https://repositorio.ufu.br/handle/123456789/47999 Thu, 03 Sep 2026 09:08:38 GMT 2026-09-03T09:08:38Z https://repositorio.ufu.br/handle/123456789/49971 Title: Educação museal e patrimonial no Ensino de História: estratégias de parceria escola-museu para além da obrigatoriedade curricular da BNCC Abstract: This research is linked to the Foundations, Policy, and Educational Management research line of the Graduate Program in Basic Education at the Federal University of Uberlândia (PPGPEDU/UFU). It investigates how power relations and ideological choices in the construction of the Reference Curriculum of Minas Gerais (CRMG - Currículo Referência de Minas Gerais) influence the absence of Heritage and Museum Education methodologies in History teaching. The central problem lies in identifying that, although provided for in guiding documents, Heritage Education and Museum Education are addressed in a fragmented manner within the CRMG, lacking the methodological obligation required to enable critical historical education. The main objective of this study is to analyze how the museum, as a pedagogical device, can be integrated into the curriculum to connect academic knowledge with students' lived experiences, moving beyond the bureaucratic application of current regulations. To achieve this goal, the study established the following specific objectives: to theoretically analyze how power relations, intentions, and identity affirmation strategies underlying the History curriculum architecture in Minas Gerais manifest based on the National Common Curricular Base (BNCC - Base Nacional Comum Curricular); to investigate the use of Heritage Education and Museum Education methodologies in the History teaching curriculum in Minas Gerais based on curricular proposals; and to develop an educational product in the form of a "Heritage and Museum Teaching Guide for History Classes in Schools of Ituiutaba-MG," aimed at the Final Years of Elementary Education. Methodologically, this study is characterized as a qualitative and descriptive research, based on a literature review and document analysis of the BNCC and the CRMG. The results indicate that the current curricular organization aligns with a competency-based model that treats heritage as a thematic appendage rather than a cross-cutting axis, thereby limiting students' capacity to conduct a critical reading of their local context. As a practical contribution and fulfillment of the study's objectives, the research presents the aforementioned Guide as pedagogical support and continuing education material, offering didactic sequences that utilize the collection of the Anthropological Museum of Ituiutaba – MG (MUSAI) and the urban space to foster historical consciousness, a sense of belonging, and cultural literacy. Sun, 12 Jul 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49971 2026-07-12T00:00:00Z https://repositorio.ufu.br/handle/123456789/48869 Title: Processo formativo do analista pedagógico no município de Uberlândia-Minas Gerais Abstract: Linked to the Graduate Program in Basic Education at the Federal University of Uberlândia, this research aims to analyze the training proposals offered by the Municipal Education Network (RME) of Uberlândia to professionals working as Pedagogical Analysts, from 2020 to 2024. The specific objectives, the study sought to understand the municipal education system and its curricular guidelines; to identify the conceptions, roles, and professional identity of the Pedagogical Analyst; and to analyze the continuing education proposals offered by the Municipal Center for Studies (CEMEPE). The research adopted a qualitative approach, based on documentary analysis of institutional materials, such as the Municipal Curricular Guidelines (DCM), Career Plans, public service examination notices, and continuing education plans for Pedagogical Analysts, collected from CEMEPE and the Teacher Education Research Group (GIFOP). Data analysis was organized around three axes: the role of the Pedagogical Analyst within the RME of Uberlândia, considering its conceptions, functions, and professional identity; the training proposals developed by CEMEPE and their contributions to professional induction; and the professional induction of the Pedagogical Analyst, focusing on its conceptions, practices, and training policies. The results revealed the complexity of the Pedagogical Analyst’s role, which requires articulation between macro-level educational policies and the daily practices of pedagogical coordination within schools. Regarding CEMEPE, it was found that, although there have been advances in expanding thematic scope and valuing collaborative practices, these initiatives remain grounded in a generalist approach to continuing education. In light of this scenario, an Educational Product was developed and validated, aimed at the professional induction of Pedagogical Analysts, conceived as a training project that integrates mentoring, guidance, and the strengthening of professional identity. Thus, this study contributes to the induction process of Pedagogical Analysts in the Municipal Education Network of Uberlândia, addressing gaps identified in the lack of structured initiatives focused on professional induction. Wed, 29 Apr 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48869 2026-04-29T00:00:00Z 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