https://repositorio.ufu.br/handle/123456789/47999 2026-09-23T12:50:56Z https://repositorio.ufu.br/handle/123456789/50353 Title: Os saberes docentes e a formação de leitores literários Abstract: This research stems from the fact that the role of teachers working in early childhood education and the early years of elementary school as readers’ mentors is essential for the development of critical citizens; however, initial teacher training often does not provide sufficient support for this practice. The central question of the study is: From the teachers’ perspective, what knowledge acquired during their initial training in Pedagogy is mobilized to mediate the training of literary readers in Basic Education?? The study’s general objective was to analyze the knowledge constructed during teachers’ initial training and its contributions to mediating the development of literary readers; and its specific objectives were: I) to understand teachers’ perspectives on the contribution of initial training to their role as literary reader educators; II) to identify the pedagogical conceptions used by teachers in the development of literary readers; III) to investigate pedagogical practices, challenges, and possibilities in the formation of literary readers; and IV) to develop an educational product, in the format of a literary reading circle and discussion of successful practices, based on the information collected in the field, in order to address potential gaps in the initial and continuing education of teachers regarding their qualifications to train literary readers. Based on the discussions, it was concluded that the undergraduate degree alone does not prepare teachers to foster literary readers. However, it was also possible to identify that this scenario has been mitigated over the years and through the reformulation of Pedagogical Course Projects (PPCs). Furthermore, the findings revealed that, to mediate literary reading, pedagogy graduates primarily mobilize experiential and curricular knowledge. A low mobilization of disciplinary knowledge was observed among most participants, given that the majority did not have specific courses focused on literature. Educating teachers who will mediate the development of literary readers goes beyond the pursuit of better global assessment scores. It represents a political, pedagogical, and ethical commitment to individual emancipation, ensuring access to imagination, critical sensitivity, and respect for distinct cultures. 2026-07-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/50330 Title: Diretrizes curriculares municipais e a formação continuada para docentes da educação infantil no município de Uberlândia Abstract: This research on continuing education for early childhood educators under the administration of the Uberlândia Municipal Department of Education (SME) aims to analyze the continuing education projects offered by the SME between 2020 and 2024 regarding Uberlândia’s Municipal Curricular Guidelines (DCMs). The theoretical framework regarding continuing education draws on the work of authors such as Tardif, Imbernón, and Gomes, among others, to foster reflection on the historical trajectory of continuing education in Brazil, as well as on teacher identities, contributions, and practices within the municipality. Uberlândia developed and officially adopted the Municipal Curricular Guidelines a document designed to provide theoretical and methodological guidance to teachers and other school professionals based on the historical-cultural perspective of human development. Furthermore, the guidelines aim to present a conception of the child, childhood, and early childhood education that aligns with the National Common Curricular Base (BNCC) and the Reference Curriculum of Minas Gerais normative documents with which the municipality is aligned. Accordingly, this study adopted a qualitative approach utilizing document and literature analysis to determine how the continuing education projects for early childhood educators offered by the Uberlândia Municipal Department of Education between 2020 and 2024 align with the Municipal Curriculum Guidelines (DCMs). The analysis was structured around research themes aimed at understanding the conception of the child embedded in these training proposals, as well as their didactic-pedagogical organization and their alignment with the DCMs. The research findings led to the creation of an Educational Product classified as a Technical-Technological Product specifically, an instructional workbook in accordance with the standards of the Coordination for the Improvement of Higher Education Personnel (CAPES). The product’s objective was to foster the professional development of school principals, trainers, analysts, and pedagogical coordinators, enabling them to design intentional projects aligned with pedagogical practice. These projects were grounded in the DCMs and in concepts derived from Historical-Cultural Theory, teacher education principles, and the curriculum framework for early childhood education. Validation of the product confirmed its suitability and relevance within the professional development context. The study concludes that, while a promising alignment between the continuing education projects and the DCMs is evident, there is an opportunity to diversify topics related to childhood such as play, social interactions, and child agency by integrating them with practical-reflective methodologies. 