https://repositorio.ufu.br/handle/123456789/5061 2026-07-06T04:27:49Z 2026-07-06T04:27:49Z https://repositorio.ufu.br/handle/123456789/48797 2026-07-04T06:24:35Z 2026-04-27T00:00:00Z

Title: A construção discursiva do impeachment de Dilma Rousseff no portal g1 (2014-2016) e seus impactos na consciência social brasileira Abstract: The general objective of this research is to analyze how the g1 website, from the Globo Group, discursively constructed a pro-impeachment narrative regarding President Dilma Rousseff between 2014 and 2016, identifying its implications for the construction of social and critical consciousness in Brazil. In light of this, five specific objectives were delineated: i) to understand how the discourses of the g1 website, within the context of Dilma Rousseff's impeachment, contributed to shaping public opinion and reinforcing power relations within Brazilian society; ii) to analyze the president's impeachment as an expression of the crisis of Brazilian democracy, highlighting its structural foundations, the role of elites and institutions, and its insertion into the neoliberal context; iii) to describe the g1 portal as the central setting of the investigation, understanding how its coverage of the impeachment constructed public narratives that influenced Brazilian social consciousness, and to map the journalistic frames adopted between 2014 and 2016; iv) to analyze how the g1 website, in its impeachment coverage, constructs a hegemonic narrative and influences the formation of public opinion; and, finally, v) to identify how the coverage of Dilma Rousseff's impeachment on the g1 website evidenced discursive strategies that construct a narrative of inevitability and legitimation of the process. The theoretical framework supporting the study includes authors such as Foucault (1996), Pierre Bourdieu (1989), Jürgen Habermas (1984), Teun van Dijk (2008, 2016), Walter Lippmann (2008), and Fernanda Dantas (2019). The methodological approach of this research is qualitative, with an interpretive, descriptive, and critical orientation. The primary methodological procedure adopted was content analysis, operationalized through discourse analysis. The research began with the selection of 50 news reports from the g1 website regarding the impeachment of Dilma Rousseff, published between 2014 and 2016, subsequently delimiting a final corpus composed of 6 central texts. The method proposed by Bardin (2016) was applied to this dataset, based on the definition of categories such as Power, Naturalization, Opinion Formation, Control of Groups over Minds, Public Spectacle, and Victim of Opinion. The results evidenced the articulated action of three discursive macro-strategies in g1's coverage, responsible for constructing the narrative of inevitability and legitimation of the impeachment. The first macro strategies sustained the idea of a foregone conclusion by intensifying, from 2014 to 2016, frames such as ungovernability, loss of support, and collapse. The second depoliticized the crisis by translating the conflict into a technical-legal grammar, reinforced by experts and a discourse of neutrality. The third personalized the State by shifting the explanation of the crisis to traits attributed to the president, resignifying characteristics and producing a symbolic delegitimation that was consolidated through lexical repetition and narrative synchronization. Therefore, the study concluded that g1's coverage of Dilma Rousseff's impeachment contributed to naturalizing the institutional rupture, presenting her removal as an inevitable and technically justified solution. Furthermore, it demonstrated that the narrative constructed by the portal depoliticized the crisis, personalized the State in the figure of the president, and reinforced forms of symbolic violence, influencing public perception regarding the legitimacy of the process.

2026-04-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48759 2026-06-16T06:23:08Z 2025-08-29T00:00:00Z

