https://repositorio.ufu.br/handle/123456789/5062 2026-10-03T03:29:04Z 2026-10-03T03:29:04Z https://repositorio.ufu.br/handle/123456789/50474 2026-09-29T12:15:19Z 2025-10-17T00:00:00Z

Title: A implementação do Novo Ensino Médio (2022-2023) a partir das vozes de estudantes e professoras/es: implicações no ensino de história e na formação das juventudes Abstract: This dissertation was developed in the Graduate Program in Education at the Federal University of Uberlândia, within the research line of Educational Knowledge and Practices. The research investigates the implications of the implementation of the New High School (NEM), established by Law No. 13.415/2017, from the perspective of History teachers and first-year students at a state public school in Uberlândia, MG, during the year 2022. The guiding research question was: What are the implications arising from the implementation of the New High School's curricular proposals in a public school, focusing on teachers in general, and specifically History teachers, first-year students, and the practice of teaching the discipline of History during 2022? The general objective was to analyze the implications of this implementation on the teaching of History and the education of students. The specific objectives were: i) to reflect on the theme based on academic literature; ii) to contextualize the legal frameworks of High School and the role of History teaching; iii) to analyze the NEM proposal and its inferences for the teaching of History; and iv) to understand the challenges faced by teachers and students, reflecting on the role of historical knowledge for a full and anti-racist humanistic education. The thesis argues that the implementation of the NEM at the Segismundo Pereira State School in 2022 generated negative implications for the teaching of History and the integral education of students and teachers, compromising the construction of historical knowledge and the pursuit of a critical education. The methodology adopted a quali-quantitative approach, using an online questionnaire administered to 207 students, followed by focus groups with 40 of them, and interviews with the History teachers of the researched classes. The main results indicate that the implementation of the NEM resulted in: facing mental health problems; increased workload without adequate spaces; work overload; student insecurity in making early choices; and doubts about the National High School Exam (ENEM). In the investigated scenario, the teaching of History, which is no longer mandatory and had its course load reduced, required teachers to critically reflect on their practices, seeking methodologies that stimulate student protagonism and critical thinking. The school community, in turn, began to articulate new struggles, such as the revocation of the NEM, alongside longstanding demands for teacher appreciation and improvements in school infrastructure.

2025-10-17T00:00:00Z https://repositorio.ufu.br/handle/123456789/50426 2026-09-26T06:18:01Z 2026-02-26T00:00:00Z

Title: Notas autobiográficas de uma mulher preta com deficiência visual: uma jornada de rexistência ao assujeitamento Abstract: This manifesto dissertation, developed with support from the Coordination for the Improvement of Higher Education Personnel (CAPES), was defended in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), within the research line Educational Knowledge and Practices. This study addresses the following central question: How do the intersections of race, gender, and visual impairment shape the life trajectory of a Black woman, and how does teacher education operate as a mechanism for disrupting processes of subjection and dehumanization? The general objective is to analyze the (trans)formation of the author's teaching identity in light of her experience as a Black woman with visual impairment. The specific objectives are: (i) to document and critically examine experiences in higher education; (ii) to analyze the intersections of race, gender, and disability in the construction of teaching identity; and (iii) to critically examine and challenge power structures and social norms that perpetuate academic invisibility. The theoretical framework is grounded in Paulo Freire's emancipatory critical theory and in the Afrodiasporic thought of authors such as bell hooks, Lélia Gonzalez, and Conceição Evaristo. The dissertation is organized into five sections: Introduction; Analysis of Identity Obscured by Neocolonialism; The Process of Teacher (Trans)Formation and Admission to the Public University; Teacher Professionalization and Pedagogical Praxis; and Final Considerations. Methodologically, the study adopts Narrative (Auto)biographical Research, grounded in temporality and in the researcher as subject. The thesis argues that systemic structures of oppression can be challenged through collective struggles and a Pedagogy of Humanization that fosters emancipation and liberation from subjection. The final considerations articulate critiques of the banking model of education and institutional ableism while announcing a trajectory of "re-existence", in which public education and class solidarity emerge as pathways toward social justice.

