https://repositorio.ufu.br/handle/123456789/5058 2026-06-09T15:40:54Z https://repositorio.ufu.br/handle/123456789/48728 Title: Representações de infância, escola e masculinidade em "O Menino Maluquinho", de Ziraldo (1980) Abstract: This thesis analyzes the representations of childhood, school, and masculinity present in Ziraldo's work “O Menino Maluquinho”, published in 1980, considering them as symbolic constructions. The investigation is anchored in the conception of representation linked to History, understanding that literature not only reflects social realities but also participates in the production of meanings about subjects, experiences, and educational expectations. Within this framework, the study questions to what extent the work reaffirms traditional images of childhood, school, and masculinity, and to what extent it challenges, displaces, or resignifies such constructions. The analysis articulates children's literature and the History of Education, situating the work within the context of the final phase of the Brazilian civil-military dictatorship and the country's redemocratization process. This is a period marked by debates about authority, discipline, freedom, and social transformation, in which childhood and school emerge as strategic fields of symbolic disputes. Considering this scenario, “O Menino Maluquinho” (The Crazy Little Boy) is examined as a cultural document that reveals sensibilities, values, and expectations socially shared by certain social groups, while simultaneously creating narrative possibilities for thinking about the child as a subject of historical action. The boy's protagonism, his relationship with school, family, and peers, as well as the construction of his masculinity, are understood as dimensions that articulate affections, norms, transgressions, learning, and experiences of socialization, highlighting tensions between control and freedom, between order and imagination. By mobilizing affectivity and fantasy, the work problematizes ways of being a child and ways of experiencing school, giving visibility to practices and values that help to understand the insertion of childhood in the social debate of the period. In this sense, Ziraldo's work contributes to illuminating how children's literature participates in the production of discourses about education, school, and the subjects who are formed within it. 2026-02-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/48724 Title: Representações sociais de professores bacharéis iniciantes sobre práticas pedagógicas em cursos de Engenharia da Universidade Federal de Uberlândia (UFU) - Campus Santa Mônica Abstract: This doctoral research, developed within the field of Educational Knowledge and Practices, investigates the social representations constructed by novice bachelor professors teaching in Engineering programs at the Federal University of Uberlândia (UFU), and how these representations influence their pedagogical practices. Grounded in Moscovici’s Theory of Social Representations, the study adopts a quali-quantitative approach. Data were collected through questionnaires (open- and closed-ended questions), the Free Word Association Technique, and focus group discussions. Data analysis was conducted based on Bardin’s Content Analysis framework, combined with the use of EVOC software, enabling the identification of the central core and peripheral system of the social representations. The findings reveal that the professors’ representations are strongly anchored in prior formative experiences, particularly those lived as students, which guide teaching planning, instructional strategies, teacher-student relationships, and assessment processes. The study also identifies weaknesses related to the lack of systematic pedagogical training and to institutional working conditions marked by workload overload and multiple demands. Additionally, representations permeated by feelings of pedagogical isolation and insecurity emerge, coexisting with meanings associated with institutional belonging and commitment to quality education, often linked to the conception of teaching as a transformative practice. The thesis argues that social representations function as symbolic matrices that guide, legitimize, and tension pedagogical practices. It highlights the need for institutional policies aimed at continuous teacher education and professional development, as well as for the valorization of teaching in higher education, as essential conditions for strengthening University Pedagogy. 2026-03-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48721 Title: Análise da integração das tecnologias digitais de informação e comunicação na Educação Matemática dos anos iniciais do Ensino Fundamental Abstract: This dissertation, conducted within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), under the research line “Science and Mathematics Education,” examines the contributions and challenges of integrating Digital Information and Communication Technologies (DICT) into mathematics instruction for the early years of elementary school. This study explores how these technologies are addressed in Brazilian graduate research and within the researcher’s own pedagogical practice. The primary objective was to analyze these aspects through a Systematic Literature Review (SLR) from 2014 to 2024, integrated with a reflective analysis of the researcher's teaching trajectory. Methodologically this qualitative and interpretive study followed three stages: an SLR to map trends and research gaps; the development of autobiographical narratives; and the analytical integration of these data sources. The SLR results indicate that tools such as GeoGebra, Scratch, and digital games enhance student motivation and support the visualization of concepts in geometry and problem-solving. However, the analyzed literature reveals a lack of theoretical depth regarding the underlying learning processes. The autobiographical analysis corroborates these findings, highlighting that while the potential of digital technologies is recognized, significant barriers remain, including gaps in pre-service and in-service teacher education, infrastructure deficiencies, and teacher professional insecurity regarding technological mediation. The triangulation of data suggests that the effective integration of technology in mathematics education depends not only on resource access but, primarily, on an intentional pedagogical approach that positions the teacher as the central mediator. The study emphasizes the urgency of public policies for teacher education that foster a critical and meaningful appropriation of digital tools in schools. 2026-02-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/48719 Title: Tecnologias digitais e gestão escolar: mapeamento dos sentidos, tendências, disputas e silenciamentos nas teses brasileiras (2014–2024) Abstract: This research investigates the meanings attributed to digital technologies applied to school management and the trends, disputes, and silences that emerge from the abstracts of Brazilian doctoral theses produced between 2014 and 2024. The study is situated within the scope of the Research Line State, Policies, and Educational Management of the Graduate Program in Education at the Federal University of Uberlândia. Its objective is to understand how the integration of these technologies into school management has been addressed in academic production, highlighting recurring patterns, gaps, and rationalities that structure the field. To this end, a systematic mapping of doctoral theses is conducted, understood as a procedure for surveying, organizing, and characterizing academic production, guided by the assumptions of state-of-the-art studies. The investigation considers the context of educational public policies and examines, in the selected abstracts, the conceptions of technology that permeate the field, aiming to identify trends, disputes, and silences in how they are applied to school management. The results indicate that the field exhibits an asymmetrical configuration, with a predominance of studies focused on educational management at the macro level and on technologies as instruments of governance, and a limited number of studies directly addressing the relationship between digital technologies and school management. There is a low incidence of investigations on information systems and on the effects of digital platforms on the daily work of school managers. It is concluded that digital technologies operate as arenas of political, ideological, and epistemological dispute within educational policies, reconfiguring administrative practices and decision-making processes as they are linked to specific projects of education, society, and human development, which underscores the need to expand investigations into the sociotechnical materiality of school management. 2026-04-27T00:00:00Z