https://repositorio.ufu.br/handle/123456789/5061 2026-10-05T06:43:24Z 2026-10-05T06:43:24Z https://repositorio.ufu.br/handle/123456789/50507 2026-10-02T06:20:35Z 2026-08-13T00:00:00Z

Title: Pela construção de inéditos viáveis na avaliação da educação Infantil: uma análise das diretrizes curriculares de Uberlândia-MG Abstract: This research, conducted within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU)—specifically within the "Educational Knowledge and Practices" research line—addresses the topic of assessment in Early Childhood Education. It begins with the following problem: How is assessment in Early Childhood Education conceived within the Municipal Curriculum Guidelines for Early Childhood Education? The general objective of this dissertation is to analyze how the Early Childhood Education Curriculum Guidelines of the municipality of Uberlândia present assessment in this educational stage, identifying its characteristics. Its specific objectives are: i) to identify the conceptions of the child, childhood, curriculum, and assessment that underpin Uberlândia’s Municipal Curriculum Guidelines for Early Childhood Education; ii) to examine how the document guides the connection between assessment and the "fields of experience" in curriculum structuring, while reviewing the suggested assessment tools; and iii) to analyze, through the lens of Freirean epistemology, the extent to which these guidelines align with or diverge from a conception of assessment that is critical, dialogic, and emancipatory. To achieve these objectives, the study employed qualitative research based on document analysis and a literature review. The concept of the "viable unprecedented" (inédito viável) is used to reveal the limitations and contradictions within the regulatory text, aiming for a critical analysis that contributes to reflection on the field and the educational reality in Uberlândia.

2026-08-13T00:00:00Z https://repositorio.ufu.br/handle/123456789/50505 2026-10-02T06:20:58Z 2026-08-25T00:00:00Z

Title: Alfabetização científica na Educação Infantil envolvendo espaços não formais Abstract: This dissertation, developed within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), in the research line "Education in Sciences and Mathematics", addresses the potential of non-formal spaces for scientific literacy in Early Childhood Education. The research problem was guided by the following question: What are the contributions of non-formal spaces to the constitution of scientific literacy processes in an Early Childhood Education school, based on the pedagogical practice of the teacher-researcher? The general objective consisted of understanding the potential of non-formal spaces for scientific literacy in Early Childhood Education, based on the teacher's own pedagogical practice. The study specifically sought to map and analyze academic productions on the scientific education of Early Childhood Education teachers through a systematic literature review, and to cartographically map pedagogical practice, considering moments of scientific literacy in non-formal spaces. The research was characterized as qualitative and organized into three stages. The first one addressed the systematic literature review, aimed at mapping academic productions on the scientific education of Early Childhood Education teachers. The second one comprised the development and cartographic monitoring of three experiences carried out within Early Childhood Education children, in a second -period class at a public municipal school in Uberlândia (MG). Data production was obtained through field diary records, photographs, children's drawings, and (auto)biographical narratives written by the teacher-researcher. The third stage corresponded to the analysis of these experiences, based on cartography as a method. The results showed that non-formal spaces, such as the school yard, the school parking lot, and out-of-school spaces such as the DMAE Fazendinha, when traversed by a pedagogical intentionality oriented toward inquiry, fostered manifestations of scientific literacy, expressed in the formulation of hypotheses, observation, argumentation, explanationbuilding, and the construction of relationships by the children. The research also highlighted that the educational potential of spaces does not reside solely in their physical characteristics, but in the mediations established by the teacher and the children, also contributing to the formation of the teacher-researcher and to the resignification of different school environments as territories of scientific learning. The research further indicated that this pedagogical intentionality depends on teacher education that articulates disciplinary knowledge and specific pedagogical knowledge for Early Childhood Education, also built through the exercise of practice. It can be concluded that scientific literacy in childhood can emerge from non-formal spaces, understood here as every space beyond the classroom, whether inside the school itself or outside it, provided they are inhabited with intentionality, evidencing the relevance of recognizing, in teacher education and practice, the investigative potential present in everyday school life.

