https://repositorio.ufu.br/handle/123456789/5061 2026-08-05T03:37:02Z https://repositorio.ufu.br/handle/123456789/49242 Title: Livros de formação docente para ciências e biologia: entrelaçando corpo, gênero e sexualidade Abstract: The research question refers to how and what training books approach and produce about body, gender and sexuality intertwining. The general objective was to analyze the formulations and propositions aimed at teachers and teachers of Science and Biology, in training books, about body, gender and sexuality in the classroomAnd, as specific objectives: to present the authors and the references used in the formulation of each book; indicate the places and themes to which the approach of the body, gender and sexuality in the works are linked; describe the proposed guidelines for the approach of the body, gender and sexuality in science and biology classes. From the theoretical point of view, authors from the critical and post-critical fields of Education, Science Education were used in dialogue with gender, body and sexuality studies for the treatment of central concepts – body, gender, sexuality, training book.The approach of the body, gender and sexuality in the works are tied, in all of them, in the form of activities, intertwined with themes of the biological field such as human body, genetics, bioethics or pedagogical themes that discuss the student as subjects of knowledge and adolescence and ways of addressing themes in the classroom.The guidelines proposed for the approach of the body, gender and sexuality, in the bulge of the themes/discussions located, although they require the articulation between the biological dimension and other dimensions, ends up focusing, in most cases, on the first. The books, part of the set of texts that inaugurate the defense of the formation and teaching of Science and Biology committed to the critical spirit, citizenship, the right of all to school education and to make use of tools and knowledge of Science and Biology in the construction of a democratic society. 2022-08-24T00:00:00Z https://repositorio.ufu.br/handle/123456789/49212 Title: A Educação Estatística no empoderamento e reconhecimento da identidade racial de quatro estudantes dos Anos Finais do Ensino Fundamental de Uberlândia – MG Abstract: From an early age, black individuals are led to reflect on their racial condition due to multiple historical issues that produce economic, social, and structural inequalities. These inequalities are sustained by the racial classification of humanity and by colonizing hierarchies among ethnic groups. Thinking about education in this context implies studying and discussing racial identity and affirmative policies from the early years, since, although schools may reproduce inequalities, they can also occupy a strategic role in overcoming them. This dissertation presents a segment of a research project aimed at examining how Statistical Education can be articulated with the study of power relations, such as race, gender, class, and nationality, based on materials published on social media. In this segment, we investigated how pedagogical proposals involving Statistical Education, combined with the development of critical thinking, could lead students in the final years of elementary school to recognize their racial identity, structural (dis)advantages, and whiteness, thereby empowering them. The participants were four students from public schools in the city of Uberlândia, Minas Gerais, who were scholarship holders in a Basic Education Scientific Initiation program. The investigation presented in this dissertation results from participatory research. Data analysis was conducted from an interpretative perspective, based on field notes, photographs, students’ written productions, and audio recordings of the interactions carried out throughout the proposal. The description and analysis of the material were organized into four categories, called episodes, which emerged from the investigative process: Episode 1 – Racial identity; Episode 2 – Structural (dis)advantages and whiteness; Episode 3 – Pathways to empowerment; and Episode 4 – The first Black Barbie and the construction of representativeness. The study showed that the articulation between Statistical Education and ethnic-racial relations fosters the development of critical thinking, enabling students to analyze data while reflecting on identity, inequalities, and representativeness. Furthermore, the results indicate the potential for pedagogical practices that integrate statistical content with sociopolitical issues, contributing to critical education and to bridging the gap between curriculum and social reality. 2026-03-09T00:00:00Z https://repositorio.ufu.br/handle/123456789/49161 Title: Programa Institucional de Bolsas de Iniciação à Docência – PIBID: perspectivas enquanto política de promoção e valorização da formação docente Abstract: This dissertation resulted from research conducted within the Postgraduate Program in Education at the Federal University of Uberlândia, in the Research Line State, Policies and Management in Education. The object of investigation was the PIBID program, which proved to be a fertile field for research on contemporary teacher training. This program materializes theoretical and political debates in the daily life of schools, and therefore demands attention and in-depth study from academia, policymakers, and society. One of the most relevant and fundamental objectives of the program is "to provide undergraduate students with experience in school culture and teaching, through the appropriation and reflection on instruments, knowledge, and peculiarities of teaching work," thus leveraging understanding of the various ways of teaching and learning. Given this context, it was possible to list the following questions: What are the scope and limitations of PIBID as a policy for valuing and training teachers in basic education? To what extent does the program contribute to the retention of undergraduate students in teacher training courses? How do the participating subjects evaluate their contribution to entering the teaching career? Based on the research problem, this dissertation aimed to analyze the achievements of the Institutional Scholarship Program for Teaching Initiation (PIBID) as a public policy in the training and valorization of teachers in basic education, from a critical approach, presupposing the political and ideological disputes surrounding the program and the urgency of making it a permanent public policy. For this research, a qualitative approach was chosen according to the methodological path: bibliographic research, document analysis, state of knowledge, collection of empirical data through a questionnaire carried out with graduates of the Pedagogy course at the Federal University of Uberlândia – UFU and participants of PIBID in the period 2007-2024, and systematization of the data. It was concluded that PIBID is extremely relevant for teacher training and the valorization of the teaching career. 2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/48887 Title: Educação Financeira Escolar nos anos iniciais do ensino fundamental: Uma análise de teses e dissertações Abstract: School Financial Education has gained increasing relevance in the field of Mathematics Education, particularly in light of contemporary social demands related to financial decision-making in everyday life. In this context, this study aims to analyze how School Financial Education is addressed in the works published in the proceedings of the National Meeting of Mathematics Education (ENEM) and in related theses and dissertations, with a focus on the early years of Elementary School. This is a qualitative, documentary research study, whose corpus consists of papers selected from the ENEM proceedings of the 2013, 2016, 2019, and 2022 editions, as well as theses and dissertations authored by the same researchers, used to deepend the analysis. Data analysis was conducted based on Content Analysis, following Bardin’s theoretical framework, and organized into categories constructed from the analyzed material. The results indicate that School Financial Education in the early years of Elementary School is predominantly conceived from a critical perspective, closely aligned with Critical Mathematics Education, and moving away from approaches restricted to Financial Mathematics. The analyzed studies emphasize formative, ethical, and social dimensions of Financial Education, highlighting the importance of dialogue, contextualization, and the problematization of everyday situations. The research also reveals the absence of studies specifically focused on Early Childhood Education, which constitutes a gap in the field. It is expected that this study will contribute to strengthening discussions on School Financial Education within Mathematics Education and support future research and pedagogical practices in the early years of Elementary School. 2026-02-13T00:00:00Z