https://repositorio.ufu.br/handle/123456789/5058 2026-10-09T16:30:20Z https://repositorio.ufu.br/handle/123456789/50575 Title: Escola humanizada da UEA: enquanto houver escuta pode haver educação Abstract: This thesis analyzes the pedagogical practices developed in the Humanized School Extension Program at the State University of Amazonas (UEA), investigating how an education grounded in listening, playfulness, creativity, and sensitive experience can contribute to the learner’s integral development. The Humanized School serves children and adolescents of different age groups in partnership with municipal and state schools, both on the university campus and in virtual format, including students with high abilities/giftedness. The research adopts a qualitative and applied approach, based on the observation and reflective analysis of pedagogical practices developed over six years of the program’s activities, in dialogue with references from humanistic education, neuroscience, and alternative educational experiences such as Escola da Ponte and Waldorf pedagogy. Listening constitutes the central axis of the investigation, understood as a pedagogical device capable of strengthening bonds, stimulating autonomy, and enhancing learning processes. As a methodological and epistemological strategy, the thesis incorporates artistic elements — such as dramaturgy, poetry, and musical suggestions — in order to mobilize the reader’s sensory field, in line with the educational proposal under analysis. The results show that humanized educational practices, grounded in listening and aesthetic experience, favor more meaningful learning, stronger educational relationships, and the formation of more autonomous, creative, and socially engaged subjects. 2026-08-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/50560 Title: Aprendizagem coletiva e aprendizagem individual na obra de O. K. Dusavytskyi (1978-2016) Abstract: This research aims to understand how the core concepts of collective learning (obutchénie) and individual learning (utchénie), articulated with subsidiary terms—ucheniyem (учением), instruktor (инструктор), prepodavanie (преподавание), utchitel (учитель), utchenik (ученик), vospitanie (воспитание), obrazovaniye (образование), and lichnost’ (личность)— contribute to the theoretical and practical understanding of developmental collective learning. The study focuses on the analysis of the work of Olexander Konstantinovich Dusavytskyi (1928–2012), investigating the formulation of the types of learning proposed by the author and their implications for the organization of learning within the developmental perspective, situated in the tradition of Developmental Collective Learning consolidated by the Kharkiv group. The theoretical and methodological framework is grounded in Historical-Cultural Theory and Developmental Didactics, guided by the dialectical perspective of the singular– particular–universal and by the historical-dialectical materialist method. The general objective is to identify and analyze the concepts of obutchénie [collective learning], utchénie [individual learning], and lichnost’ [personality] in their historical and logical connections, unfolding into the following specific objectives: to systematize the production of O. K. Dusavytskyi and establish its chronology; to identify the use of subsidiary terms in his original works and translations; to analyze the concepts based on selected documentary excerpts; and to examine possible conceptual changes throughout his intellectual trajectory. Methodologically, this study is characterized as theoretical documentary research, grounded in structural and developmental analysis (Veresov, 1999) and in the logical-historical approach (Kopnin, 1978), taking as its corpus original works in Russian and Ukrainian, as well as their respective translations. The results make it possible to delimit the logical-historical process of constitution of the concepts of obutchénie, utchénie, and lichnost’ in Dusavytskyi work (1978, 1985, 1989, 1996, 2016), contributing to a deeper theoretical understanding of collective and individual learning and to the contemporary epistemological debate in the field of Developmental Didactics. 2025-12-04T00:00:00Z https://repositorio.ufu.br/handle/123456789/50559 Title: Políticas públicas de inclusão na educação superior: a institucionalização da acessibilidade na Universidade Federal do Paraná e o papel do Núcleo de Acessibilidade Abstract: This master's research was conducted within the State, Educational Policies, and Educational Management research line of the Graduate Program in Education at the Federal University of Uberlândia and is affiliated with the Research Group on Policies and Practices in Special and Inclusive Education. The study aims to analyze the establishment and development of the Accessibility Center at the Federal University of Paraná (UFPR) within the context of public policies for inclusion in higher education. To this end, it examines the academic literature on the subject, the evolution of public policies for Special Education from an inclusive perspective between 2008 and 2024, the educational trajectory of students with disabilities and other target groups of Special Education at the Federal University of Paraná through indicators of admission, enrollment, and graduation, as well as the process of creation, institutionalization, and development of the University's Accessibility Center. The research adopts a qualitative approach, based on documentary and bibliographic