https://repositorio.ufu.br/handle/123456789/5058 2026-08-09T03:39:04Z 2026-08-09T03:39:04Z https://repositorio.ufu.br/handle/123456789/49331 2026-08-07T06:22:25Z 2026-02-12T00:00:00Z

Title: Análise da legislação brasileira de inclusão: educação, negócios jurídicos e proteção das pessoas com deficiência Abstract: This research an analysis of legislation on education, legal acts in a broad sense, and the protection of people with disabilities, based on a study of legislative effectiveness and access for those traditionally excluded due to their difficulties. The study is defined as theoretical research with the aim of achieving inclusion, among other aspects, so that social systems respect and meet the needs of people with disabilities, and not the other way around. Thus, the presence of legislation demonstrates how the fundamental guarantees of people with disabilities have been applied in practice. Furthermore, this research aims to reflect on and understand the rights of people with disabilities, encouraging their empowerment and development, based on legislation and jurisprudence. Therefore, this dissertation discusses the impact of laws pertaining to people with disabilities, based on rights subsequent to the Brazilian Law on Inclusion of Persons with Disabilities (LBI), analyzing, through this study, the jurisprudence related to the topic. Thus, the complementarity of laws in assisting with the monitoring and guaranteeing of opportunities for people with disabilities was explained. As a result, it is concluded that the rights of people with disabilities, when ineffective, promote the exclusion of countless applicants and do not resolve social conflicts within the jurisdictional sphere, requiring jurisprudence that reaffirms existing constitutional or infraconstitutional laws. Therefore, it is considered that the research achieves its purpose of contributing to the effectiveness of legislation in guaranteeing the rights of this group and realizing the fundamental right to protection for people with disabilities.

2026-02-12T00:00:00Z https://repositorio.ufu.br/handle/123456789/49330 2026-08-07T06:23:33Z 2026-04-30T00:00:00Z

Title: Guia de planejamento transmidiático para a divulgação científica: estratégias integradas para uma comunicação eficaz Abstract: Science communication plays a central role in the democratization of knowledge, especially within a media ecosystem characterized by the rapid circulation of information and the challenge of misinformation. This report presents the development of a transmedia strategic planning guide designed to assist researchers and communicators in managing integrated, multiplatform scientific narratives. The methodology adopted was qualitative and exploratory, utilizing desk research to analyze four existing science communication manuals in Brazil through the SWOT Matrix. The diagnosis revealed a common gap: media compartmentalization, which treats various channels in isolation. In response, the Transmedia Planning Guide for Science Communication was developed, a technical product structured as an interactive workbook. The material is divided into five logical stages: (1) conceptual alignment on science communication and transmedia; (2) situational diagnosis and persona definition; (3) construction of the platform connection matrix; (4) strategic execution and combating misinformation; and (5) success evaluation and adjustments. The guide was consolidated under the Canvas Model logic, presenting itself as a practical tool that enables researchers to orchestrate fragments of their science into a cohesive narrative universe, promoting social engagement and scientific literacy.

2026-04-30T00:00:00Z https://repositorio.ufu.br/handle/123456789/49308 2026-08-06T06:19:13Z 2026-05-08T00:00:00Z

Title: Educação digital no Brasil: trajetórias das políticas públicas de inclusão tecnológica e digital com enfoque no ProInfo e no PIEC Abstract: This study was developed within the scope of the Professional Master’s Program in Technologies, Communication and Education at the Faculty of Education of the Federal University of Uberlândia (UFU). It addresses the development and effectiveness of federal public educational policies involving digital technologies, from the National Educational Informatics Program – ProInfo (MEC Ordinance No. 522, April 9, 1997) to the Connected Education Innovation Policy (Law No. 14,180/2021). ProInfo was created by the Ministry of Education in April 1997 with the purpose of promoting the use of information and communication technologies as pedagogical enrichment tools in public elementary and secondary education. Subsequently, the Ministry of Education invested in the implementation of programs such as TV Escola and One Computer per Student (UCA), and later in the Connected Education Innovation Policy (PIEC) (Law No. 14,180, July 1, 2021), which proposed the universalization of high-speed internet access and the promotion of the use of digital technologies in education. Although the government proposed the implementation of these actions, their goals have not always been achieved, making it necessary to monitor the development of these public policies related to digital technologies in articulation with the context and needs of schools. Therefore, a qualitative and exploratory study was conducted with the general objective of analyzing the development of Federal Public Policies for Technological and Digital Inclusion in Brazilian public schools, focusing on the National Educational Informatics Program (ProInfo) and the Connected Education Innovation Policy (PIEC), considering their contributions, advances, and challenges for the integration of digital technologies in the educational context. To carry out this investigation, bibliographic and documentary research was conducted in order to gain a better understanding of the programs, as well as the educational context surrounding them. In addition, a systematic literature review was undertaken with the purpose of understanding the knowledge produced by researchers in the field on this topic in recent years, focusing on ProInfo and PIEC, based on publications available in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Journal Portal, covering the period from 2017 to 2024. The research highlighted and analyzed the main milestones and changes that occurred over time regarding the inclusion of digital public policies in Brazil, emphasizing the governmental guidelines formulated in official documents aimed at integrating digital technologies for pedagogical use, as well as the difficulties faced in their implementation. The study made it possible to verify that the actions developed by the Federal Government, although highly relevant, have not yet achieved their intended goals, highlighting the importance of considering the various factors that interfere with their success and the need for greater investment in this area.

2026-05-08T00:00:00Z https://repositorio.ufu.br/handle/123456789/49299 2026-08-06T06:20:04Z 2026-07-10T00:00:00Z

Title: Educação midiática e formação, saberes e práticas docentes no ensino fundamental: análise da produção acadêmica (2020-2025) Abstract: The exponential growth of Digital Information and Communication Technologies (DICTs) and the intense mediatization of society have transformed modes of communication and interaction, but have also exacerbated key challenges, such as the spread of misinformation, algorithmic behavior, and the rise of Generative Artificial Intelligence (GAI) in the production of content divorced from ethical or factual commitments. In light of this reality, schools play a fundamental role in developing critical thinking and citizenship, making Media Education an indispensable process. This research focuses on the role of the teacher, considered the central mediator for the implementation of Media Education in the school environment. The general objective is to analyze the approach to Media Education in the development of critical thinking and reflection regarding digital technologies in continuing education, as well as in the knowledge and pedagogical practices of teachers working in elementary education, based on a bibliographic review of theses, dissertations, and articles produced between 2020 and 2025. The study is a qualitative research project centered on a bibliographic survey inspired by the State of the Art/State of the Question method. The corpus was mapped using the CAPES and BDTD databases. The analysis, based on studies conducted between 2020 and 2025, focused on the intersection between Media Education and teacher training, knowledge, and practice in elementary school. The analysis revealed a research field that is cohesive in its motivations but has gaps in pedagogical practices within specific contexts. The results indicate the need for teacher training that goes beyond an instrumental view of digital technologies and media. Regarding the knowledge mobilized, there is an urgent need for knowledge that transcends technical use, encompassing a political understanding of the digital ecosystem, which involves debates on datafication, algorithmization, and the power of Big Tech. It is concluded that media education practices are not limited to the introduction of technical devices, but require the development of critical thinking in the face of the media-driven landscape of society.

2026-07-10T00:00:00Z