DSpace Collection:https://repositorio.ufu.br/handle/123456789/50612026-04-05T16:49:13Z2026-04-05T16:49:13ZPossibilidades do trabalho com arte na formação de professores a partir da teoria histórico-culturalhttps://repositorio.ufu.br/handle/123456789/483732026-02-24T06:20:15Z2025-04-02T00:00:00ZTitle: Possibilidades do trabalho com arte na formação de professores a partir da teoria histórico-cultural
Abstract: This study aimed to investigate, from the perspective of Historical-Cultural Theory, the possibilities of working with Art in the initial and continuing education of Basic Education teachers. The hypothesis underlying the study is that it is possible to structure, on the foundations of this theoretical perspective, a teacher education proposal capable of promoting the teachers’ integral psychological development. Such a proposal should take into account the development of creative imagination and constitute a theoretically grounded alternative for teacher professionalization. The study adopts a qualitative approach of a theoretical and bibliographic nature. It sought to understand the formative possibilities of Art within the educational context and in the constitution of the human psyche. To this end, the analysis was based on the works developed by the Belarusian scholar Lev Semionovitch Vygotsky (1896–1934) and other researchers associated with Historical-Cultural Theory. The study also aimed to analyze the interface between Art, teacher education, and Historical-Cultural Theory as reflected in academic productions in Brazil, specifically in articles published in Brazilian scientific journals over the last twenty years. The analyses conducted in this study made it possible to identify an apparent trend toward the expansion of recent research addressing the relationship between Art and teacher education grounded in Historical-Cultural Theory, particularly Vygotsky’s work. Based on the analysis of these articles, articulated with the theoretical assumptions examined, it was possible to systematize key aspects for working with Art in teacher education proposals, with a view to promoting teachers’ professional development. These theoretical assumptions indicate the understanding that, within the field of teacher education proposals, Art should occupy its place as one of the most complex human mental objectifications, whose study must be included as a driving force for development through school-based learning. It was concluded that proposals structured around work with artistic languages - encompassing both cultural enrichment and the expansion of experiences with Art, as well as theoretical studies and creative activities - can foster the development of creative activity and contribute to the integral education of teachers. Finally, the study highlights the importance of broadening perspectives on school-related issues, recognizing that teacher education is only one of the aspects to be addressed in the pursuit of a truly emancipatory education. It is hoped that this study may support future research and teacher education proposals inspired by a perspective of social transformation, in which Art occupies a central role as a promoter of human development.2025-04-02T00:00:00ZPovos indígenas na revista O Malho (1902-1953): considerações sobre o simbolismo nacional, o exotismo e a educação para a civilizaçãohttps://repositorio.ufu.br/handle/123456789/483302026-02-20T06:25:31Z2026-02-10T00:00:00ZTitle: Povos indígenas na revista O Malho (1902-1953): considerações sobre o simbolismo nacional, o exotismo e a educação para a civilização
Abstract: This research analyzes the representations of indigenous peoples in the illustrated magazine O Malho throughout its entire circulation period (1902-1953). Situated within the fields of History of Education and Cultural History, the study investigates how the periodical, through a vast verbo-visual collection (cartoons, caricatures, photographs, and chronicles), acted as an informal pedagogical device in shaping the social imaginary and in the "education of the gaze" of its readers regarding indigenous populations. Regarding the methodological path, a survey and documentary analysis of the magazine's different editorial phases were carried out, categorizing images and discourses according to their didactic and political intentions. The data analysis revealed the predominance of three representative categories: the indigenous person as
a national symbol (civic allegory and political satire); the indigenous person and education for civilization (focused on religious catechesis, state tutelage via the SPI, and integration into the labor force); and the indigenous person as an exotic figure (explored through curiosity and
folklore). It is concluded that O Malho collaborated in the production of a "paper Indian," distanced from real indigenous peoples and their cultures. This ideological construction oscillated between mythical exaltation and subalternation, legitimizing state intervention
projects and naturalizing tutelage as a synonym for civilization, reflecting how its audience was educated on indigenous matters.2026-02-10T00:00:00ZA educação na imprensa de Patos de Minas: entre práticas e representações (1930-1945)https://repositorio.ufu.br/handle/123456789/483202026-03-04T17:24:25Z2026-02-13T00:00:00ZTitle: A educação na imprensa de Patos de Minas: entre práticas e representações (1930-1945)
Abstract: This dissertation examines educational practices and representations in the
press of Patos de Minas between 1930 and 1945, a period marked by significant political,
social, and cultural transformations in Brazil and by intense debates on modernization, civic
education, and schooling. Through the analysis of two local newspapers—Gazeta de Patos
(1929–1930) and Folha de Patos in its two phases (1936–1938 and 1941–1945)—the study
seeks to understand how printed media produced, circulated, and legitimized discourses on
education, revealing symbolic disputes and the expectations of different social groups. The
research is grounded in the field of the Cultural History of Education, mobilizing the
concepts of representations, practices, materiality, and appropriation to interpret the symbolic
operations of the press and its articulation with the local context. The temporal scope allows
for the identification of how national political changes interacted with the social structures of
Patos de Minas, characterized by a strong rural presence, traditional elites, consolidated
religious networks, and the circulation of printed materials. Within this context, the press
played a central role in mediating relations between political power, educational institutions,
and the population, functioning as an active device in the production of meanings related to
school, childhood, civic values, and social order. The dissertation is structured around two
analytical axes. The first reconstructs aspects of the social, economic, educational, and
cultural context of the city and traces the trajectory of local newspapers, highlighting their
connections with influential family groups, political disputes, and religious institutions,
particularly the Catholic Church. The second constitutes the analytical core of the study and
examines education-related articles preserved in the collections of the Documentation and
Memory Center of UNIPAM (CDM) and the Museum of Patos de Minas (MUP). The
analysis demonstrates that the press did not merely record events but acted as an active agent
of symbolic production, legitimizing educational projects, valuing local institutions,
disciplining behaviors, and constructing expectations concerning progress, morality, and
authority. The study concludes that local newspapers represented education as an instrument
of social ordering, moral formation, and the affirmation of Catholic and republican values,
contributing to the shaping of educational perceptions and practices in the municipality.
