https://repositorio.ufu.br/handle/123456789/5058 2026-05-13T04:45:17Z 2026-05-13T04:45:17Z https://repositorio.ufu.br/handle/123456789/48696 2026-05-12T20:44:47Z 2026-02-27T00:00:00Z

Title: Entre telas e sentidos: cine debate como ação educativa antissexista Abstract: The objective of this research was to analyze the personal senses about gender produced by cinema within school education, grounded in Cultural-Historical Psychology and Marxist-oriented feminism as its theoretical-conceptual framework. Patriarchal gender norms, fixed in historically constituted social meanings, are appropriated by subjects and form personal senses in consciousness, later externalized as ways of being and existing in the world. Seven participants took part in the study, with an average age of 16 years, enrolled in the 1st and 2nd years of an Integrated High School program at a Federal Institute, mostly in technology-related courses. Data construction occurred through a film-debate activity based on the movie Tomboy, in dialogue with the chronicle “Who defends the queer child?”, developed during classes of the Polytechnic Curricular Unit entitled “Gender and Sexuality Diversity in Cinema.” The film-debate mediated the teaching of gender by articulating affectivity and cognition and was structured as a temporally sequenced activity (pre- film, film, and post-film), alternating collective actions (elaboration of personal senses, aesthetic experience, film discussion, and text reading) and individual actions (production of illustrations, reviews, and journals), mediated by instruments (meaning sheets, the film, discussion guides, and theoretical text) and signs (guiding questions and audiovisual, visual, oral, and written languages). The activity enabled participants to become conscious of their personal senses, mobilize affects, perceptions, and interpretations about the work, express contents of the aesthetic reaction, externalize, confront, and reorganize meanings attributed to the film, and promote their reflective re-elaboration through conceptual mediation. It also encouraged participants to think about themselves, others, and society, elaborating personal senses regarding the imposition of gender norms, masculine and feminine representations, social expectations, and nonconformity with these norms. During the activity, different psychological processes were mobilized, such as written expression of personal senses, reflection on aspects of life that had previously only been felt, catharsis of feelings and emotions, naming of traumatic and violent experiences, and appropriation of scientific concepts. The analysis revealed the appropriation of meanings containing ideological and sexist content related to family, childhood, and gender roles; the family as the main mediator between the child and patriarchal norms; the presence of a painful childhood past; and the child treated as a non-subject. Finally, the film-debate can be understood as an anti-sexist educational action, as it enabled the denaturalization of family and gender roles through conceptual mediation and the integration of affective and cognitive processes, in opposition to sexist education, which mystifies childhood, conceals the oppressive face of the family, and leads to a psychic development alienated from human possibilities, privileging affectivity in girls and cognition in boys.

2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48695 2026-05-12T18:20:41Z 2025-02-18T00:00:00Z

Title: Saberes da ancestralidade negra: reflexões para a formação antirracista de professoras/es Abstract: ABSTRACT This research was developed within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), under the research line “Saberes e Práticas Educativas” (Knowledge and Educational Practices). It focuses on the ancestral knowledge of black people and the potential of this knowledge in the training of teachers, with a view to promoting an anti-racist education. The research stems from the following question: how can the ancestral knowledge of black people contribute to the training of teachers from the perspective of promoting an anti-racist education? Based on this question, the overall objective was defined as analyzing the possible contributions of the ancestral knowledge of black people to teacher training courses in the promotion of an anti-racist education. Specifically, it sought to: i) deepen studies on ancestral knowledge, decolonial thought, and the Afro-diasporic; ii) record the voices of black women about ancestral knowledge; iii) relate the narratives of ancestry with the debate on anti-racist education. As a theoretical and methodological perspective, it was inspired by decolonial and Afro-diasporic studies. It is a qualitative research that initially resorted to carrying out a bibliographic review. It sought to deepen our studies on decolonial and Afro-diasporic thought and anti-racist education. Another methodological resource used in this investigation was document analysis. It resorted to legislation that referred to ethnic-racial issues and the need to implement an anti-racist education. Among the legislation and guidelines, we highlight Federal Law No. 7,437, Law No. 10,678, 10,639/2003, and Law 9,394/96. Finally, we have the narratives about ancestry from two participants. The space for recording the narratives was the “Centro de Memória da Cultura Negra Graça do Aché” (Graça do Aché Center for Memory of Black Culture). The space is marked by a historical and cultural setting, in addition to being a place that values the practice and contribution of a black character from the community. The dissertation is organized into four sections: in section 1, the introduction, the researcher’s life trajectory, and its interrelationship with the study’s theme. It records the delimitation of the theme and the research objectives, the methodological perspective, a summary of the biography of the research participants, and the organization of the dissertation. Section 2 is entitled “DECOLONIAL AND AFRO-DIASPORIC STUDIES: black ancestry in focus”. Section 3 is entitled “VOICES OF ANCESTRY: what the research participants say”. Section 4 is entitled “FOR AN ANTI-RACIST EDUCATION: contributions of ancestral knowledge”. Finally, the final considerations. It was concluded that ancestral knowledge can contribute to an anti-racist education, but collective commitment is necessary, with the active participation of teachers, students, and Afro-Brazilian communities. Black empowerment and protagonism are essential for social transformation and the construction of a more just and egalitarian society. Keywords: ancestry; anti-racist education; teacher training.

