https://repositorio.ufu.br/handle/123456789/34350 2026-10-16T10:26:49Z https://repositorio.ufu.br/handle/123456789/50598 Title: Lutas de representações em processos de longa duração: proposta cartográfica para investigações sócio-históricas, a partir da articulação das ideias de Norbert Elias e Roger Chartier, verificada em um estudo sobre as representações da docência nos periódicos de Uberlândia/MG (1933-2023) Abstract: This thesis proposes a methodological approach for analyzing struggles over representations in long‑term historical periods, drawing on Norbert Elias’s Figurational Sociology (1994, 1999) and Roger Chartier’s concept of Representation (1990, 1991). The proposal is structured in two analytical movements: the first aims at identifying and categorizing representations by observing “classifications,” “practices,” and “institutionalized forms,” in accordance with Chartier’s (1991) framework; the second movement seeks the sociogenesis of the predominant representations in order to construct an analysis of the Social Figuration over a long‑term period (ELIAS, 1999). To demonstrate the feasibility and potential of the proposed methodology, the dissertation presents an analysis of representations of teaching in the periodicals of Uberlândia/MG. The pilot study examines representations of teaching in newspapers that circulated—and continue to circulate—in the municipality of Uberlândia/MG over ten decades, between 1933 and 2023, and seeks to show how such constructs are altered and permeated over time by changes in the social figuration that produces them. The sample was based on Teachers’ Day, first celebrated on October 15, 1933 (VICENTINI, LUGLI, 2009), and unfolded decade by decade until 2023, totaling ten decades. Collections from the Uberlândia Public Archive (physical), the Center for Documentation and Research in History / UFU (physical), the Minas Gerais Public Archive (digital), and the National Library’s Hemeroteca (digital) were consulted. In total, 218 editions of nine different periodicals were analyzed, in which marks of representations of teaching as devalued, civic, sacerdotal, and litigious were identified. The results allow us to demonstrate that the periodicals of Uberlândia/MG served as a stage for the struggle over representations waged between teaching professionals and different social groups. Initially, they reinforced representations stemming from social expectations about teachers—the civic and sacerdotal forms of teaching—and, in a later moment, they opened space for the representations that the professionals themselves sought to construct—the devalued and litigious forms of teaching. The changes experienced over the analyzed period, both in the social figuration and in the dynamics of journalistic practice, reverberated through the representations of teaching that newspapers circulated in the municipality of Uberlândia/MG. 2026-09-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/43898 Title: A configuração do Estado brasileiro no neoliberalismo: a educação pública do homo œconomicus governável versus o homo politicus Abstract: The object of this research is the study of the configuration of the Brazilian State under neoliberalism and public school education in this situation. The hypothesis is that the number of businesspeople and/or their allies within the Brazilian State has increased and that they invest in forceful reforms in public school education from within the State, either through influence in the National Congress and/or participation in government bodies. Federal Government. We researched the insertion flow of businesspeople and/or their allies within the Brazilian State from the period of President Dilma Rousseff's impeachment to the current situation. We developed qualitative bibliographic and documentary research based on the dialectical historical method, seeking to overcome the fragmentation of critical theories. We consider the contributions of classic authors in the theoretical foundation of the research, as well as contemporary national and foreign authors who allow a critical reading of the reality of the Brazilian State and, consequently, of public school education. We verified the impossibility of analyzing the configuration of the Brazilian State in neoliberalism without studying the transnational situation of the hegemony of financial-rentier capitalists and, consequently, of American neoliberalism. We observed a considerable increase in the number of businesspeople and/or their allies in the Brazilian State in the context of neoliberalism and its articulation in a subjugated manner with financial-rentier capitalists, with marked consequences for public school education, towards its scrapping and the possibility of privatization. The configuration of the Brazilian State under neoliberalism reveals its tendency towards authoritarianism and conservatism. In left-wing democratic governments the correlation of forces is moderate, in right-wing governments it is minimal and in extreme right-wing