https://repositorio.ufu.br/handle/123456789/19554 2026-09-12T21:10:12Z https://repositorio.ufu.br/handle/123456789/50226 Title: Um panorama sobre o ensino de geografia política no brasil em tempos de caos e desinformação e o papel por ela desempenhado na manutenção do sentimento de superioridade ocidental Abstract: A partir de los materiales didácticos usados por las instituciones públicas en el marco del Plan Nacional del Libro Didáctico, este trabajo busca hacer una lectura con visión crítica y desde una perspectiva decolonial sobre la historia y el contexto de la geopolítica después de 1945 y su representación en el contexto escolar, explorando cómo se abordan los sentidos comunes tan presentes y arraigados en una sociedad informacional como la que vivimos y cómo comprender mejor la forma en que podemos problematizar específicamente la metodología del libro didáctico, considerando a lo largo de la historia educativa contemporánea brasileña que su uso fue incentivado institucionalmente. Por último, ensayar razonamientos sobre los impactos sociopolíticos de esta condición y la forma en que aún se perpetúan discursos colonialistas e imperialistas, intentando desde esta perspectiva deconstruir sentidos comunes que sirven de discurso para la sociedad de esta era digital a través de los medios digitales masivos y del acceso instantáneo a la información. 2026-03-17T00:00:00Z https://repositorio.ufu.br/handle/123456789/50220 Title: A evolução da sociedade alemã do século XIX à atualidade: transformações territoriais, econômicas, políticas e geopolíticas e suas implicações para o ensino de Geografia Abstract: This article aims to trace the historical trajectory, territory, economy, and geopolitics of Germany from the 19th century, after its unification, to its consolidation as one of the current major global powers. The analysis focuses on three key moments: late 19th/early 20th century Germany and its industrial rise; the interwar period and the geopolitical dynamics that led to Nazism; and post-World War II Germany, divided, rebuilt, and reunified. The work also includes a chapter dedicated exclusively to present-day Germany, with socioeconomic indicators, energetic policies, the educational system, logistics, and the country's problems. In addition to the historical discussion, the article presents a didactic proposal, based on the BNCC (National Common Curricular Base) for high school education, with the aim of articulating the geopolitical content studied with pedagogical practice. The research is based on specialized literature, economic data, maps, graphs, and historical documents, highlighting Germany's role in shaping international politics and its influence on the teaching of Geography. 2026-03-20T00:00:00Z https://repositorio.ufu.br/handle/123456789/50179 Title: Paisagem Urbana e Ensino De Geografia: possibilidades de uma aula de campo no transporte coletivo em Uberlândia-MG 2026-08-07T00:00:00Z https://repositorio.ufu.br/handle/123456789/49893 Title: Território e políticas educacionais neoliberais: relações entre desigualdade socioespacial e centralidade das avaliações externas em escolas estaduais de ensino médio em Uberlândia-MG Abstract: This research analyzes the connections between neoliberal educational policies, large-scale external assessments, and the production of educational inequalities in state high schools in the city of Uberlândia, Minas Gerais, Brazil, viewing education as a socio-spatial phenomenon shaped by multiple factors both internal and external to schools. It focuses on the consolidation of neoliberalism and its impact on Brazilian public education, highlighting the central role played by external assessments, accountability models, and funding mechanisms in the reorganization of educational policies. In this context, the study aims to understand how these policies intersect with socio-spatial inequalities produced in urban space, influencing school operating conditions and educational performance indicators. The research is classified as basic, exploratory, and descriptive, employing both qualitative and quantitative approaches. It is grounded in a review of literature and documents, an analysis of legislation and public policies, a survey of educational, socioeconomic, and urban infrastructure indicators, and the creation and interpretation of thematic maps of Uberlândia. The results show that using indicators from external assessments, such as the Basic Education Assessment System of Brazil (Saeb), for ranking, accountability, and resource allocation tends to overlook historically rooted territorial inequalities, placing responsibilities on schools and their individuals, exceeding their capacity for intervention. Spatial analysis reveals a close link between educational outcomes and the unequal distribution of urban infrastructure, public facilities, and the population's socioeconomic conditions. The study concludes that understanding educational quality requires incorporating the territorial dimension into the analysis of educational policies, recognizing that addressing inequalities demands actions that go beyond the logic of individual accountability and take into account the concrete conditions under which geographic space is produced. 2026-08-04T00:00:00Z