https://repositorio.ufu.br/handle/123456789/21766 Thu, 30 Jul 2026 03:42:56 GMT 2026-07-30T03:42:56Z https://repositorio.ufu.br/handle/123456789/49132 Title: Memorial descritivo para promoção à classe de professor titular da carreira de magistério superior Wed, 01 Apr 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49132 2026-04-01T00:00:00Z https://repositorio.ufu.br/handle/123456789/49077 Title: MUFUNDZICI: aquele que faz estudar, que ensina, professor Abstract: This study analyzes the professional development associated with university teaching, based on the first professors of the Eduardo Mondlane University (UEM) in Maputo, Mozambique. The objectives encompass how processes of appropriation and attribution of values and meanings to family, childhood, traditions, and politics occur. It also presents the individual perspective of transformative agents of education, through the methodology of oral life history, based on interviews conducted with pioneering UEM professors shortly after the country's Independence in 1975, within a context of profound social and political transformation marked by national reconstruction and the tensions of civil war. The central questions were: Who are these professors? What happened in their life trajectories that made them professors? Why are they considered important intellectuals in the construction of the "new man" — a concept linked to the ideal of the revolutionary citizen and the formation of a post-colonial national identity? From these findings, narratives were extracted that unveiled concepts related to Africanities, education, and teacher training, highlighting socially, culturally, and politically experienced situations that enabled their construction, constitution, and professional development, thereby guiding, transforming, and intervening in reality. This study contributes to promoting new knowledge and wisdom rooted in African matrices. Furthermore, it demonstrates how this same perspective intertwined the collective context with the vision of State and Education, as well as their social and economic interactions, in light of teacher training situated within a scenario marked by wars, pain, grief, hunger, yet also by certainties, victories, and uncertainties. Mon, 21 Jul 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49077 2025-07-21T00:00:00Z https://repositorio.ufu.br/handle/123456789/49063 Title: Reflexões sobre as contribuições do estágio para a formação docente em Geografia. Abstract: This article, titled “Reflections on the contributions of the teaching internship to Geography teacher trainings submitted as a requirement for the completion of the Geography Licentiate degree program at the Federal University of Uberlândia (Pontal Campus) aims to reflect on the contributions of Internships III and IV to teacher training, based on experiences gained in public schools in the municipality of Ituiutaba, Minas Gerais. The methodology adopted involved a literature review to provide a theoretical basis for the accounts and themes addressed, while also maintaining a descriptive and reflective approach that encompassed classroom observation, the planning and execution of teaching practice (leading classes), and the implementation of didactic projects. Preliminary results highlight the importance of the internship as a fundamental stage in developing the competencies and skills required for classroom teaching. Furthermore, it represents a timely opportunity for reflecting on the relationship between theory and practice within the context of constructing a professional teaching identity. Wed, 25 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49063 2026-03-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/48947 Title: Letramento socioespacial na educação básica: o uso da psicogeografia e das geotecnologias na análise da segregação urbana Abstract: This study proposes Psychogeography as a didactic-methodological framework for the use of Google Earth in Geography teaching, aimed at high school students in the State Education System of Minas Gerais, Brazil. The research is justified by the need to confront socio-spatial alienation promoted by algorithmic filters (digital bubbles), aiming to analyze the potential of this approach for the critical understanding of urban socio-spatial segregation. The central problem questions how the "Virtual Dérive" on Google Earth, inspired by Psychogeography, can reveal students' perceptions and affections regarding segregation in the local/regional urbanization process. Methodologically, the study is based on a qualitative approach through a didactic intervention (action research). The central strategy consists of simulating a "Virtual Dérive" (based on Guy Debord’s concept of dérive, 1958) through areas of pronounced urban contrast, using Street View. This action seeks to expose students to unfiltered space, breaking the passivity of media consumption. The traditional map is complemented by the collection of subjective data, such as the production of Affective Maps and the analysis of discourses that externalize reactions of "Topophilia" and "Topophobia" (Yi-Fu Tuan, 1974). The results indicate the effectiveness of the methodology by integrating the affective dimension into spatial reasoning, transforming segregation into a perceptual experience that fosters critical questioning about the social production of space, contributing to citizenship education aligned with the Right to the City (Henri Lefebvre, 1968). Mon, 16 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48947 2026-03-16T00:00:00Z