https://repositorio.ufu.br/handle/123456789/5062 2026-06-03T03:18:18Z 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 https://repositorio.ufu.br/handle/123456789/48724 Title: Representações sociais de professores bacharéis iniciantes sobre práticas pedagógicas em cursos de Engenharia da Universidade Federal de Uberlândia (UFU) - Campus Santa Mônica Abstract: This doctoral research, developed within the field of Educational Knowledge and Practices, investigates the social representations constructed by novice bachelor professors teaching in Engineering programs at the Federal University of Uberlândia (UFU), and how these representations influence their pedagogical practices. Grounded in Moscovici’s Theory of Social Representations, the study adopts a quali-quantitative approach. Data were collected through questionnaires (open- and closed-ended questions), the Free Word Association Technique, and focus group discussions. Data analysis was conducted based on Bardin’s Content Analysis framework, combined with the use of EVOC software, enabling the identification of the central core and peripheral system of the social representations. The findings reveal that the professors’ representations are strongly anchored in prior formative experiences, particularly those lived as students, which guide teaching planning, instructional strategies, teacher-student relationships, and assessment processes. The study also identifies weaknesses related to the lack of systematic pedagogical training and to institutional working conditions marked by workload overload and multiple demands. Additionally, representations permeated by feelings of pedagogical isolation and insecurity emerge, coexisting with meanings associated with institutional belonging and commitment to quality education, often linked to the conception of teaching as a transformative practice. The thesis argues that social representations function as symbolic matrices that guide, legitimize, and tension pedagogical practices. It highlights the need for institutional policies aimed at continuous teacher education and professional development, as well as for the valorization of teaching in higher education, as essential conditions for strengthening University Pedagogy. 2026-03-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48692 Title: Educação estatística inclusiva para o exercício crítico e responsivo da cidadania no ensino fundamental II Abstract: School inclusion is a fundamental principle of contemporary education and requires the involvement of teachers, students, administrators, and other members of the school community. Overcoming prejudice requires an education that ensures quality teaching for those who have been historically excluded, with appreciation and welcoming practices. The research reported in this thesis aimed to understand how Inclusive Statistical Education could contribute to the development of lower secondary school students (Middle School) in the critical and responsive exercise of citizenship, based on investigations about the inclusion of people with disabilities in society. The theoretical framework is grounded in studies on Inclusive Education, Critical Theory, and Statistical Education from this theoretical perspective. The study adopted a Participatory Research methodology. The participants included two professionals who work directly with students with disabilities, one student with a disability, and twenty students from a 9th-grade class in lower secondary education, in which the author of this thesis acted as a co-participant, teacher, and researcher. Data production occurred in two stages. In the first stage, interviews were conducted with professionals who supported students with disabilities. In the second stage, a sequence of lessons structured into four pedagogical moments was developed. The data produced by the participants were analyzed through an interpretative approach and organized into three analytical categories. One category was defined a priori: inclusion from the perspective of professionals. Two others emerged a posteriori from the interaction with the students, proposals for inclusion, students conceptions and representations, and evidence in students development of the critical and responsive exercise of citizenship. Regarding the latter two categories, the analyzed data consisted of records of student interactions and documentation of the implementation of the activities. This study reports strategies through which students developed awareness of social inequalities and injustices, as well as how the proposed activities promoted reflection, appreciation, and questioning of unequal social structures. As a result, the concept of Inclusive Statistical Education is proposed as an educational approach capable of fostering the teaching and learning of statistical concepts and techniques while encouraging reflection on social inequalities, thereby contributing to the construction of a more equitable and socially committed education. 2026-03-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48669 Title: O Programa Etnomatemática e a Lei n.º 10.639/03 na formação continuada de professores: contribuições para a construção de uma educação matemática antirracista Abstract: This study investigated the contributions of the Ethnomathematics Program and Anti-Racist Education to the continuing education of mathematics teachers. The central problem guiding this research focused on the lack of continuing education programs that enable discussion of the importance and possibilities of combating racism in the school environment, and also on possibilities for implementing Law 10.639 of 2003, seeking to contribute to the construction of an Anti-Racist Mathematics Education. From this perspective, we implemented a continuing education course for teachers in the Municipal Education Network of the city of Uberlândia, with the objective of investigating, understanding, and analyzing the formative process of mathematics teachers in this network, especially in the final years of elementary school, the implications, challenges, and behaviors – from the perspective of the Ethnomathematics Program – after establishing theoretical and methodological relationships in the face of social problems and dilemmas involving prejudice and racism. To this end, the research is based on a dialogue between the assumptions of the Ethnomathematics Program and studies on Anti-Racist Education. This is a qualitative study in which data were collected through participant observation during in-person training sessions and open-ended questionnaires. The results were analyzed using NVivo 11 software. The results revealed that the training process enhanced the critical awareness of educators, demystifying the supposed neutrality of mathematics and fostering insurgent pedagogical practices. However, profound tensions emerged related to attitudinal barriers and the emotional strain on teachers in the face of the system's rigidity. It is concluded that the construction of an anti-racist mathematics education demands not only technical and theoretical mastery, but also the flourishing of an ethical and political stance capable of breaking with the Eurocentric hegemony that historically subordinates knowledge and shapes mathematics curricula. 2026-02-23T00:00:00Z