https://repositorio.ufu.br/handle/123456789/18793 Mon, 10 Aug 2026 16:02:28 GMT 2026-08-10T16:02:28Z https://repositorio.ufu.br/handle/123456789/49090 Title: Formação aos professores iniciantes nas escolas estaduais de Uberlândia Abstract: Este trabalho é fruto do projeto de iniciação científica financiado pela FAPEMIG/PIBIC, que analisa as ações formativas realizadas em 2024 pela Superintendência Regional de Ensino de Uberlândia para acolher professores iniciantes da educação básica, investigando a oferta de cursos da Escola de Formação e Desenvolvimento Profissional de Educadores de Minas Gerais. Utilizando a metodologia de pesquisa qualitativa de análise documental, buscou-se compreender a relação entre essas formações e as necessidades dos docentes em início de carreira. Os resultados indicaram que, embora existam cursos voltados à formação continuada, não há um programa estruturado de indução docente, o que pode dificultar a adaptação dos professores recém-ingressos à profissão. A ausência desse suporte impacta diretamente na gestão de sala de aula, no planejamento pedagógico e na construção da identidade profissional, podendo levar à desmotivação e ao abandono da carreira. Além disso, observou-se que a oferta de cursos é insuficiente para atender à alta demanda da rede estadual de ensino, uma vez que o número limitado de vagas restringe o acesso dos docentes a formações essenciais para seu aprimoramento profissional. A análise das competências docentes evidenciou a importância da autonomia profissional e da formação contínua no desenvolvimento da prática pedagógica, mas apontou a necessidade de políticas educacionais que fortaleçam o acompanhamento dos professores iniciantes. Conclui-se que a implementação de um programa de indução estruturado, aliado à ampliação da formação continuada, pode fortalecer a identidade docente, melhorar a qualidade do ensino e contribuir para a valorização dos professores da rede pública de ensino. Thu, 08 May 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49090 2025-05-08T00:00:00Z https://repositorio.ufu.br/handle/123456789/49075 Title: Entre a norma e a epistemologia: o lugar das relações étnico-raciais nos cursos de pedagogia das universidades federais de minas gerais Abstract: The present study, developed within the Pedagogy Course at the Federal University of Uberlândia (UFU), investigates the role of education for ethnic-racial relations in Pedagogy courses at Federal Universities in the state of Minas Gerais. The research originated from the central question of how ethnic-racial relations and Black and Indigenous epistemologies are incorporated and operationalized in teacher training curricula, considering the historical trajectory of the Black movement and the implementation of Law No. 10.639/2003. The general objective was to analyze how this theme is formally integrated into the Course Pedagogical Projects (PPCs), identifying advances, limits, and persistent gaps in the initial training of pedagogues. As specific objectives, the study sought to identify institutional curricular guidelines, investigate course descriptions and bibliographies to verify the density of content, and evaluate the extent to which such curricula promote a break from eurocentric hegemony. The adopted methodology follows a qualitative approach and a documentary nature, focusing on the systematic analysis of PPCs, course files, and regulations of federal institutions in Minas Gerais, understood as political and historical productions. The monograph is organized into three main chapters: the first addresses the trajectory of the Black movement and the achievement of Law No. 10.639/2003; the second discusses the foundations of ethnic-racial relations and afrocentricity; and the third is dedicated to a comparative documentary analysis of the universities. It is concluded that, although there is compliance with normative requirements, the theme is still treated in a peripheral and complementary manner, rather than as a structural axis. The results highlight the need to strengthen the critical training of the teaching staff and to ensure the centrality of Black and Indigenous epistemologies as the foundations of an effectively anti-racist and decolonial education. Mon, 16 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49075 2026-03-16T00:00:00Z https://repositorio.ufu.br/handle/123456789/49046 Title: Desafios e possibilidades da permanência das mães-estudantes no curso de Pedagogia da Universidade Federal de Uberlândia Abstract: This paper discusses the possibilities and challenges faced by student mothers in undergraduate studies, focusing on the Pedagogy course at the Federal University of Uberlândia, analyzing how motherhood impacts their academic trajectories. The qualitative research is based on a literature review and field research, including semi-structured interviews with seven student mothers enrolled in the course. Data analysis was conducted using the reduction, presentation, and verification stages proposed by Gil (2008), organizing the results into thematic categories. The theoretical framework reveals that, although women's access to higher education represents historical progress, structural inequalities associated with the sexual division of labor persist. The analysis of the Pedagogy course and institutional policies demonstrates the existence of legal mechanisms aimed at guaranteeing the continuity of studies during pregnancy and postpartum. However, both the literature and the participants' accounts indicate that such measures are insufficient to meet the physical, social, and emotional demands of motherhood. The data collected were organized into four thematic axes: difficulties in undergraduate studies, relationships with peers, relationships with professors, and the impact of motherhood on undergraduate studies. The results indicate that the main difficulties are related to the overload of responsibilities, time management, the rigidity of academic structures, and physical and emotional exhaustion. The lack of flexibility and ineffective institutional support policies contribute to feelings of inadequacy, guilt, and, in some cases, to dropping out of school. It is concluded that motherhood profoundly permeates the university experience, representing a factor that restructures the academic identity of women and highlighting the limitations of an institutional model still based on the logic of full availability. Thus, the retention of student-mothers in undergraduate studies depends not only on formal access, but also on the construction of material, institutional, and real conditions that recognize motherhood as a legitimate part of the academic journey. Mon, 23 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49046 2026-03-23T00:00:00Z 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