https://repositorio.ufu.br/handle/123456789/21766 2026-05-09T02:21:19Z https://repositorio.ufu.br/handle/123456789/48686 Title: As Feiras de Ciências e suas contribuições para a prática docente na Educação Básica: estudo de dissertações de Mestrados Profissionais (2018-2024) Abstract: The present study, originating from the Graduate Program in Basic Education (PPGPEDU) of the Institute of Human Sciences of Pontal (ICHPO), aimed to analyze the strategies and contributions of Science Fairs (SF) based on Professional Master’s dissertations available in the CAPES Theses and Dissertations Catalog (2018–2024), with regard to teaching practice in Basic Education. We understand Science Fairs as powerful pedagogical strategies for students’ scientific development and for the re-signification of teaching practice, constituting privileged spaces for learning, training, investigation, and student protagonism. From a methodological standpoint, we adopted a literature review as the research strategy. The analytical perspective for data construction was developed through Content Analysis (Bardin, 2016). Three thematic categories were identified: (1) Science Fairs as a didactic strategy; (2) Science Fairs as a space for interdisciplinarity; and (3) contributions of Science Fairs to scientific education and teaching practice. Based on these categories, we emphasize Science Fairs as an urgent formative strategy within and alongside Science Education, as they can promote student protagonism, interdisciplinarity, the development of scientific skills, and reflection on teaching practice, contributing to the strengthening of investigative practices in schools and to teachers’ continuing education. The Educational Product entitled “Teacher Education and Science Fairs as Spaces of Investigation and Transformation,” derived from this research, consists of a Training Workbook aimed at the continuing education of Basic Education teachers, with the purpose of offering theoretical and practical support for understanding, planning, and using Science Fairs as investigative pedagogical practices contextualized to the school reality. We consider that this work may intensify relevant theoretical and practical contributions to the understanding of Science Fairs as spaces of investigation and formation, as well as to the strengthening of teaching practice and students’ scientific education in Basic Education. 2026-02-23T00:00:00Z https://repositorio.ufu.br/handle/123456789/48654 Title: Infâncias e direito à cidade: perspectivas de crianças participantes de projetos sociais sobre a produção do espaço urbano em Ituiutaba-MG Abstract: This research aims to analyze the Right to the City from the perspective of children, particularly those living in socially vulnerable conditions in Ituiutaba-MG and engaged in social projects led by third sector institutions. The study is part of the research line "Production of Rural and Urban Space" and seeks to understand how children's urban experiences shape their appropriation of the city, their representations, and their social participation. The main objective is to explore how these children perceive the Right to the City, how they engage with urban spaces, and how urban dynamics, which often overlook children as active city makers with specific needs and desires, impose limitations on their experiences. Drawing from the author's experience as a social worker, CREAS coordinator, and former president of the Municipal Council for the Rights of Children and Adolescents (CMDCA), the research highlights the gap between public policies and the actual needs of children. The study uses theoretical frameworks by Lefebvre (2001), Harvey (2014), Sarmento (2007), and Aitken (2014), and adopts a qualitative methodology, including literature review, document analysis, and field research conducted at Instituto Avivar. The study focused on mental maps produced by children aged 6 to 11 to uncover their experiences, perceptions, and expectations of the city. Key findings reveal a persistent invisibility of children—especially the socially vulnerable—in urban planning processes, resulting in restricted urban experiences that shape limited perceptions and projections of the city. Therefore, including children in the making of urban spaces is not only a matter of rights but also an ethical and democratic imperative. Listening to them means acknowledging their full humanity and committing to a more just, inclusive, and diverse urban future. 2025-05-23T00:00:00Z https://repositorio.ufu.br/handle/123456789/48644 Title: Entre lugares, letras, lembranças e lutas: memórias minhas de vivências e experiêmcias acadêmicas 2026-03-31T00:00:00Z https://repositorio.ufu.br/handle/123456789/48639 Title: Ensino de matemática na educação infantil: análise das propostas de formação continuada da rede municipal de Uberlândia/MG Abstract: Grounded in the Graduate Program in Basic Education (Professional Master's Degree) at the Federal University of Uberlândia, this dissertation aimed to analyze and compare the continuing education proposals for Early Childhood Education teachers in the Municipal System of Uberlândia, from 2020 to 2023, with the guidelines set by the Municipal Curricular Guidelines (DCMs Portuguese acronym) for teaching Mathematics. In the context of Early Childhood Education, Mathematics is understood as a language integrated into interactions and play, fostering curiosity, investigation, and the development of logical-mathematical thinking. Within the DCMs, this conception is reflected in the field of experiences "Spaces, times, quantities, relations, and transformations," articulated with the other curricular languages. The research adopts a qualitative approach based on documentary analysis, with data collected from the Julieta Diniz Center for Educational Studies and Projects (CEMEPE Portuguese acronym) and the Teacher Training Investigation Group (GIFOP Portuguese acronym), which maintains a collaborative record of the network's training actions. Twenty-six continuing education plans and the DCMs were analyzed and systematized into descriptive tables, allowing for an inductive analysis organized into three analytical axes: (1) Early Childhood Education policies and guidelines; (2) continuing education in Early Childhood Education; and (3) teaching Mathematics in Early Childhood Education, which enabled an alignment between the normative content of the documents and their implications for training practices. The results indicate that, although the DCMs propose Mathematics as a language constructed through interactions and play, there is a gap between this conception and the actual training actions, in which the area occupied a secondary and unsystematic role. As an educational product, a Guidance Guide for Pedagogical Analysts of the municipality of Uberlândia was developed, focused on training preschool teachers (ages 4 and 5) for teaching Mathematics in Early Childhood Education. The material aims to support formative mediation with teachers, linking theoretical and normative foundations to the pedagogical practices of teaching Mathematics. Participatory validation was conducted with Early Childhood Education trainers from CEMEPE and demonstrated broad agreement regarding the relevance and applicability of the material for continuing education. It is concluded that, despite the theoretical consistency of the DCMs, the continuing education proposals do not incorporate them systematically, which limits theoretical-methodological progress and the consolidation of intentional practices in teaching Mathematics in Early Childhood Education. 2026-02-20T00:00:00Z