https://repositorio.ufu.br/handle/123456789/5061 2026-04-06T22:24:58Z https://repositorio.ufu.br/handle/123456789/48610 Title: A inserção dos componentes curriculares da área da Educação Especial e Inclusiva na matriz curricular do curso de Pedagogia: Tensões e Perspectivas Abstract: This dissertation analyzes the Special Education curricular component in the initial training of educators, seeking to investigate its implications for the implementation of inclusive education. Inserted in the concentration area of State, Educational Policies, and Educational Management, the study is based on a qualitative and quantitative approach, of a documentary nature, and takes as its main references the normative frameworks that guide teacher education in Brazil, particularly Opinion CNE/CP No. 5/2005 and Resolution CNE/CP No. 1/2006. The research aimed to examine how Special Education is incorporated into the curricula of Pedagogy programs at Federal Universities in the Southeast region of Brazil, analyzing its designation, workload, curricular placement, syllabi, objectives, and conceptions of inclusion expressed in the Pedagogical Course Projects (PCP). To this end, a mapping of Pedagogy curricula at Federal Universities in the Southeast was conducted, followed by an in-depth analysis of the PCP of the Federal Rural University of Rio de Janeiro (UFRRJ), the Federal University of São Carlos (UFSCar), the Federal University of Uberlândia (UFU), and the Federal University of Espírito Santo (UFES). The results show that, although Special Education is present in the curricula analyzed, its curricular configuration presents significant variations between institutions, especially with regard to the workload, transversality, and articulation with other formative components. In conclusion, the presence of the Special Education as a curricular component represents an important advancement in teacher education; however, it still faces challenges related to the depth of its approaches and the consolidation of an inclusive perspective integrated throughout the course. The study highlights the need to strengthen public policies for teacher education and to revise Pedagogy curricula in order to ensure critical, reflective training committed to the right to education and to the development of inclusive pedagogical practices in Basic Education. Keywords: Educational Public Policies; Special end Inclusive Education; Curriculum. 2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/48609 Title: Educação ambiental nos anos iniciais do ensino fundamental: contribuições e limites da produção acadêmica brasileira (2020 – 2025) Abstract: This dissertation analyzes how Environmental Education (EE) has been conceived, approached, and operationalized in the early years of Elementary Education, based on Brazilian academic production published between 2020 and 2025. The study is situated within the context of the worsening contemporary socio-environmental crisis and is grounded in the recognition of Environmental Education as a political, ethical, and pedagogical field that is fundamental to the formation of critical subjects from childhood onward. Methodologically, the research is characterized as qualitative and bibliographic in nature, adopting the integrative review as its central investigative procedure. The survey was conducted using the CAPES Theses and Dissertations Portal and the Brazilian Digital Library of Theses and Dissertations (BDTD), initially identifying 216 studies, of which 17 (15 master’s dissertations and 2 doctoral theses) constituted the final corpus after the application of inclusion and exclusion criteria. The analysis made it possible to identify trends, recurrences, gaps, and tensions within the academic production, revealing that although Environmental Education is addressed in normative and curricular documents, its implementation in the early years of Elementary Education remains fragile, often associated with punctual practices, isolated projects, and conservative or pragmatic approaches. The analyzed studies reveal persistent challenges related to teacher education, curricular transversality, and the incorporation of critical, sensitive, and socially situated perspectives. lt is concluded that Environmental Education in the early years of Elementary Education remains a field under construction, requiring greater investment in teacher education, theoretical deepening, and pedagogical practices that recognize both children and teachers as historical subjects and active participants in contemporary socio-environmental struggles. 2026-02-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/48608 Title: IA Generativa e Práticas Docentes: Experiências com o ChatGPT em Escolas de Educação Básica de Uberlândia-MG (2024–2026) Abstract: The present dissertation, linked to the Research Line Work, Society, and Education of the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), investigates the impacts of Generative Artificial Intelligence, specifically ChatGPT, on teaching work in Basic Education in Uberlândia-MG, during the period from 2024 to 2025. Grounded in historical-dialectical materialism, the research starts from the premise that technology is not neutral, but a productive force shaped by the contradictions of capital. The general objective was to analyze how the advancement of these technologies reconfigures pedagogical practice, questioning whether they promote greater precarization or creative free time. Specifically, the study aimed to: discuss the dialectical relationship between work and technology under the critique of political economy; highlight the paradoxes of technological innovation which under the discourse of modernization, intensify exploitation and alienation, significantly affecting the work of female teachers; and analyze the materiality of the subsumption of living labor to dead labor in daily school life. The methodology, qualitative in nature and based on Oral History, involved the analysis of testimonies from four teachers from public and private networks. The theoretical framework mobilized authors such as Marx, Braverman, Mészáros, Saviani, Previtali, among others. The results confirmed the hypothesis that AI acts as an instrument of control, standardization, and auto-intensification of work, generating illness and the capture of subjectivity. It is concluded that the insertion of AI deepens the real subsumption of intellectual work to capitalist logic, emptying the formative content of teaching and requiring a rigorous critique of the instrumental rationality that permeates contemporary education. 2026-02-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/48373 Title: Possibilidades do trabalho com arte na formação de professores a partir da teoria histórico-cultural Abstract: This study aimed to investigate, from the perspective of Historical-Cultural Theory, the possibilities of working with Art in the initial and continuing education of Basic Education teachers. The hypothesis underlying the study is that it is possible to structure, on the foundations of this theoretical perspective, a teacher education proposal capable of promoting the teachers’ integral psychological development. Such a proposal should take into account the development of creative imagination and constitute a theoretically grounded alternative for teacher professionalization. The study adopts a qualitative approach of a theoretical and bibliographic nature. It sought to understand the formative possibilities of Art within the educational context and in the constitution of the human psyche. To this end, the analysis was based on the works developed by the Belarusian scholar Lev Semionovitch Vygotsky (1896–1934) and other researchers associated with Historical-Cultural Theory. The study also aimed to analyze the interface between Art, teacher education, and Historical-Cultural Theory as reflected in academic productions in Brazil, specifically in articles published in Brazilian scientific journals over the last twenty years. The analyses conducted in this study made it possible to identify an apparent trend toward the expansion of recent research addressing the relationship between Art and teacher education grounded in Historical-Cultural Theory, particularly Vygotsky’s work. Based on the analysis of these articles, articulated with the theoretical assumptions examined, it was possible to systematize key aspects for working with Art in teacher education proposals, with a view to promoting teachers’ professional development. These theoretical assumptions indicate the understanding that, within the field of teacher education proposals, Art should occupy its place as one of the most complex human mental objectifications, whose study must be included as a driving force for development through school-based learning. It was concluded that proposals structured around work with artistic languages - encompassing both cultural enrichment and the expansion of experiences with Art, as well as theoretical studies and creative activities - can foster the development of creative activity and contribute to the integral education of teachers. Finally, the study highlights the importance of broadening perspectives on school-related issues, recognizing that teacher education is only one of the aspects to be addressed in the pursuit of a truly emancipatory education. It is hoped that this study may support future research and teacher education proposals inspired by a perspective of social transformation, in which Art occupies a central role as a promoter of human development. 2025-04-02T00:00:00Z