Finally, the relevance of periodicals as sources for understanding school culture in the interior
of Minas Gerais is emphasized, as well as the importance of studies that articulate press,
education, and cultural history to broaden understandings of the production and circulation of
discourses in twentieth-century Brazil.2026-02-13T00:00:00ZDe creche comunitária à UDI do bairro Dona Zulmira: os primeiros passos da educação infantil no município de Uberlândia/MG (1986-2002)https://repositorio.ufu.br/handle/123456789/483182026-02-20T06:25:30Z2025-12-10T00:00:00ZTitle: De creche comunitária à UDI do bairro Dona Zulmira: os primeiros passos da educação infantil no município de Uberlândia/MG (1986-2002)
Abstract: This dissertation is the result of research conducted in the field of Education, specifically within the area of the History of Education, focusing on the History of Educational Institutions. It was developed in the Graduate Program in Education (PPGED/UFU), in the research line of History and Historiography of Education. The central objective was to investigate the process of creating a Community Daycare Center and its transition into a Child Development Unit (UDI) between 1986 and 2002. Based on memories and documents, the study sought to understand the meanings attributed to the first Early Childhood Education institutions aimed at children in situations of social vulnerability in the municipality of Uberlândia (MG). The chosen time frame begins in 1986, the year the Community Daycare Center was founded, extending to 1998, when the UDI model was consolidated. However, the period was expanded to 2002, the year in which the institution was officially transferred to the Municipal Department of Education (SME). This is a qualitative research study grounded in the theoretical perspective of Cultural History. The methodology of Oral History was employed, with semi-structured interviews, as well as document and bibliographic analysis. The historical sources used for the development of this research originated primarily from the archives of the EMEI Diretora Maristela Gomes de Souza, including photographs, official and administrative documents, in addition to legislation related to public policies for early childhood. The theoretical framework is supported by authors from the fields of History, Historiography, and the History of Education, whose theoretical-methodological contributions are essential for the historical analysis of educational institutions. Among them are Bloch (2001), Chartier (1988), Certeau (1982; 2012), Meihy (1996), Alberti (2013), Nosella and Buffa (2009), Faria Filho (1995), Viñao Frago and Escolano (2001), Vieira (1988, 2007), Kuhlmann Jr. (1991; 1998; 2000; 2001; 2019), Kramer (1992; 1995; 2000; 2002), Oliveira (2002) and Rosemberg (2002). The investigation addressed the following problem: How did the creation of the Community Daycare Center and its transition into the UDI of the Dona Zulmira neighborhood take place between 1986 and 2002, considering the context of educational public policies during this period? The results revealed that the Community Daycare Center was conceived and organized by the local community in 1986, operating in a rented building and serving children aged 0 to 6. Its administration was conducted by the Residents’ Association of Dona Zulmira Neighborhood (Ambazu), with funding from subsidies provided by the City Hall of Uberlândia through the Municipal Department of Labor and Social Action (SMTAS). Created under precarious conditions, the institution aimed to be more than a space for basic care, offering an educational and social environment. Over time, the organization and educational practices of the institution were adapted to the prevailing legislation, especially after the municipalization in 1995, which established a new model that ceased using the term “daycare” and adopted “Child Development Unit,” consolidating a more systematized organization guided by SMTAS directives. Furthermore, starting in 2002, the institution’s administration was officially transferred to the SME, contributing to the consolidation of the services provided, which came to be recognized for supporting children’s integral development. The institution was taking its first steps toward becoming an EMEI, integrating care and education in accordance with the guidelines established by the LDBEN no. 9.394/1996.2025-12-10T00:00:00Z