Title: As concepções de alfabetização nas dissertações de mestrado e teses de doutorado dos programas de Pós-graduação em Educação das IFES do Triângulo Mineiro (2019-2023) Abstract: Esta investigación se realizó en el marco de la Línea de Investigación Saberes y Prácticas del Programa de Posgrado en Educación de la Universidad Federal de Uberlândia. El problema de investigación se enunció de la siguiente manera: ¿Qué concepciones de alfabetización pueden identificarse en las disertaciones de maestría y tesis doctorales defendidas en los Programas de Posgrado en Educación de las IFES del Triángulo Minero en el período de 2019 a 2023? El objetivo principal fue identificar y analizar las concepciones de alfabetización presentes en las producciones académicas seleccionadas. Se trata de un estudio de enfoque cualitativo, con delineamiento documental, cuyo procedimiento metodológico fue el análisis de contenido según Bardin. El corpus estuvo constituido por disertaciones y tesis disponibles en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), seleccionadas a partir de criterios de recorte temporal, pertinencia temática y relevancia científica. El análisis identificó tres concepciones predominantes: (1) alfabetización articulada al letramento, que integra la apropiación del código escrito a las prácticas sociales del lenguaje, valorando la criticidad y la autoría; (2) alfabetización discursiva, fundamentada en Bakhtin y Freire, que privilegia la mediación dialógica, los géneros discursivos y la inserción social del lenguaje, y (3) métodos tradicionales, centrados en la decodificación y la conciencia fonológica, alineados con perspectivas tecnicistas. Los resultados del análisis indican que, aunque persiste la presencia de enfoques tecnicistas, reforzados por políticas como la BNCC y la PNA, existe un movimiento creciente hacia concepciones más críticas, sociales y emancipadoras. Concluimos que el fortalecimiento de estas concepciones requiere políticas públicas y prácticas que superen la fragmentación y la mecanización de la enseñanza, garantizando el derecho a una alfabetización plena y humanizadora.

2025-08-29T00:00:00Z https://repositorio.ufu.br/handle/123456789/48721 2026-05-26T06:24:24Z 2026-02-10T00:00:00Z

Title: Análise da integração das tecnologias digitais de informação e comunicação na Educação Matemática dos anos iniciais do Ensino Fundamental Abstract: This dissertation, conducted within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), under the research line “Science and Mathematics Education,” examines the contributions and challenges of integrating Digital Information and Communication Technologies (DICT) into mathematics instruction for the early years of elementary school. This study explores how these technologies are addressed in Brazilian graduate research and within the researcher’s own pedagogical practice. The primary objective was to analyze these aspects through a Systematic Literature Review (SLR) from 2014 to 2024, integrated with a reflective analysis of the researcher's teaching trajectory. Methodologically this qualitative and interpretive study followed three stages: an SLR to map trends and research gaps; the development of autobiographical narratives; and the analytical integration of these data sources. The SLR results indicate that tools such as GeoGebra, Scratch, and digital games enhance student motivation and support the visualization of concepts in geometry and problem-solving. However, the analyzed literature reveals a lack of theoretical depth regarding the underlying learning processes. The autobiographical analysis corroborates these findings, highlighting that while the potential of digital technologies is recognized, significant barriers remain, including gaps in pre-service and in-service teacher education, infrastructure deficiencies, and teacher professional insecurity regarding technological mediation. The triangulation of data suggests that the effective integration of technology in mathematics education depends not only on resource access but, primarily, on an intentional pedagogical approach that positions the teacher as the central mediator. The study emphasizes the urgency of public policies for teacher education that foster a critical and meaningful appropriation of digital tools in schools.

2026-02-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/48719 2026-05-23T06:23:33Z 2026-04-27T00:00:00Z

Title: Tecnologias digitais e gestão escolar: mapeamento dos sentidos, tendências, disputas e silenciamentos nas teses brasileiras (2014–2024) Abstract: This research investigates the meanings attributed to digital technologies applied to school management and the trends, disputes, and silences that emerge from the abstracts of Brazilian doctoral theses produced between 2014 and 2024. The study is situated within the scope of the Research Line State, Policies, and Educational Management of the Graduate Program in Education at the Federal University of Uberlândia. Its objective is to understand how the integration of these technologies into school management has been addressed in academic production, highlighting recurring patterns, gaps, and rationalities that structure the field. To this end, a systematic mapping of doctoral theses is conducted, understood as a procedure for surveying, organizing, and characterizing academic production, guided by the assumptions of state-of-the-art studies. The investigation considers the context of educational public policies and examines, in the selected abstracts, the conceptions of technology that permeate the field, aiming to identify trends, disputes, and silences in how they are applied to school management. The results indicate that the field exhibits an asymmetrical configuration, with a predominance of studies focused on educational management at the macro level and on technologies as instruments of governance, and a limited number of studies directly addressing the relationship between digital technologies and school management. There is a low incidence of investigations on information systems and on the effects of digital platforms on the daily work of school managers. It is concluded that digital technologies operate as arenas of political, ideological, and epistemological dispute within educational policies, reconfiguring administrative practices and decision-making processes as they are linked to specific projects of education, society, and human development, which underscores the need to expand investigations into the sociotechnical materiality of school management.

2026-04-27T00:00:00Z