https://repositorio.ufu.br/handle/123456789/5062 2026-04-23T16:08:16Z https://repositorio.ufu.br/handle/123456789/48642 Title: A qualidade na oferta da educação infantil e as relações público-privadas em Uberlândia- MG Abstract: This research was conducted within the Graduate Program in Education at the Federal University of Uberlândia, in the line of research State, Policies, and Educational Management, at the Laboratory of Policies and Educational Management (LAPGE). It sought to answer the following research question: have the right to and access to quality early childhood education been effectively ensured in the context of public–private relations with Civil Society Organizations (CSOs) in the municipality of Uberlândia? The general objective was to analyze the provision of early childhood education in the municipality of Uberlândia, Minas Gerais, as it occurs through public–private partnerships established with Civil Society Organizations (CSOs). The study examined aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, and infrastructure, with a focus on ensuring the quality of education offered in these institutions. The specific objectives were: to understand neoliberal policies, with an emphasis on education, and their implications for the right to early childhood education; to historicize the relationship between the public and private sectors in education by analyzing the growth of the Third Sector in Brazil and the initiatives that establish “partnerships” between public education systems and the private sector, including the increasing involvement of civil society in educational decision-making and management; to examine public policies implemented in the municipality of Uberlândia-MG that maintain contracts with CSOs, thereby ensuring the incorporation of market logic into municipal public education; to present the concept of quality in early childhood education, highlight the relevance of quality indicators, and identify how the right to and quality of this stage of basic education have been implemented in Uberlândia; and to analyze the quality of early childhood education offered in institutions maintained by Civil Society Organizations (CSOs), considering aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, curricular proposals, and infrastructure. A qualitative approach was adopted, using bibliographic, documentary, and field research as methodological procedures. The main authors addressing the quality of early childhood education and public–private relations in educational provision were employed. The documentary sources included the Brazilian Federal Constitution; the Law of Guidelines and Bases of National Education (Law n° 9,394/1996); the National Quality Parameters for Early Childhood Education; the Political-Pedagogical Project; the institutions’ annual plans; school regulations; and other relevant documents. Field research techniques included observation, questionnaires, and semi-structured interviews. The data reveal that the municipality of Uberlândia has made extensive use of partnership agreements and privatization in the provision of early childhood education, which characterizes an omission by the public authorities and results in unequal and exclusionary educational provision. The institutions studied only partially meet infrastructure requirements. Most of the professionals’ training occurred through distance education (EaD), and some teaching assistants lack formal training. The research revealed low quality in initial teacher education and the absence of continuing professional development, which limits the provision of quality education and it is reflected in pedagogical practices. The institutions are religious in nature, with daily practices that diverge from the principles of secular public education. Many professionals do not associate play with learning, thereby depriving children of this right. The institutions do not have democratic management structures. Consequently, the right to quality early childhood education has not been effectively realized within public–private relations in the municipality of Uberlândia. 2026-03-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/48640 Title: Série "giz": narrativas autobiográficas de um professor de ciências e de biologia Abstract: This is an autobiographical narrative research developed within the Graduate Program in Education at the Federal University of Uberlândia (UFU), and linked to the research group Amplia – Amálgama. It focuses on investigating the importance of sensitivity in teaching, based on the trajectory of a Science and Biology teacher. The present text thus constitutes a contribution to works that reflect on the boundaries between fiction and autobiography. Through first-person singular self-writing, structured in the form of a “series,” the text presents significant episodes experienced throughout the teaching career, revealing how proximity to students and their realities has the potential to transform both the educator and the teaching learning process. By revisiting his professional experiences, the teacher-narrator comes to understand that knowing and embracing the experiences, emotions, and challenges of his students are essential for building meaningful pedagogical bonds. This connection, cultivated through attentive listening and empathy, reinforces the conception that teaching goes beyond the mere transmission of content; it is, above all, an exercise in presence, sharing, and mutual affectation. The series entitled GIZ dramatizes the difficulties faced by this teacher—from the precarious material conditions of work to the lack of didactic resources—but also highlights the creative potential that emerges from such contexts. It is within scarcity that he reinvents his practice, develops alternative strategies, and seeks to engage students in a form of learning that is meaningful to their lives. Thus, the research implies that sensitivity in teaching is not an accessory quality, but a fundamental axis for a humanized education committed to the integral development of children, adolescents, and young people. The narrated trajectory therefore becomes a source of inspiration and reflection on teaching as an ethical and aesthetic practice, reaffirming that teaching is also an act of care and listening. By telling his stories, this teacher demonstrates that it is possible to build other ways of teaching and learning—more affective, inclusive, and transformative. 