https://repositorio.ufu.br/handle/123456789/18793 Mon, 06 Apr 2026 02:10:32 GMT 2026-04-06T02:10:32Z https://repositorio.ufu.br/handle/123456789/46332 Title: Musicalização na Educação Infantil e nos Anos Iniciais do Ensino Fundamental Abstract: This article investigates the contribution of musicalization to the socio-emotional and cognitive development of children in Early Childhood Education and the Early Years of Elementary School, in which it seeks to, understand how music can be used as a pedagogical tool to promote the integral development of children. The expected results include the identification of musicalization practices and their contribution to the improvement of educational activities. Tue, 17 Jun 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/46332 2025-06-17T00:00:00Z https://repositorio.ufu.br/handle/123456789/46314 Title: Musicalização na educação infantil e nos anos iniciais do ensino fundamental: contribuição socioemocional e cognitivo Abstract: This article investigates the contribution of musicalization to the socio-emotional and cognitive development of children in Early Childhood Education and the Early Years of Elementary School, in which it seeks to, understand how music can be used as a pedagogical tool to promote the integral development of children. The expected results include the identification of musicalization practices and their contribution to the improvement of educational activities. Tue, 17 Jun 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/46314 2025-06-17T00:00:00Z https://repositorio.ufu.br/handle/123456789/46084 Title: Escritos esquecidos: pesquisas e histórias do acesso do povo preto à cultura letrada no século XIX Abstract: The theme of this paper is the relationship between the black population's access to literate culture and the struggles of black people in 19th century Brazil, before and after the Abolition of Slavery. Its aim was to survey and analyze scientific research that problematizes the stigma of the black population (enslaved, freed and forced) as having no command of reading and writing during the 19th century. It is the result of a bibliographic search carried out on the Journal Portal of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Different search strategies were used in order to find a greater number of results that include publications from 2003 to 2024, which mention studies on the 19th century, highlighting the slavery scenario and the absence/presence of opportunities for the enslaved or freed black population to master literate culture. The research made it possible to observe that investigations into this subject were carried out using sources such as letters, laws, powers of attorney, printed newspapers, manifestos, among other documents from around Brazil. The results prove the presence of enslaved, freed and free people in the schooling process in the 19th century, as well as emphasizing the different possibilities of teaching reading and writing to these people, who mastered literate culture and used it both in their political struggles for freedom, for the abolition of slavery and against racism, and in the exchange of everyday information. The lack of knowledge of this history is reflected in the inheritance of the content taught in universities, specifically in degree courses, and consequently in contemporary schools. Mon, 09 Jun 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/46084 2025-06-09T00:00:00Z https://repositorio.ufu.br/handle/123456789/45271 Title: O Conceito de Cibercultura na Obra do Filósofo Pierre Lévy e a sua Relação com a Educação Abstract: This text is the result of bibliographic research carried out in the Pedagogy course at the Institute of Human Sciences, Pontal Campus, Federal University of Uberlândia. It is a study on Pierre Lévy's thinking in relation to cyberculture and its influence on education. The main theoretical reference for the research was the book Cyberculture, by philosopher Pierre Lévy. In addition to this, the following authors were used: Ferigato, Silva and Lourenço (2017), Lévy (1995), Machado, Arruda and Passos (2021), Oliveira (2020), Santaella (2004), Santos (2022), Soares (2002) and others. The writing of this work was motivated by the experiences lived in daily school life through participation in the Institutional Program of Scholarships for Teaching Initiation - PIBID. The problem with the research is the identification of the unbridled use of information, especially through social networks. Through the experiences of PIBID and supervised internships II and III, this work aims to analyze how uncontrolled and unfiltered information is directly affecting people and consequently affecting the school environment. The methodology used was based on qualitative research, bibliographic and documentary analysis. At the end of the work, it was possible to conclude that the growth of cyberspace influences people more and more every day, but in the case of children, it is up to those responsible and the education systems to consciously monitor access to cyberculture, so that early access does not harm the development of children. Fri, 21 Mar 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/45271 2025-03-21T00:00:00Z