https://repositorio.ufu.br/handle/123456789/21766 Fri, 19 Jun 2026 18:27:58 GMT 2026-06-19T18:27:58Z 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/123456789/48760 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 https://repositorio.ufu.br/handle/123456789/48686 Title: As Feiras de Ciências e suas contribuições para a prática docente na Educação Básica: estudo de dissertações de Mestrados Profissionais (2018-2024) Abstract: The present study, originating from the Graduate Program in Basic Education (PPGPEDU) of the Institute of Human Sciences of Pontal (ICHPO), aimed to analyze the strategies and contributions of Science Fairs (SF) based on Professional Master’s dissertations available in the CAPES Theses and Dissertations Catalog (2018–2024), with regard to teaching practice in Basic Education. We understand Science Fairs as powerful pedagogical strategies for students’ scientific development and for the re-signification of teaching practice, constituting privileged spaces for learning, training, investigation, and student protagonism. From a methodological standpoint, we adopted a literature review as the research strategy. The analytical perspective for data construction was developed through Content Analysis (Bardin, 2016). Three thematic categories were identified: (1) Science Fairs as a didactic strategy; (2) Science Fairs as a space for interdisciplinarity; and (3) contributions of Science Fairs to scientific education and teaching practice. Based on these categories, we emphasize Science Fairs as an urgent formative strategy within and alongside Science Education, as they can promote student protagonism, interdisciplinarity, the development of scientific skills, and reflection on teaching practice, contributing to the strengthening of investigative practices in schools and to teachers’ continuing education. The Educational Product entitled “Teacher Education and Science Fairs as Spaces of Investigation and Transformation,” derived from this research, consists of a Training Workbook aimed at the continuing education of Basic Education teachers, with the purpose of offering theoretical and practical support for understanding, planning, and using Science Fairs as investigative pedagogical practices contextualized to the school reality. We consider that this work may intensify relevant theoretical and practical contributions to the understanding of Science Fairs as spaces of investigation and formation, as well as to the strengthening of teaching practice and students’ scientific education in Basic Education. Mon, 23 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48686 2026-02-23T00:00:00Z https://repositorio.ufu.br/handle/123456789/48654 Title: Infâncias e direito à cidade: perspectivas de crianças participantes de projetos sociais sobre a produção do espaço urbano em Ituiutaba-MG Abstract: This research aims to analyze the Right to the City from the perspective of children, particularly those living in socially vulnerable conditions in Ituiutaba-MG and engaged in social projects led by third sector institutions. The study is part of the research line "Production of Rural and Urban Space" and seeks to understand how children's urban experiences shape their appropriation of the city, their representations, and their social participation. The main objective is to explore how these children perceive the Right to the City, how they engage with urban spaces, and how urban dynamics, which often overlook children as active city makers with specific needs and desires, impose limitations on their experiences. Drawing from the author's experience as a social worker, CREAS coordinator, and former president of the Municipal Council for the Rights of Children and Adolescents (CMDCA), the research highlights the gap between public policies and the actual needs of children. The study uses theoretical frameworks by Lefebvre (2001), Harvey (2014), Sarmento (2007), and Aitken (2014), and adopts a qualitative methodology, including literature review, document analysis, and field research conducted at Instituto Avivar. The study focused on mental maps produced by children aged 6 to 11 to uncover their experiences, perceptions, and expectations of the city. Key findings reveal a persistent invisibility of children—especially the socially vulnerable—in urban planning processes, resulting in restricted urban experiences that shape limited perceptions and projections of the city. Therefore, including children in the making of urban spaces is not only a matter of rights but also an ethical and democratic imperative. Listening to them means acknowledging their full humanity and committing to a more just, inclusive, and diverse urban future. Fri, 23 May 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48654 2025-05-23T00:00:00Z https://repositorio.ufu.br/handle/123456789/48644 Title: Entre lugares, letras, lembranças e lutas: memórias minhas de vivências e experiêmcias acadêmicas Tue, 31 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48644 2026-03-31T00:00:00Z