https://repositorio.ufu.br/handle/123456789/5058 2026-04-23T03:29:49Z 2026-04-23T03:29:49Z https://repositorio.ufu.br/handle/123456789/48642 2026-04-22T14:04:19Z 2026-03-03T00:00:00Z

Title: A qualidade na oferta da educação infantil e as relações público-privadas em Uberlândia- MG Abstract: This research was conducted within the Graduate Program in Education at the Federal University of Uberlândia, in the line of research State, Policies, and Educational Management, at the Laboratory of Policies and Educational Management (LAPGE). It sought to answer the following research question: have the right to and access to quality early childhood education been effectively ensured in the context of public–private relations with Civil Society Organizations (CSOs) in the municipality of Uberlândia? The general objective was to analyze the provision of early childhood education in the municipality of Uberlândia, Minas Gerais, as it occurs through public–private partnerships established with Civil Society Organizations (CSOs). The study examined aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, and infrastructure, with a focus on ensuring the quality of education offered in these institutions. The specific objectives were: to understand neoliberal policies, with an emphasis on education, and their implications for the right to early childhood education; to historicize the relationship between the public and private sectors in education by analyzing the growth of the Third Sector in Brazil and the initiatives that establish “partnerships” between public education systems and the private sector, including the increasing involvement of civil society in educational decision-making and management; to examine public policies implemented in the municipality of Uberlândia-MG that maintain contracts with CSOs, thereby ensuring the incorporation of market logic into municipal public education; to present the concept of quality in early childhood education, highlight the relevance of quality indicators, and identify how the right to and quality of this stage of basic education have been implemented in Uberlândia; and to analyze the quality of early childhood education offered in institutions maintained by Civil Society Organizations (CSOs), considering aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, curricular proposals, and infrastructure. A qualitative approach was adopted, using bibliographic, documentary, and field research as methodological procedures. The main authors addressing the quality of early childhood education and public–private relations in educational provision were employed. The documentary sources included the Brazilian Federal Constitution; the Law of Guidelines and Bases of National Education (Law n° 9,394/1996); the National Quality Parameters for Early Childhood Education; the Political-Pedagogical Project; the institutions’ annual plans; school regulations; and other relevant documents. Field research techniques included observation, questionnaires, and semi-structured interviews. The data reveal that the municipality of Uberlândia has made extensive use of partnership agreements and privatization in the provision of early childhood education, which characterizes an omission by the public authorities and results in unequal and exclusionary educational provision. The institutions studied only partially meet infrastructure requirements. Most of the professionals’ training occurred through distance education (EaD), and some teaching assistants lack formal training. The research revealed low quality in initial teacher education and the absence of continuing professional development, which limits the provision of quality education and it is reflected in pedagogical practices. The institutions are religious in nature, with daily practices that diverge from the principles of secular public education. Many professionals do not associate play with learning, thereby depriving children of this right. The institutions do not have democratic management structures. Consequently, the right to quality early childhood education has not been effectively realized within public–private relations in the municipality of Uberlândia.

2026-03-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/48640 2026-04-21T06:20:41Z 2026-02-27T00:00:00Z

Title: Série "giz": narrativas autobiográficas de um professor de ciências e de biologia Abstract: This is an autobiographical narrative research developed within the Graduate Program in Education at the Federal University of Uberlândia (UFU), and linked to the research group Amplia – Amálgama. It focuses on investigating the importance of sensitivity in teaching, based on the trajectory of a Science and Biology teacher. The present text thus constitutes a contribution to works that reflect on the boundaries between fiction and autobiography. Through first-person singular self-writing, structured in the form of a “series,” the text presents significant episodes experienced throughout the teaching career, revealing how proximity to students and their realities has the potential to transform both the educator and the teaching learning process. By revisiting his professional experiences, the teacher-narrator comes to understand that knowing and embracing the experiences, emotions, and challenges of his students are essential for building meaningful pedagogical bonds. This connection, cultivated through attentive listening and empathy, reinforces the conception that teaching goes beyond the mere transmission of content; it is, above all, an exercise in presence, sharing, and mutual affectation. The series entitled GIZ dramatizes the difficulties faced by this teacher—from the precarious material conditions of work to the lack of didactic resources—but also highlights the creative potential that emerges from such contexts. It is within scarcity that he reinvents his practice, develops alternative strategies, and seeks to engage students in a form of learning that is meaningful to their lives. Thus, the research implies that sensitivity in teaching is not an accessory quality, but a fundamental axis for a humanized education committed to the integral development of children, adolescents, and young people. The narrated trajectory therefore becomes a source of inspiration and reflection on teaching as an ethical and aesthetic practice, reaffirming that teaching is also an act of care and listening. By telling his stories, this teacher demonstrates that it is possible to build other ways of teaching and learning—more affective, inclusive, and transformative.