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48596 Title: Compostagens docentes: germinando alianças entre saberes multiespécies, educações, formação e vida Abstract: In a teaching composter, life asks for passage, opening space for experimentation in a collective living-with. The composter decomposes matter and time, with the assistance of more-than-human beings such as fungi, plants, and bacteria, in order to reach other forms of life. I desire a composting-thesis, made by mixing teaching-soil, time, and the marks produced throughout lived experiences, which intertwine education, life, formations, fabulations, and many other compositions that intersect and constitute my teaching practice. Teaching-soil is fertile ground for experimentation. It is a place where the most beautiful flowers are born from relationships with other companions of life, human and more-than-human, all in one place, without hierarchies or fixed functions. It is productive soil, producing people, producing places, producing lives. Along this path, in the search to weave lines that intertwine experiences and experimentations in a school in ruins, I propose a composting-thesis that interconnects stories, experiences, materials, and thoughts that compose my teaching practice at this moment. Thus, I engender fabulations, narratives, and experimentations that allow me to recall flows of time within the school and to build lines of life that reinvent my trajectory as a Science and Biology teacher. Writing as movement. Writing with neither beginning nor end, in lines, in flows, through the middle, rhizomatically, cartographically. Desiring to follow the lines of life and the marks of time that moved me throughout my process of formation as a teacher, I launch myself into this composting-thesis as an essay of fabulations to think about education, teacher education, and life during the passage of my life in this world, while also experiencing how this path (de)composes me through these narratives, living and continually updating itself within me. To this end, the fabulations will be told in diverse ways: sometimes through texts, sometimes through images, photo-montages, poetry, art, and multiple experimental modes. It is this compound-of-living-schools in experimentation that reveals something of river, sea, animal, rock, earth, fire, seed, plant, and ancestry within schools, giving rise to a school project that unravels in the very place where life is lived, according to the rhythm of that space, together with human and morethan- human experiences. This creates a unique attunement to the place in which the school is embedded, carrying another cadence for this environment—one that cannot be measured, quantified, or calculated. 2026-02-20T00:00:00Z https://repositorio.ufu.br/handle/123456789/48584 Title: As campanhas de alfabetização de adultos no Brasil: vivências e experiências no Triângulo Mineiro (1947-1985) Abstract: The study aimed to analyze some experiences and experiences of adult literacy campaigns in Brazil, inciting dichotomies and contradictions in the proposals of the Triângulo Mineiro in the period from 1947 to 1985, whether these initiatives contributed to the reduction of illiteracy and to educational modernization during the period in question, in this region. This work is included in the research field in Education, in the line of research in History and Historiography of Education. The central thesis of this study was to investigate whether adult literacy campaigns in Brazil developed between 1947 and 1985 promoted basic education and influenced the educational modernization of the Triângulo Mineiro. The objectives of this work were: to analyze the adult literacy campaigns in the Triângulo Mineiro in the period from 1947 to 1985; to investigate how these initiatives contributed to the educational modernization in the understand the changes in the approach of public education policies during the period studied. To achieve the proposed objectives, a methodology based on documentary research, historical analysis and new cultural history and oral history was used. We chose not to conduct original interviews, but rather to work with oral statements already recorded in other surveys revealed in the state of knowledge. The narratives were adequately contextualized and aligned to the objectives of this study, which represented valuable sources of historical research. We consult official documents, government reports, dissertations, theses, academic articles and other sources that we consider relevant to address the issue of adult literacy and educational policies in this area in the Triângulo Mineiro. The central problem of this study was to understand how adult literacy policies have adapted to the political and social changes that occurred between 1947 and 1985, especially considering the transition period to military dictatorship. The categories of analysis that permeated this research include: illiteracy and its social and economic implications, educational modernization and public literacy policies, impact of political changes in the approach to literacy campaigns. This study was motivated by the need to understand how literacy policies contributed to educational and social transformation in Brazil, especially given the political changes that marked the period from 1947 to 1985. The research seeks to clarify the problem of illiteracy, exploring the nuances of educational modernization and its implications for Brazilian society. This study is based on the references of History and Historiography of Education, in dialogue with the School of Annales (Febvre, Bloch, Braudel, Le Goff), the New Cultural History (Chartier, Revel) and micro-history (Ginzburg, Levi), in addition to the contributions of Paulo Freire and Brazilian authors such as Saviani and Reis, which allow us to understand adult literacy campaigns in their social, cultural and political dimensions. 2026-02-24T00:00:00Z