https://repositorio.ufu.br/handle/123456789/5062 2026-08-03T11:48:15Z https://repositorio.ufu.br/handle/123456789/49157 Title: ExpoGEO: curadoria digital para o ensino e aprendizagem geográfica Abstract: This doctoral thesis investigates the possibilities and limitations of digital curation as a pedagogical strategy for the teaching and learning of Geography in Basic Education, within a context marked by the intensification of digital culture and the widespread circulation of information in online environments. The study focuses on the conception, development, and analysis of the expoGEO platform, a digital curation structured as a virtual exhibition and integrated into the institutional project of the Observatory of History and Geography Teaching. Grounded in theoretical frameworks from Education, School Geography, and studies on digital culture and information curation, the research adopts a qualitative, formative, and intervention-oriented approach, articulating theoretical investigation, empirical analysis, and the production of a digital educational resource. Throughout the research process, criteria were established for the selection, organization, and preservation of digital objects adapted to the Geography curriculum, prioritizing free access to information, source reliability, and the use of multiple languages, such as maps, images, videos, infographics, and audiovisual narratives. The findings indicate that digital curation, when intentionally and pedagogically planned, can contribute to enhancing geographic learning, strengthening students’ relationship with knowledge, and fostering more interactive, investigative, and critical teaching practices. The thesis also demonstrates that the construction of expoGEO constituted a formative process for both the researcher and the subjects involved, reaffirming the role of the teacher-researcher in the development of pedagogical proposals aligned with contemporary curricular challenges and digital culture. It is concluded that digital curation represents a promising pathway for Geography education, provided it is supported by ongoing teacher education, continuous updating strategies, and institutional policies that ensure its sustainability and long-term relevance. 2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/49148 Title: Materialidade da precarização do trabalho docente nos documentos oficiais no município de Jataí e no estado de Goiás Abstract: Technological advances in contemporary society have led to reconfigurations in the world of work; however, labour relations remain riddled with contradictions inherent in conflicting interests. In this context, this research examines the materiality of the precariousness of teaching work in official documents from the municipality of Jataí and the state of Goiás, within the research line Work, Society, and Education of the Postgraduate Program in Education at the Federal University of Uberlândia. The general objective is to analyze the materiality of the precariousness of teaching work and its relationship with Digital Information and Communication Technologies (DICTs) in the official documents (teaching statutes) of the selected municipality and state. Thus, the specific objectives developed in this study were: 1) to explore the concepts of work and education in greater depth; 2) to discuss teaching work and precariousness; 3) describe public education policies (National Minimum Wage Law No. 11,738/2008 and the Fund for the Maintenance and Development of Basic Education and the Valorization of Basic Education Professionals and Education Professionals - Fundeb) at the beginning of the 21st century, with the achievements of the basic education teaching profession; 4) understand the materiality of the precariousness of teaching work in Ordinary Law No. 2,822/2007 and its amendments, which deals with the Statute and the Position and Salary Plan for teaching professionals in the municipality of Jataí and in the state of Goiás by State Law No. 13901/2001, which establishes the Statute and Position and Salary Plan for Teaching Professionals, as well as two laws that modify it. To achieve the proposed objectives, concepts such as work, precariousness of teaching work, and education were used. This research is a qualitative study guided by a dialectical framework. The methodological approach was based on documentary and bibliographic research, considering the phenomenon investigated in its historical context and the contradictions that permeate social and labour relations. The research demonstrated that the materiality of the precariousness of teaching work is structured in career plans (teaching statutes) by linking progression to training levels (qualifications). However, vertical and horizontal progression do not occur automatically. Furthermore, there is a clear lack of institutional incentives — financial, pedagogical, and structural — that enable effective professional progression and recognition. The precarious situation of temporary teachers and the intensification of permanent teachers' workloads are evident in the accumulation of duties (coordination, supervision, and planning), which increases their workload. Another point is the development of financial precariousness, which in the municipality of Jataí is evident in Organic Law 4.389/2022, which weakens the rights won by teaching workers, or the non-payment of the minimum wage in 2022 and 2023, while in the state of Goiás, the increase in teaching hours (28 to 32 – overtime) is evident in State Law No. 21.682/2022. It should be noted that structural precariousness and precarious rights are in conflict, as public policies exist to address them, but they do not materialize. It was evident that managerial public policies increase precariousness by standardizing temporary contracts, the accumulation of functions, bonuses/gratuities, in accordance with State Law No. 21,793/2023. In view of this, the precariousness of teaching work, as evidenced by official documents from the municipality of Jataí and the state of Goiás, results from a set of structural, institutional, and ideological factors. 