2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48610 2026-04-07T06:20:09Z 2026-02-26T00:00:00Z

Title: A inserção dos componentes curriculares da área da Educação Especial e Inclusiva na matriz curricular do curso de Pedagogia: Tensões e Perspectivas Abstract: This dissertation analyzes the Special Education curricular component in the initial training of educators, seeking to investigate its implications for the implementation of inclusive education. Inserted in the concentration area of State, Educational Policies, and Educational Management, the study is based on a qualitative and quantitative approach, of a documentary nature, and takes as its main references the normative frameworks that guide teacher education in Brazil, particularly Opinion CNE/CP No. 5/2005 and Resolution CNE/CP No. 1/2006. The research aimed to examine how Special Education is incorporated into the curricula of Pedagogy programs at Federal Universities in the Southeast region of Brazil, analyzing its designation, workload, curricular placement, syllabi, objectives, and conceptions of inclusion expressed in the Pedagogical Course Projects (PCP). To this end, a mapping of Pedagogy curricula at Federal Universities in the Southeast was conducted, followed by an in-depth analysis of the PCP of the Federal Rural University of Rio de Janeiro (UFRRJ), the Federal University of São Carlos (UFSCar), the Federal University of Uberlândia (UFU), and the Federal University of Espírito Santo (UFES). The results show that, although Special Education is present in the curricula analyzed, its curricular configuration presents significant variations between institutions, especially with regard to the workload, transversality, and articulation with other formative components. In conclusion, the presence of the Special Education as a curricular component represents an important advancement in teacher education; however, it still faces challenges related to the depth of its approaches and the consolidation of an inclusive perspective integrated throughout the course. The study highlights the need to strengthen public policies for teacher education and to revise Pedagogy curricula in order to ensure critical, reflective training committed to the right to education and to the development of inclusive pedagogical practices in Basic Education. Keywords: Educational Public Policies; Special end Inclusive Education; Curriculum.

2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/48609 2026-04-07T06:20:12Z 2026-02-11T00:00:00Z

Title: Educação ambiental nos anos iniciais do ensino fundamental: contribuições e limites da produção acadêmica brasileira (2020 – 2025) Abstract: This dissertation analyzes how Environmental Education (EE) has been conceived, approached, and operationalized in the early years of Elementary Education, based on Brazilian academic production published between 2020 and 2025. The study is situated within the context of the worsening contemporary socio-environmental crisis and is grounded in the recognition of Environmental Education as a political, ethical, and pedagogical field that is fundamental to the formation of critical subjects from childhood onward. Methodologically, the research is characterized as qualitative and bibliographic in nature, adopting the integrative review as its central investigative procedure. The survey was conducted using the CAPES Theses and Dissertations Portal and the Brazilian Digital Library of Theses and Dissertations (BDTD), initially identifying 216 studies, of which 17 (15 master’s dissertations and 2 doctoral theses) constituted the final corpus after the application of inclusion and exclusion criteria. The analysis made it possible to identify trends, recurrences, gaps, and tensions within the academic production, revealing that although Environmental Education is addressed in normative and curricular documents, its implementation in the early years of Elementary Education remains fragile, often associated with punctual practices, isolated projects, and conservative or pragmatic approaches. The analyzed studies reveal persistent challenges related to teacher education, curricular transversality, and the incorporation of critical, sensitive, and socially situated perspectives. lt is concluded that Environmental Education in the early years of Elementary Education remains a field under construction, requiring greater investment in teacher education, theoretical deepening, and pedagogical practices that recognize both children and teachers as historical subjects and active participants in contemporary socio-environmental struggles.

2026-02-11T00:00:00Z