2026-06-30T00:00:00Z https://repositorio.ufu.br/handle/123456789/49971 Title: Educação museal e patrimonial no Ensino de História: estratégias de parceria escola-museu para além da obrigatoriedade curricular da BNCC Abstract: This research is linked to the Foundations, Policy, and Educational Management research line of the Graduate Program in Basic Education at the Federal University of Uberlândia (PPGPEDU/UFU). It investigates how power relations and ideological choices in the construction of the Reference Curriculum of Minas Gerais (CRMG - Currículo Referência de Minas Gerais) influence the absence of Heritage and Museum Education methodologies in History teaching. The central problem lies in identifying that, although provided for in guiding documents, Heritage Education and Museum Education are addressed in a fragmented manner within the CRMG, lacking the methodological obligation required to enable critical historical education. The main objective of this study is to analyze how the museum, as a pedagogical device, can be integrated into the curriculum to connect academic knowledge with students' lived experiences, moving beyond the bureaucratic application of current regulations. To achieve this goal, the study established the following specific objectives: to theoretically analyze how power relations, intentions, and identity affirmation strategies underlying the History curriculum architecture in Minas Gerais manifest based on the National Common Curricular Base (BNCC - Base Nacional Comum Curricular); to investigate the use of Heritage Education and Museum Education methodologies in the History teaching curriculum in Minas Gerais based on curricular proposals; and to develop an educational product in the form of a "Heritage and Museum Teaching Guide for History Classes in Schools of Ituiutaba-MG," aimed at the Final Years of Elementary Education. Methodologically, this study is characterized as a qualitative and descriptive research, based on a literature review and document analysis of the BNCC and the CRMG. The results indicate that the current curricular organization aligns with a competency-based model that treats heritage as a thematic appendage rather than a cross-cutting axis, thereby limiting students' capacity to conduct a critical reading of their local context. As a practical contribution and fulfillment of the study's objectives, the research presents the aforementioned Guide as pedagogical support and continuing education material, offering didactic sequences that utilize the collection of the Anthropological Museum of Ituiutaba – MG (MUSAI) and the urban space to foster historical consciousness, a sense of belonging, and cultural literacy. 2026-07-12T00:00:00Z https://repositorio.ufu.br/handle/123456789/48869 Title: Processo formativo do analista pedagógico no município de Uberlândia-Minas Gerais Abstract: Linked to the Graduate Program in Basic Education at the Federal University of Uberlândia, this research aims to analyze the training proposals offered by the Municipal Education Network (RME) of Uberlândia to professionals working as Pedagogical Analysts, from 2020 to 2024. The specific objectives, the study sought to understand the municipal education system and its curricular guidelines; to identify the conceptions, roles, and professional identity of the Pedagogical Analyst; and to analyze the continuing education proposals offered by the Municipal Center for Studies (CEMEPE). The research adopted a qualitative approach, based on documentary analysis of institutional materials, such as the Municipal Curricular Guidelines (DCM), Career Plans, public service examination notices, and continuing education plans for Pedagogical Analysts, collected from CEMEPE and the Teacher Education Research Group (GIFOP). Data analysis was organized around three axes: the role of the Pedagogical Analyst within the RME of Uberlândia, considering its conceptions, functions, and professional identity; the training proposals developed by CEMEPE and their contributions to professional induction; and the professional induction of the Pedagogical Analyst, focusing on its conceptions, practices, and training policies. The results revealed the complexity of the Pedagogical Analyst’s role, which requires articulation between macro-level educational policies and the daily practices of pedagogical coordination within schools. Regarding CEMEPE, it was found that, although there have been advances in expanding thematic scope and valuing collaborative practices, these initiatives remain grounded in a generalist approach to continuing education. In light of this scenario, an Educational Product was developed and validated, aimed at the professional induction of Pedagogical Analysts, conceived as a training project that integrates mentoring, guidance, and the strengthening of professional identity. Thus, this study contributes to the induction process of Pedagogical Analysts in the Municipal Education Network of Uberlândia, addressing gaps identified in the lack of structured initiatives focused on professional induction. 2026-04-29T00:00:00Z