2026-02-20T00:00:00Z https://repositorio.ufu.br/handle/123456789/49003 Title: Alfabetização Visual e Educação Bilíngue no Ensino de Física para Estudantes Surdos Abstract: This thesis investigates how pedagogical practices involving deaf students are configured in Brazilian public high schools, with special attention to the interaction between Physics teachers and Brazilian Sign Language (Libras) interpreters (TILS). Grounded in a bilingual and visually oriented perspective that rejects deficit-based views of deafness, the study examines how conceptions of language, visuality, inclusion, and science teaching emerge in the discourse and practice of these professionals. The research unfolded in three stages: (1) analysis of questionnaires answered by Physics teachers and TILS; (2) organization of a focus group with these professionals; and (3) articulation of the findings with theoretical frameworks from Deaf Studies, visual literacy, Universal Design for Learning, Assistive Technology, Augmentative and Alternative Communication, Nature of Science, and Bachelard’s critique of scientific images. The results reveal a field marked by tensions and contradictions. Among Physics teachers, discursive formations range from adaptive inclusion—focused on late-stage flexibilizations, intuitive simplifications, and preservation of the regular curriculum—to the emergence of more dialogical practices that integrate planned visual resources, connections to students’ everyday experiences, and recognition of Libras as a legitimate language of instruction. Among TILS, the analyses highlight a refined sensitivity to the needs of deaf students and to the limits of current pedagogical approaches, revealing a persistent lack of collaborative planning, insufficient training in the sciences, and frequent reliance on improvised images often treated as self-explanatory evidence. The focus group amplified these tensions, pointing to opportunities for curricular restructuring and the development of genuine collaboration with TILS through prior dialogue, negotiation of signs, and the creation of learning environments that support deaf students’ participation. At the same time, it brought to light the precarious conditions of bilingual work: assessment practices identical to those used with hearing students, lack of adaptation, absence of adequately designed visual materials, insufficient preparation of content, scarcity of resources, and lack of continuing education. A recurring theme was the displacement of responsibility: inclusion does not fail due to “lack of will”, but because Physics curricula remain unchanged and place on the interpreter the task of “translating” concepts that actually require conceptual reconstruction. Drawing on Bachelard’s philosophy, the findings suggest that the challenge is not merely to “use images”, but to confront the illusion of transparency associated with visual representations. Teaching Physics to deaf students requires visual representations that are purposefully designed and built through pedagogical collaboration, rather than improvisations that reinforce epistemological barriers. This thesis argues that effective bilingual approaches in Physics education demand institutional policies that guarantee collaborative planning, adequate working conditions, specialized training, and co-authorship between teachers and TILS. 2025-12-19T00:00:00Z https://repositorio.ufu.br/handle/123456789/48922 Title: PDDE Interativo: a consolidação de um gerencialismo digital interfederativo? Abstract: This study is part of the “State, Policies, and Education Management” research area of the Graduate Program in Education at the Federal University of Uberlândia. In recent historical developments, managerialism and New Public Management (NPM) have come to shape the dynamics of the Brazilian state, while technology has emerged as a central mediating force in the organization of contemporary management. In this context, the interplay between these elements within the sphere of state activities has given rise to new intergovernmental relationships, new management models, and distinct patterns of interaction among federal entities. In this sense, through dialectical historical materialism, this thesis sought to understand the implications of the use of digital technologies in the field of educational and school management, using the PDDE Interativo tool, analyzing how these technologies reinforce managerialist practices and establish a new type of collaborative relationship within the framework of the federal pact. To this end, we employed five analytical categories, encompassing the entirety of the research object: federalism, collaborative regime, managerialism, technology, and contradiction. Accordingly, the empirical research was conducted in three municipalities in Bahia’s Southern Coastal Identity Territory, namely: Itabuna, Canavieiras, and Almadina, with the aim of understanding how, in different locations, school management is shaped by these categories. In this process, in addition to document analysis, we used questionnaires and interviews as research tools for data collection, with the PDDE Interativo digital platform serving as the central reference point. The analyzed data indicate that the PDDE (Direct Money for Schools Program) and the PDDE Interativo digital platform are perceived as a single entity by the participants. The use of the platform, while facilitating school management processes, also bureaucratizes them. Despite advances in digital inclusion policies for schools, access is still inadequate for use in the schools surveyed. The resources provided by the programs on the platform, although considered of fundamental importance, have their effectiveness limited by the regulations and managerialism inherent in the platform, which ultimately prevents schools from exercising their full autonomy. The use of the PDDE Interativo platform in the management of Brazilian public schools, within the studied context, highlights the establishment of a new, verticalized, inter-federal relationship format, diluting or even eliminating the participation of other federal entities in the management of programs originating from the Ministry of Education (MEC). In this sense, by combining digital technologies with a managerial model derived from the School Development Program (PDE-Escola), the federal government has developed a new form of management and control, which we refer to here as Interfederative Digital Managerialism (GDI). Finally, the thesis argues that this process consolidates an Interfederative Digital Managerialism, in which the federal government governs remotely through norms, metrics, and conditionalities embedded in the platform, transforming collaboration into operational compliance. Empirically, collaboration does not take the form of a horizontal political practice, but rather of subordinate technical cooperation, characterized by standardization, reduced school autonomy, and technological dependence. In this context, technology functions as a political mediator of control, reshaping the federal pact through the discursive framework of cooperation. 2026-02-27T00:00:00Z