governments it is non-existent, with a tendency towards homogenization, due to the restriction of the democratic Federal Government. We analyze that Brazilian public school education reproduces American neoliberalism in schools and universities, with the predominance of the productivist logic of human capital formation and disqualification of resistance, culminating in collective political fragmentation. The configuration of the Brazilian State in neoliberalism constitutes the public education of the governable homo œconomicus versus the homo politicus, through the conservative revolution. The alternative is the democratic revolution through a universal education constituted in struggles and experiences, in which human emancipation prevails over economic efficiency, with the formation of citizens willing and able to participate directly in deliberations and decisions of interest to the community. 2024-11-06T00:00:00Z https://repositorio.ufu.br/handle/123456789/43845 Title: Atividade. Sujeito. Personalidade. Estudo na abordagem do sistema didático Elkonin-Davidov-Repkin. Abstract: This thesis, defended as a partial requirement for promotion from the Associate Professor IV Class to the Full Professor Class in the Higher Education Career, is developed in the context of the Study and Research Group on Developmental Didactics and Teacher Professionalization (Gepedi). The work analyzes, for the first time in Brazil, the genesis and conceptual foundations of the theory of personality developed by O. K. Dusavytskyi (1928-2012), as an expression of two variants of the Elkonin-Davidov-Repkin didactic system that developed independently in Moscow and Kharkiv. The thesis arises from the need to understand what the learning process organized to drive and promote development is directed towards, as expressed in the core of L. S. Vygotsky's theory. In this sense, it assumes the following objectives: (1) to analyze the genesis and development of the Moscow and Kharkiv groups, with a view to understanding the web of historical and epistemological relations that, in the theory of personality, combines elements of both variants; (2) to investigate the similarities and differences between the two approaches, with a view to delimiting the points of convergence and divergence between the conceptions of study activity, subject and personality of the two groups; and (3) to analyze the relationship that O. K. Dusavytskyi establishes between study activity, subject and personality as an integrating element of the Moscow and Kharkiv variants. The work is the result of theoretical research carried out based on documentary sources, which include almost seventy years of production in the area (1956 to 2023), published in their original languages (Russian and Ukrainian) and in translations (Portuguese and Spanish); as well as oral sources (with testimonies from Ukrainians Natalya V. Repkina and Maryna Rosen). Exploratory translation and comparative translation resources were used. The criterion for analyzing the translations was the theoretical body under study itself, whose conceptual domain is fundamental for an interpretation, as faithful as possible, of the author's thought. The concepts of subject and activity (collective and individual), by V. V. Davidov; and the concept of self-transformation of the student into a subject of the study activity, by V. V. Repkin, are the two main elements that O. K. Dusavytsyi integrates from the approaches of both groups. Historical, theoretical and conceptual aspects were analyzed, from which the thesis is presented that the theory of personality developed by the Ukrainian psychologist O. K. Dusavytsyi integrates the concepts of developmental learning and study activity of two variants of the system that were consolidating separately in Moscow and Kharkiv. In carrying out this work, we also present as results: (1) the elaboration of a periodization that crosses the psychic and personality developments for D. B. Elkonin and V. V. Davidov, respectively; (2) the proposition of a periodization of personality development for O. K. Dusavytskyi, built in the interface with the periodization of the subject development of V. V. Repkin; and (3) the delimitation of the content, objective and structure of personality. The study allows us to conclude that the theory of personality expresses the effort and merit of the author, who, if not the only one, was the first to integrate these two variants and propose that the development of personality constitutes the purpose of developmental learning. This thesis intends to contribute to a school education that develops the human being, since the school, as a space for humanization, more than working on school knowledge, needs to form subjects of their own activities, which implies a special type of study activity that constitutes personality activity. 2024-11-01T00:00:00Z https://repositorio.ufu.br/handle/123456789/43363 Title: A tradução da obra de L. S. Vigotski e seu aporte teórico em questão 2024-09-11T00:00:00Z