2026-08-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/50487 2026-09-30T06:20:57Z 2026-07-21T00:00:00Z

Title: As bases da aprendizagem coletiva desenvolvimental na obra de Vigotski: fundamentos e princípios norteadores Abstract: This master's research in Education was developed within the Knowledge and Educational Practices research line of the Graduate Program in Education at the Federal University of Uberlândia. The study addresses the following research questions: What conception of Developmental Collective Learning emerges from the work of Lev S. Vygotsky, and what are its theoretical foundations and guiding principles? How can the instrumental and reductionist interpretation of learning in Vygotsky's work be overcome? The study argues that Vygotsky's conception of learning constitutes a Theory of Learning as Developmental Activity, or Developmental Collective Learning. It is based on the assumption that collective learning should be understood as the foundation of developmental learning, overcoming interpretations that reduce it to a secondary or derivative dimension of individual processes. The general objective of this research was to demonstrate the foundations of Developmental Collective Learning in Vygotsky's work, overcoming instrumental and reductionist interpretations while clarifying his conception of psychological development and the role of collective learning as its driving force. Specifically, the study sought to: describe Vygotsky's life, work, historical context, research objects, and methodological approach; examine his conception of human psychological development; elucidate the role of education and collective learning, when properly organized, in children's psychological development; and define the concept of collective learning, with emphasis on school-based collective learning, its types (individual and collective), phases (pre-school and school), levels (spontaneous, spontaneous-reactive, and reactive), and variants (teaching-based and activity-based). From a theoretical and methodological perspective, the research is qualitative in nature and is based on bibliographical and documentary analysis. It draws upon Vygotsky's classical works and engages with authors from the Cultural-Historical tradition. The investigation adopts a critical-interpretative approach to the analysis of central theoretical categories, including development, mediation, internalization, and activity, aiming to reconstruct the concept of collective learning in its full complexity. The findings indicate that collective learning is not an accessory aspect of development but rather an organizing principle of human development, as it takes place through social relations and shared activities. The study demonstrates that the collective dimension not only precedes but also structures and enhances individual psychological processes, thereby constituting the foundation of developmental learning. It concludes that recognizing the centrality of collective learning requires a reorientation of pedagogical practices, emphasizing interaction, cooperation, and joint activity as essential conditions for the formation and development of human beings.

2026-07-21T00:00:00Z https://repositorio.ufu.br/handle/123456789/50465 2026-09-26T06:19:04Z 2026-08-26T00:00:00Z

Title: Educação Inclusiva no ensino superior: o lugar dos estudantes com TDAH, dislexia e outros transtornos do neurodesenvolvimento/transtornos de aprendizagem em universidades federais mineiras Abstract: This research addresses inclusive education in higher education and aims to identify and critically describe the inclusion and accessibility actions and services developed by federal universities in Minas Gerais for students with ADHD, dyslexia, and other neurodevelopmental disorders/learning disorders, as well as to understand how these actions are carried out. This is a qualitative, documentary, descriptive, and analytical study based on the analysis of documents produced between 2020 and 2025 by the Federal University of Uberlândia, the Federal University of Triângulo Mineiro, and the Federal University of Minas Gerais. The corpus consisted of institutional webpages, regulations, reports, calls for applications, responses obtained through Fala.BR, and documents sent by e-mail by the sectors responsible for student support. Content analysis (Bardin, 2016) enabled the construction of two analytical categories: “educational support actions” and “accessibility services and resources.” The results show that the federal universities investigated present different levels of formalization, organization, and public dissemination of actions aimed at the research population. At UFU, students with ADHD, dyslexia, and other neurodevelopmental disorders/learning disorders are supported only within the broader field of educational support provided by the Office of Student Affairs and are excluded from the field of accessibility. At UFTM, an expansion of the conceptual scope was observed through the use of the term “specific educational needs,” which includes, among other cases, the students addressed in this research, as well as the existence of different mechanisms aimed at inclusion and accessibility, such as Inclusive Tutoring, Inclusive Monitoring, and the Accessibility Seal. At UFMG, a tension was identified between the official communication of the Accessibility Center (NAI), focused on persons with disabilities, and internal documents that allow the support of students with ADHD, dyslexia, and other neurodevelopmental disorders/learning disorders. It is concluded that the democratization of higher education requires expanded access, institutional recognition of barriers to retention, participation, and learning, and coordination among educational support, accessibility, undergraduate regulations, and other institutional mechanisms to ensure the inclusion of all students without distinction.

2026-08-26T00:00:00Z