https://repositorio.ufu.br/handle/123456789/5058 2026-06-30T04:14:06Z https://repositorio.ufu.br/handle/123456789/48779 Title: Masculino, educação e ciência: autoetnografia de um professor-homem na educação infantil Abstract: The presence of men in Early Childhood Education constitutes a field of tensions shaped by scientific, cultural, and institutional discourses that have historically associated the care and education of young children with femininity. This dissertation investigates how social and scientific constructions of gender, sexuality, and masculinities shape and influence the work of men at this educational level. The study is grounded in the author's professional trajectory in public Early Childhood Education institutions, where he has worked as an early childhood educator, teacher, pedagogical supervisor, and school principal, adopting Autoethnography as the methodological approach. The research articulates autoethnographic accounts, critical analysis, and theoretical dialogue with gender studies, particularly drawing on the contributions of Judith Butler, Raewyn Connell, and Joan Scott, in order to problematize the ways in which scientific and social discourses produce regimes of truth about bodies, identities, and practices of care. The aim of the study is to understand how such discourses contribute to legitimizing, challenging, or restricting the presence of men in the care and education of young children, as well as to identify the strategies of persistence, negotiation, and re-signification employed by men working in this professional field, which is symbolically regarded as feminine. Methodologically, the investigation mobilizes the researcher’s memories and professional experiences, articulated with the analysis of academic literature on autoethnography, gender, and masculinities, situating these experiences in dialogue with broader institutional, cultural, and historical dynamics. The findings reveal that the presence of men in Early Childhood Education continues to be marked by estrangement, surveillance, and normative expectations that associate child care with femininity. At the same time, the study demonstrates that men’s participation in this field produces shifts in social perceptions of gender, pedagogical authority, and practices of care. In this way, autoethnography emerges as a powerful methodological tool for understanding how individual experiences are intertwined with social structures and scientific discourses that regulate the presence of bodies and identities within educational spaces. It thus contributes to broadening the debate on masculinities while challenging the naturalization of what is symbolically constructed as feminine in the context of care within early childhood education. 2026-05-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/48763 Title: Travessias multiespécies: experimentando-com narrativas e plantas e pigmentos naturais em educações-com arte Abstract: The thesis investigates ways of depopularizing the coloniality embedded in modern epistemologies, proposing a practice of permanent decolonization of thought through alliances with the vegetal world and narrative experimentations that refuse the separation between theory and life. The work adopts, as a political-methodological gesture, linguistic subversion—including the use of neutral language and deliberate variations of articles—to make language “stutter” and to keep in motion gender crossings, the collectives that compose enunciation, and the regimes of intelligibility that produce normalization.Structurally, the first part conceptualizes the Paradox of Return as a technology of governance that forces bodies, genders, and sexualities to regress to a heterocentered binary, articulating narratives of crossing and mobilizing Paul B. Preciado and Judith Butler. The second part develops Narrativar as a central procedure, grounded in an ethics of listening and foraging, in dialogue with Davi Kopenawa, Bruce Albert, and Antônio Bispo dos Santos, and organized with Deleuze and Guattari through rhizomatic circuits; it also draws on Anna Tsing’s Arts of Noticing and world-making. The third, fourth, and fifth parts present narrative-experiments with plants, colors and natural pigments, weeds, and gardening in ruins, in which error, trial, and invention operate both as routes to knowledge and as critiques of regimes of recipe, curriculum, and “natural” biology, in conversation with Paul B. Preciado, Judith Butler, Luís Henrique dos Santos, Emanuele Coccia, and Evando Nascimento, among others. Finally, the thesis sustains a collective, experimental, unruly, and more-than-human writing, in which research emerges as multispecies compositions and as a practice of producing worlds and educations amid ruins.; La tesis investiga modos de despopularizar la colonialidad inscrita en las epistemologías modernas, proponiendo una práctica de descolonización permanente del pensamiento a través de alianzas con el mundo vegetal y de experimentaciones narrativas que rechazan la separación entre teoría y vida. El trabajo asume, como gesto político-metodológico, la subversión lingüística (incluido el uso de lenguaje neutro y variaciones deliberadas de artículos) para hacer que la lengua “tartamudee” y mantener en movimiento las travesías de género, los colectivos que componen la enunciación y los regímenes de inteligibilidad que producen normalizaciones. Estructuralmente, la primera parte conceptualiza el Paradojo del Retorno como una tecnología de gobierno que fuerza a los cuerpos, los géneros y las sexualidades a regresar al binario heterocentrado, articulando narrativas de travesía y movilizando a Paul B. Preciado y Judith Butler. La segunda parte elabora el Narrativar como procedimiento central, anclado en una ética de la escucha y del forrajeo, en diálogo con Davi Kopenawa, Bruce Albert y Antônio Bispo dos Santos, y organizado con Deleuze y Guattari en circuitos rizomáticos; asimismo, se aproxima a las Artes de Notar y al hacermundo de Anna Tsing. La tercera, cuarta y quinta partes presentan narrativasexperimentaciones con plantas, colores y pigmentos naturales, hierbas espontáneas y jardinerías en ruinas, en las que el error, el intento y la invención operan como rutas de conocimiento y como críticas a los regímenes de la receta, del currículo y de la biología “natural”, en interlocución con Paul B. Preciado, Judith Butler, Luís Henrique dos Santos, Emanuele Coccia y Evando Nascimento, entre otros. Por último, la tesis sostiene una escritura colectiva, experimental, esquiva y más-que-humana, en la cual la investigación emerge como composiciones multiespecie y como práctica de producción de mundos y educaciones en medio de las ruinas. 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48759 Title: As concepções de alfabetização nas dissertações de mestrado e teses de doutorado dos programas de Pós-graduação em Educação das IFES do Triângulo Mineiro (2019-2023) Abstract: Esta investigación se realizó en el marco de la Línea de Investigación Saberes y Prácticas del Programa de Posgrado en Educación de la Universidad Federal de Uberlândia. El problema de investigación se enunció de la siguiente manera: ¿Qué concepciones de alfabetización pueden identificarse en las disertaciones de maestría y tesis doctorales defendidas en los Programas de Posgrado en Educación de las IFES del Triángulo Minero en el período de 2019 a 2023? El objetivo principal fue identificar y analizar las concepciones de alfabetización presentes en las producciones académicas seleccionadas. Se trata de un estudio de enfoque cualitativo, con delineamiento documental, cuyo procedimiento metodológico fue el análisis de contenido según Bardin. El corpus estuvo constituido por disertaciones y tesis disponibles en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), seleccionadas a partir de criterios de recorte temporal, pertinencia temática y relevancia científica. El análisis identificó tres concepciones predominantes: (1) alfabetización articulada al letramento, que integra la apropiación del código escrito a las prácticas sociales del lenguaje, valorando la criticidad y la autoría; (2) alfabetización discursiva, fundamentada en Bakhtin y Freire, que privilegia la mediación dialógica, los géneros discursivos y la inserción social del lenguaje, y (3) métodos tradicionales, centrados en la decodificación y la conciencia fonológica, alineados con perspectivas tecnicistas. Los resultados del análisis indican que, aunque persiste la presencia de enfoques tecnicistas, reforzados por políticas como la BNCC y la PNA, existe un movimiento creciente hacia concepciones más críticas, sociales y emancipadoras. Concluimos que el fortalecimiento de estas concepciones requiere políticas públicas y prácticas que superen la fragmentación y la mecanización de la enseñanza, garantizando el derecho a una alfabetización plena y humanizadora. 2025-08-29T00:00:00Z 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