children’s Literacy Program (Compromisso Nacional Criança Alfabetizada, CNCA), focusing on the guidelines and normative instruments that orient and induce the implementation of literacy policy in the early years of Elementary Education. The research understands literacy as a cultural practice and a social right, situating educational policies within the class contradictions of contemporary capitalism. The objective was to examine the conception of literacy mobilized by the program, as well as the actors, interests, and hegemonic meanings present in its formulation, based on official texts that materialize its regulation. Adopting a qualitative approach, the study employed documentary analysis of federal regulations, ordinances, calls for proposals, and official public materials related to the program. The theoretical framework is grounded in Historical-Critical Pedagogy, and the analytical lens is Stephen Ball’s Policy Cycle approach, emphasizing the contexts of influence and policy text production in order to map the debates, conflicts, and actors that shaped the policy and were crystallized in its official documentation. This theoretical-methodological choice makes it possible to relate the interests permeating the program’s formulation to the guidelines and organizing principles it effectively establishes. The analysis shows that, although the CNCA is presented as an initiative aimed at equity and the guarantee of the right to literacy, its documents incorporate mechanisms of induction and regulation based on a managerial rationality, emphasizing targets, monitoring, assessment, accountability, and results-based management. It is concluded that the program tends to reinforce forms of control over networks and schools, while simultaneously shifting the complexity of the literacy process to the realm of management and performance indicators, producing tensions between the defense of rights and the logic of performativity. The research contributes to the critical debate on public literacy policies in Brazil, elucidating how hegemonic meanings are produced at the formulation level and which conceptions of teaching, learning, and the role of the State they convey. As a result of the research, an Educational Product with a formative purpose was developed, aimed at supporting the critical reading of official documents and collective debate regarding the meanings and implications of literacy policies in the daily routine of networks and schools

2026-02-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/48029 2026-01-16T06:23:24Z 2025-12-12T00:00:00Z

Title: Conservatório Estadual de Música Dr. José Zóccoli de Andrade - Ituiutaba - MG (1976-1996): Caminhos da Formação Docente em Educação Artística Abstract: This study is part of the research line "Foundations, Politics and Management of Education", in the field of historical research of a school institution, of the Postgraduate Program in Basic Education, at the Federal University of Uberlândia (UFU). This master's thesis presents a historical-educational research that proposes a more in-depth reflection on the contributions of teacher training in the Teacher Training Course in Art Education at the Dr. José Zóccoli de Andrade State Conservatory of Music in Ituiutaba/MG, from 1976 to 1996. The research aimed to historically contextualize the creation and history of the Teacher Training Course in Art Education offered by the Dr. José Zóccoli de Andrade State Conservatory of Music, its development and operation, from its creation in 1976 to 1996. The problem stems from the questions: In what political-economic and socio-cultural context did the creation of the Teacher Training Course in Art Education at the State Conservatory of Music in Ituiutaba-MG take place between the years 1976 and 1996? Did this course meet the demand of the entire Tijuca and regional society, or only a small part of it? Which social class had access to the course? The methodology consisted of bibliographic and documentary research; the historical sources used for this research were based on newspapers, printed documents, certificates, declarations, curriculum planning, course curriculum, course curriculum plan, curriculum letter, invitation, authorization to operate, request for change of nomenclature, and current legislation. The aim was to critically analyze articulations, relationships, tensions, and contradictions in the history of school institutions, in order to construct the history of the Teacher Training Course in Art Education offered by the Dr. José Zóccoli de Andrade State Conservatory of Music, from 1976 to 1996. The theoretical foundation was based on authors such as Alvarenga (2024), Barbosa (1991, 2008, 2015), Coelho (2013), Delmás (2012), Fonterrada (2008), Iavelberg (2009), Le Goff (1990), Moraes (2008, 2014, 2015), Saviani (2005, 2008, 2009, 2013, 2019), Tanuri (1979, 2000), Tartuce (2018), Veiga (2007, 2011, (2014), relevant legislation at the time and in force, among others that formed the historical-conceptual and theoretical basis of the research. The results showed that the implementation of the Teacher Training course in Art Education took place during a time of intense transformations in the national scenario, marked by technocratic educational policies, the expansion of the education network, and also the growing appreciation of specialized teacher training. It was evident that access to the course was marked by restrictions, thus it was not broad and unrestricted, even though the Conservatory was a public institution. It is concluded that the creation of the Teacher Training course in Art Education played a relevant role in the training of teachers and in the consolidation of local cultural practices, where it was of great importance in Art Education as a field of professionalization and as an element of cultural appreciation.

2025-12-12T00:00:00Z