https://repositorio.ufu.br/handle/123456789/21766 Thu, 09 Jul 2026 19:27:16 GMT 2026-07-09T19:27:16Z https://repositorio.ufu.br:443/retrieve/2c010b0f-b6ac-430b-864a-f9a793f01f29/UFU 40 ANOS (APROVADO)-26.jpg https://repositorio.ufu.br/handle/123456789/21766 https://repositorio.ufu.br/handle/123456789/48807 Title: Os desafios da saúde do trabalhador no setor sucroenergético de Ituiutaba- MG Abstract: This dissertation's main objective is to understand the challenges of worker health in the sugar-energy sector of Ituiutaba-MG, with an emphasis on the reality experienced by these professionals and the occupational risks to which they are exposed, as well as the precarious working conditions that compromise their health, safety and dignity. The research investigates the work trajectory of these workers, the level of knowledge they have about the risks in their work environment and the difficulties they face in complying with basic protection standards, such as the use of PPE and carrying out adequate training. Based on the understanding of the territory as a space of power relations and exploitation, based on the Geography of Work, the investigation highlights how the expansion of sugar-energy agribusiness has deepened socio-spatial inequalities and intensified the vulnerability of workers. Based on professional experiences and direct observations in the sector, the study highlights the recurrence of occupational diseases, work accidents, lack of preventive measures and weaknesses in supervision. It is concluded that workers' health must be recognized as a fundamental and non-negotiable right, with the urgent need to implement public policies, effective health surveillance actions and protection strategies that guarantee dignified, safe and humanized working conditions for workers in the sugar-energy sector. Fri, 24 Apr 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48807 2026-04-24T00:00:00Z https://repositorio.ufu.br/handle/123456789/48805 Title: Vivências e aprendizagens escolares na infância entre seres humanos e não humanos: a importância da relação com a natureza, segundo o olhar da pesquisa com crianças Abstract: This study is the result of an in-depth research process that examines children's interaction with nature in Early Childhood Education, analyzed from the perspective of research with children, which recognizes them as active protagonists. The study is grounded in a reflection on the rupture between childhood and the natural environment in contemporary schools, questioning pedagogical methods that tend to confine and restrict children within classroom walls. The main objective was to understand how children interact with the environment and how school practices may influence this relationship, contributing to a more meaningful Early Childhood Education that enables children to become active participants in the teaching and learning process. The investigation is based on theoretical perspectives that approach childhood as a historical and social phenomenon, considering the right to high-quality Early Childhood Education and the importance of interactions and play. Methodologically, this is a qualitative study developed through action research, carried out in the daily routine of an Early Childhood Education classroom in the municipal public school system of Ituiutaba, Minas Gerais, Brazil, where the researcher also works as the lead teacher. This approach is connected to ActorNetwork Theory (ANT), which supported the analyses in this study and understands education as a relational process in which both human and non-human actors contribute to the formation of meaningful experiences. Data production followed a planned set of actions developed collaboratively with the children and implemented in ways that gave meaning to the construction of knowledge about the topic under study. Participant observation, audio and video recordings, and field notes were used as forms of documentation, always respecting the cyclical, reflective, and collaborative nature of the action research process. The practices carried out revealed that experiences with the natural environment intensify learning that goes beyond technical and prescriptive knowledge. In this sense, action research contributed to establishing the study as a space of listening, where pedagogical actions were constructed in dialogue with everyday life and with the subjects involved in it. Experiences such as playing with soil, modeling clay, planting, exploring school spaces, and recording activities on video revealed forms of participation expressed through gestures, speech, expressions, movements, choices, and interactions with the environment. These actions reinforce that the teaching and learning process is only complete when children feel safe to experiment, investigate, imagine, create, move, and experience the world they inhabit. As a final outcome, an Educational Product was developed in the form of a documentary video, systematizing the lived experiences. Rather than concluding, the study affirms that strengthening the relationship between children and nature within the school environment is not merely a methodological choice, but an ethical and political stance that recognizes childhood as a stage of knowledge production, social participation, and the formation of critical, sensitive, and engaged subjects. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48805 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48783 Title: Letramento estatístico nos anos iniciais: saberes e práticas na formação continuada de professores Abstract: This research aimed to understand the transformations in the knowledge and pedagogical practices of teachers in the early years of schooling, within the context of continuing education focused on the teaching of Statistics. The study stemmed from the observation that the teaching of Statistics, although foreseen in curricular documents, is still little explored in teaching practices and in the initial training of literacy teachers, highlighting the need to consolidate formative spaces that articulate theory, practice, and critical reflection. Qualitative in nature, the investigation was based on action research as a methodology, understood as an investigative and formative process aimed at transforming reality through dialogue, reflection, and collective action of the participants. The study was developed in a school in the municipal network of Uberlândia (MG), with the participation of three teachers from the early years of schooling. Data production included semi-structured interviews, records of formative meetings, audio recordings, and field notes. The results show that, although the participants recognize the importance of statistical literacy, they present significant gaps in their initial and continuing training, as well as insecurity when addressing statistical content in the classroom. The training process proved to be a fertile space for dialogue, reflection, and re-signification of teaching practices, contributing to the broadening of understandings about the teaching of Statistics and to the development of more investigative and contextualized pedagogical proposals. As an integral part of the study and educational product resulting from the research, a pedagogical notebook entitled "Statistical Literacy in the Early Years: dialogues and practices in the continuing education of teachers" was developed, which brings together the pedagogical proposals built collaboratively during the training sessions. The material aims to support other educators interested in incorporating the teaching of Statistics in a contextualized, critical, and meaningful way into their pedagogical practices, articulating them with theoretical reflection. Fri, 08 May 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48783 2026-05-08T00:00:00Z https://repositorio.ufu.br/handle/123456789/48760 Title: Impasses dos gestores escolares em relação aos processos do PDDE no município de Ituiutaba/MG Abstract: This dissertation analyzes the challenges faced by school administrators in the municipality of Ituiutaba, Minas Gerais, in the implementation and operational procedures of the Direct Money to School Program (Programa Dinheiro Direto na Escola – PDDE), examining how these challenges are connected to the logic of neoliberal rationality in Brazilian educational policies. The study is grounded in the understanding that constitutionally guaranteed educational funding has been increasingly constrained by fiscal austerity policies and state reforms that promote administrative decentralization alongside intensified mechanisms of control, evaluation, and accountability at the school level. The research discusses the historical and political context of the PDDE’s implementation, situating it within the broader process of Brazilian state reform since the 1990s, marked by the incorporation of New Public Management principles and by different dimensions of educational privatization affecting educational provision, school management, and pedagogical processes. From this perspective, the program is understood as a state policy that simultaneously expands schools’ formal autonomy through financial decentralization and reinforces bureaucratic requirements and accountability devices that shape everyday school management. A qualitative approach is adopted, based on documentary analysis of official regulations issued by the National Fund for Educational Development (FNDE), operational manuals, reports produced by school administrators, records from public information systems, and institutional data dashboards. Data interpretation is guided by content analysis, enabling the identification of categories related to the tensions between autonomy, control, and accountability. The findings indicate that school administrators experience the implementation of the PDDE as a process characterized by normative uncertainty, administrative overload, and ongoing training demands, which affect the balance between the pedagogical and administrative dimensions of their role. The study concludes that, while the program constitutes an important mechanism for financial supplementation and for addressing structural needs in public schools, it also functions as a driver of work intensification and the incorporation of managerial practices aligned with neoliberal rationality, thereby raising critical questions about the limits of decentralization and school autonomy within the context of basic education financing. Sat, 28 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48760 2026-02-28T00:00:00Z