analysis, and is grounded in the historical-dialectical materialist perspective, which conceives educational policies as historically constructed phenomena shaped by mediations, disputes, and contradictions. The temporal scope begins with the implementation of the National Policy on Special Education from the Perspective of Inclusive Education (Brazil, 2008) and encompasses the strengthening of accessibility initiatives in Federal Higher Education Institutions. The analysis articulates legal and policy frameworks, including the Incluir Program and the Brazilian Law for the Inclusion of Persons with Disabilities (Law No. 13,146/2015), with institutional documents from the Federal University of Paraná. It also engages with academic studies identified in the Brazilian Digital Library of Theses and Dissertations, the CAPES Catalog of Theses and Dissertations, and data from the Higher Education Census conducted by the National Institute for Educational Studies and Research Anísio Teixeira. The findings demonstrate that the development of inclusive policies at the institution predates the formal establishment of the Accessibility Center and resulted from a historical process characterized by the expansion of legal frameworks, governmental programs, and institutional initiatives aimed at ensuring the right to education. The analyzed data reveal a substantial increase in access to higher education for students who are the target population of Special Education, reflected in the growth of admission and enrollment indicators both at the Federal University of Paraná and nationwide. However, graduation rates increased at a proportionally lower pace, indicating that advances in access have not been matched by equivalent progress in students' successful completion of their academic programs. The study found that the Accessibility Center plays a significant role in coordinating accessibility and support initiatives, thereby strengthening the conditions for student access and retention. Nevertheless, the results also highlight the need to further mainstream inclusive policies across all dimensions of university life, so that inclusion is recognized as a shared institutional responsibility rather than the exclusive responsibility of a specialized unit. Finally, the research reaffirms the fundamental role of public universities in ensuring the right to higher education and in promoting the democratization of educational access and opportunities. It also identifies avenues for future research on the implementation processes and outcomes of inclusive policies within the university context. 2026-08-07T00:00:00Z https://repositorio.ufu.br/handle/123456789/50556 Title: A formação do técnico em enfermagem na Escola Técnica de Saúde da Universidade Federal de Uberlândia (1972-1986) Abstract: This research addresses the process of creation and consolidation of the Carlos Chagas Technical School of Nursing (Escola Técnica de Enfermagem Carlos Chagas – ETECC), currently the Technical School of Health of the Federal University of Uberlândia (Escola Técnica de Saúde da Universidade Federal de Uberlândia – ESTES), within the context of educational and health policies implemented during the Brazilian military regime (1964–1985). The study assumes that the expansion of technical nursing education was part of a broader movement to reorganize vocational education and the training of health workers promoted by the Brazilian State, articulated with demands for economic modernization, the expansion of health services, and workforce qualification. The objective of the study is to analyze how the educational and health policies of the period influenced the creation of the institution and the organization of the training of nursing assistants and technicians in the Triângulo Mineiro region. Methodologically, this is a qualitative study of a bibliographic and documentary nature, grounded in historical-dialectical materialism. Educational and health legislation, institutional documents, historical records, public archives, and specialized literature on vocational education, nursing, and public policies were analyzed. The results demonstrate that the creation of ETECC was directly related to technicist educational reforms and state strategies for training human resources for the health sector, constituting a regional expression of national policies aimed at expanding technical education. The research also demonstrates that the institution's trajectory was marked by contradictions inherent in the expansion of vocational education during the military dictatorship: while it expanded opportunities for professional qualification and entry into the labor market, it also reproduced educational approaches guided by technical rationality and the fragmentation of educational processes. Throughout its trajectory, however, the institution expanded its social functions, becoming a regional reference in the training of health professionals and contributing to the strengthening of the healthcare network in the Triângulo Mineiro region. It is concluded that the history of ESTES reveals the close articulation between education, work, and health, contributing to an understanding of the processes of institutionalization of vocational health education in Brazil, as well as to the preservation of the memory of training institutions and to the debate on public policies for vocational education. Keywords: history of education; vocational education; technical health education; military dictatorship. 2026-08-24T00:00:00Z