2025-02-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/48692 2026-05-12T14:14:27Z 2026-03-27T00:00:00Z

Title: Educação estatística inclusiva para o exercício crítico e responsivo da cidadania no ensino fundamental II Abstract: School inclusion is a fundamental principle of contemporary education and requires the involvement of teachers, students, administrators, and other members of the school community. Overcoming prejudice requires an education that ensures quality teaching for those who have been historically excluded, with appreciation and welcoming practices. The research reported in this thesis aimed to understand how Inclusive Statistical Education could contribute to the development of lower secondary school students (Middle School) in the critical and responsive exercise of citizenship, based on investigations about the inclusion of people with disabilities in society. The theoretical framework is grounded in studies on Inclusive Education, Critical Theory, and Statistical Education from this theoretical perspective. The study adopted a Participatory Research methodology. The participants included two professionals who work directly with students with disabilities, one student with a disability, and twenty students from a 9th-grade class in lower secondary education, in which the author of this thesis acted as a co-participant, teacher, and researcher. Data production occurred in two stages. In the first stage, interviews were conducted with professionals who supported students with disabilities. In the second stage, a sequence of lessons structured into four pedagogical moments was developed. The data produced by the participants were analyzed through an interpretative approach and organized into three analytical categories. One category was defined a priori: inclusion from the perspective of professionals. Two others emerged a posteriori from the interaction with the students, proposals for inclusion, students conceptions and representations, and evidence in students development of the critical and responsive exercise of citizenship. Regarding the latter two categories, the analyzed data consisted of records of student interactions and documentation of the implementation of the activities. This study reports strategies through which students developed awareness of social inequalities and injustices, as well as how the proposed activities promoted reflection, appreciation, and questioning of unequal social structures. As a result, the concept of Inclusive Statistical Education is proposed as an educational approach capable of fostering the teaching and learning of statistical concepts and techniques while encouraging reflection on social inequalities, thereby contributing to the construction of a more equitable and socially committed education.

2026-03-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48678 2026-05-06T06:25:50Z 2026-02-26T00:00:00Z

Title: Necessidades formativas de professoras alfabetizadoras iniciantes em uma escola municipal de Uberlândia/MG Abstract: This study was developed within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), in the research line Educational Knowledge and Practices. It investigates the training needs of early-career literacy teachers and the processes through which they construct teaching knowledge in the context of literacy education. The study was guided by the following research question: What are the training needs of early-career literacy teachers, and how do they construct their teaching knowledge through pedagogical practice? The general objective was to understand the training needs that permeate the beginning of literacy teachers’ professional practice. The theoretical framework is grounded in studies on teacher education and professional knowledge, particularly Pimenta (1999), Nóvoa (1992), and Imbernón (2010). The research is also informed by discursive and humanizing perspectives in literacy studies, drawing on Smolka (2012), Goulart (2019), and Bakhtin (2003), as well as contributions to literacy and literacies studies, especially Soares (2003; 2016) and Ferreiro and Teberosky (1999). This research adopts a qualitative, exploratory, and interpretative approach. Data were produced through questionnaires and a focus group conducted with literacy teachers from the municipal public school system of Uberlândia, Minas Gerais. Data analysis was based on the construction of analytical categories derived from thematic recurrence and from the meanings produced in participants’ statements. The results indicate that the main training needs of literacy teachers are organized around four central axes: (i) literacy teaching methods, characterized by the predominance of homogeneous approaches and the absence of broad and critical training; (ii) pedagogical practices in inclusive education contexts, revealing a lack of institutional preparation, specific training, and structural conditions to address student diversity; (iii) family– school relationships, marked by difficulties faced by families in supporting children’s literacy processes; and (iv) sources of teaching knowledge, mainly constructed through peer exchanges, everyday professional experiences, continuing education, and the use of digital resources. The findings suggest that initial and continuing teacher education has been insufficient to meet the real demands of literacy education, particularly at the beginning of the teaching career, contributing to feelings of insecurity, work overload, and pedagogical vulnerability. The study highlights the urgency of public policies aimed at continuous teacher education that recognize the complexity of literacy teaching, value experiential knowledge, promote critical reflection on practice, and ensure career development and improved working conditions in basic education, as well as institutional contexts committed to inclusive, democratic, and socially grounded education.

2026-02-26T00:00:00Z