2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/50420 2026-09-25T06:24:39Z 2026-09-03T00:00:00Z

Title: Oficina de práticas pedagógicas: a coreografia didática com os temas contemporâneos transversais na formação inicial de professores(as) de matemática Abstract: This research was conducted within the Doctoral Program in Education at the School of Education (FACED) of the Federal University of Uberlândia (UFU), under the research concentration area of Science and Mathematics Education. The research problem that guided this investigation was: How can educational work with Contemporary Cross-Curricular Themes (Temas Contemporâneos Transversais – TCT) contribute to the development of Didactic Choreographies by future teachers in different educational contexts? Based on this problem, the general objective was to analyze how the articulation of Contemporary Cross-Curricular Themes within the Pedagogical Practice Workshop course can enable a process of knowledge production that underpins teaching practice. Initially, the study discussed the cross-curricular nature of teaching based on Moreno (1999), Araújo (2014), and Freire (2014), as well as the historical trajectory of Cross-Curricular Themes, institutionalized by the National Curriculum Parameters (Parâmetros Curriculares Nacionais – PCN), and their subsequent reformulation into Contemporary Cross-Curricular Themes within the National Common Curricular Base (Base Nacional Comum Curricular – BNCC). In order to understand how TCT have been addressed in the initial education of Mathematics teachers, a mapping of doctoral dissertations and master's theses defended between 2018 and 2025 was conducted, identifying challenges and potentialities related to their integration into initial teacher education. This qualitative investigation was characterized as participatory research and adopted participant observation as its investigative method. The study was carried out in four classes of the Pedagogical Practice Workshop course within the Undergraduate Mathematics Teacher Education Program at the Federal University of Uberlândia during the years 2023 and 2024. Data produced through field notes, photographic records, audio recordings, documents developed by the preservice teachers, online questionnaires, and semi-structured interviews were analyzed in light of the methodological framework of Didactic Choreographies, supporting four analytical axes: (i) learning anticipation; (ii) staging; (iii) productions; and (iv) mental processes. The findings demonstrated that educational work based on Contemporary Cross-Curricular Themes contributes to the development of Didactic Choreographies in the initial education of Mathematics teachers by transforming real-world problems into teacher education experiences. In conclusion, this study argues that Contemporary Cross-Curricular Themes constitute a structuring element of Didactic Choreographies in the initial education of Mathematics teachers by mobilizing self-regulatory processes capable of producing didactic-professional knowledge for Mathematics teaching.

2026-09-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/50369 2026-09-23T06:24:52Z 2026-07-06T00:00:00Z

Title: Formação docente e práticas pedagógicas na educação infantil: o LEEI e o processo de apropriação da leitura e da escrita Abstract: This thesis, affiliated with the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), is situated within the field of literacy, literature, reading, and writing in Early Childhood Education. This qualitative study, conducted between 2023 and 2026, aimed to analyze the constitution of pedagogical reading and writing practices in Early Childhood Education. Specifically, the research examined the relationships between the continuing education experienced in the Reading and Writing in Early Childhood Education Program (LEEI) – developed under the Compromisso Criança Alfabetizada in 2024 – and the concrete conditions of teaching work in a preschool classroom (2nd period) at a federal public school in Uberlândia, state of Minas Gerais, Brazil. The study is grounded in the theoretical assumptions of Cultural-Historical Psychology (CHP), drawing particularly on the works of Vygotsky (2007, 2009a, 2009b), alongside contributions from the Philosophy of Language, emphasizing the reflections of Bakhtin (2003, 2016) and Volóchinov (2017, 2019). To achieve the proposed objectives, an intervention research design was employed, wherein the researcher simultaneously acted as the classroom teacher. The investigation sought to analyze how the formative processes experienced within the LEEI relate to the pedagogical practices implemented with the children, as well as to understand how such practices are constituted in everyday school life. These pedagogical practices were structured around axes articulating literature, written language, and the children’s cultural experiences. Data were generated within the context of the intervention research through interactions between the teacher-researcher and the children, utilizing participant observation, field diaries, and photographic records. The results demonstrate that pedagogical practices can foster children's engagement in appropriating reading and writing as cultural practices, provided they are mediated by specific pedagogical conditions. Furthermore, the analyses indicate that continuing education within the LEEI framework potentiates the reconfiguration of pedagogical practices, favoring the appropriation of reading and writing as cultural acts. However, these processes do not unfold linearly; rather, they are permeated by contradictions between the program’s formative principles and the historical and social conditions that structure teaching work in Early Childhood Education.

2026-07-06T00:00:00Z