https://repositorio.ufu.br/handle/123456789/5500 2026-10-07T03:27:33Z https://repositorio.ufu.br/handle/123456789/50341 Title: O Afroindigenismo e a descolonização da escola: caminhos para uma educação antirrascista Abstract: This dissertation, titled 'Afro-Indigenism and the Decolonization of the School: Paths to an Anti-Racist Education,' proposes a reflection on the teaching of History as a space for reexistence and valorização of Afro-Indigenous identities. It starts from the observation that Eurocentric narratives still predominate in schools, silencing Black and Indigenous voices and restricting the understanding of the multiple matrices that form Brazilian culture. The research is grounded in authors such as Paulo Freire, Catherine Walsh, Ailton Krenak, Daniel Munduruku, Walter Mignolo, among others, highlighting AfroIndigenism as a living and insurgent epistemology that integrates African and Indigenous knowledges in Brazil's historical formation. Qualitative and applied in nature, the study adopts the principles of action research and narrative methodology, weaving together the author's teaching trajectory and Atikum ancestry with pedagogical practice. The resulting educational product is an eBook composed of ten thematic lessons that dialogically connect theory, practice, and interdisciplinarity, proposing paths toward an anti-racist and decolonial education. The results show that pedagogical practices based on intercultural dialogue, orality, and the recognition of ancestral histories promote the decolonization of History teaching and strengthen ethnic-racial identity. Thus, AfroIndigenism emerges as an epistemological, political, and poetic path of transformation and reexistence. 2025-12-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/49571 Title: Escola Normal Municipal Noturna: sua história nas impressões e percepções de uma egressa (Ituiutaba, MG, 1964–74) Abstract: F rom the mid-1930s until the late 1960s, teacher training (ensino Normal) in Ituiutaba, MG, was provided by private schools. Consequently, for over thirty years, this educational path was reserved for the economic elite. Due to a lack of competition, these schools met the demand for primary teachers within the municipality and for their own needs. At a 1961 regional congressmen meeting in the Triângulo Mineiro region, Ituiutaba’s proposed creating a public, night-shift normal school. However, the 1964 civil-military coup radically altered these plans, delaying the school’s establishment until late 1968. Thus, this study examines the genesis of such school, which was called Colégio Normal Municipal Noturno based on the following thesis: the school emerged due to popular pressure to serve the working class. This argument encompasses the school’s creation, installation, and operation, as well as powers and struggles, agents and targets, means and ends involved. The understanding of this subject is grounded in the impressions and perceptions (memoirs) of a former female student from the first class (internal perspective) and the systematization of various documentary sources (external view). Research questions focus on background and conditions of creation; agents, interests, motivations, and demands; educational and pedagogical ideologies and orientations. Its aims were the following: to have a historical understanding of the school’s genesis; to identify agents and motivations behind its creation; to recognize the underlying pedagogical ideology; to characterize the institution based on its physical location and practices; to outline student profile (socio-economic conditions and interests); and to reveal the potential of the student voice as a historical source. Conducted within the “history and historiography of education” research line in the Postgraduate Program in Education at the Federal University of Uberlândia, the study was developed as a documentary and (partially) empirical investigation centered on the field of the history of educational institutions, specifically the school culture. The methodology combined discourse analysis, cultural history, oral history and (auto)biographical method to gather general sources and to produce memorial sources. They include newspapers stories, laws, student manuscripts, photographs, statistics, and a written autobiographical memoir. The timeframe spans from 1964 to 1974. Results endorse previous findings regarding the school’s origins, but provide deeper detail on the remote origins of the idea for free, night-shift teacher training and the obstacles to its achievement. While the need to serve the working class amid social ferment was clear, the school also attracted other student profiles. The former student abovementioned is an example: at the time, she was a middle-class housewife and mother of three. Through her student work, she helped filling gaps in the newly structured school, which lacked practical training activities. Alongside colleagues, she created a student newspaper that helped secure material resources, such as a telephone, for an institution that initially operated under precarious conditions. Although the school was created to meet working-class education needs, those very deficiencies persisted within the school, for it was up to students to resist and drive their own self-education. 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/39282 Title: O mundo interno nas páginas infantis de Clarice Lispector: história, literatura e criação cultural Abstract: In the late 1960s and 1970s, writer Clarice Lispector, known for an extensive work produced for adults, wrote five children's books: The mystery of the thinking rabbit, The woman who killed the fish, Laura's intimate life, Almost real and How the stars were born: twelve Brazilian legends. At the same time that she wrote for newspapers and books for adults, she dedicated herself to writing children's books. This thesis has as its source and object of research the narratives aimed at children, with the intention of analyzing literary writing for children and its meaning from a historical perspective. It is interesting to understand the representations that these works produce about the internal world of children, understanding their production immersed in a complex cultural context. In the pages of these works, it is possible to observe, through words and images, constructions about childhood in which themes such as death, revenge, love, longing, desire and fear are central to the stories told, showing the ambivalent and complex character of human existence. We can see the problematization of the "inside", in which subjectivities become the center of the narrative. The psychological universe, already present in the works of Clarice Lispector for adults, takes the pages of books aimed at children, allowing to situate these stories as pieces of a single puzzle that composes her work and marks her artistic style. 2020-11-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/39212 Title: As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) Abstract: This research revolves around special education in Brazil, with a particular focus on the municipality of Uberlândia, MG, during the period from 2005 to 2019. The objective is to examine the educational and social inclusion of students with disabilities in regular 1st to 5th-grade classrooms, with a specific emphasis on a municipal school located in the southern zone on the outskirts of the city. The research question aims to understand how this school has promoted the educational and social inclusion of students with disabilities. The central question raised is whether the pedagogical practices in regular classrooms promote inclusion or reproduce inequality and social exclusion. The main goal is to describe and analyze how the education institution has promoted the education and social inclusion of students with disabilities, seeking to understand the relationships within this process using the interpretative paradigm of inclusion, with a focus on the convergence between theory and practice. The methodology employed was a qualitative approach with a historical, descriptive, and content analytical character, utilizing documents, speeches and interviews. Critical analysis was conducted on various sources, including official documents (laws, decrees, resolutions, opinions, regulations, and minutes), semi-structured interviews, questionnaires, and specific and extensive bibliographies related to the topic. The analyses were guided by Bordieu’s concepts such as “excluded from within”, “legitimate culture”, “culture capital”, “rational pedagogy”, and others. The interviews made use of oral history methodologies and techniques, involving eighteen teachers and two analysts. Observation reports were generated during the research period, which were used for analysis and interpretation of the accounts. The research revealed the challenges and limitations faced by the interviewed teachers, including difficulties in relationships between regular classroom teachers and those involved in Specialized Educational Assistance (AEE), the absence of or limited specialized training, limited family participation and collaboration, and overcrowded classrooms. Although the school has had special education as a mode of instruction since its inception in 1994, individual efforts have driven moments of inclusivity with some successful outcomes. In general, social integration still occurs in regular classrooms. Both educational and social inclusion are irreversible paths, and both perspectives, learning and socialization, should go hand in hand while respecting each student’s limitations. It is important to note that the fundamental social function of educational institutions is to facilitate the teaching and learning of all their students. 2022-09-28T00:00:00Z