https://repositorio.ufu.br/handle/123456789/47999 Sat, 20 Jun 2026 09:58:45 GMT 2026-06-20T09:58:45Z 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/123456789/48639 Title: Ensino de matemática na educação infantil: análise das propostas de formação continuada da rede municipal de Uberlândia/MG Abstract: Grounded in the Graduate Program in Basic Education (Professional Master's Degree) at the Federal University of Uberlândia, this dissertation aimed to analyze and compare the continuing education proposals for Early Childhood Education teachers in the Municipal System of Uberlândia, from 2020 to 2023, with the guidelines set by the Municipal Curricular Guidelines (DCMs Portuguese acronym) for teaching Mathematics. In the context of Early Childhood Education, Mathematics is understood as a language integrated into interactions and play, fostering curiosity, investigation, and the development of logical-mathematical thinking. Within the DCMs, this conception is reflected in the field of experiences "Spaces, times, quantities, relations, and transformations," articulated with the other curricular languages. The research adopts a qualitative approach based on documentary analysis, with data collected from the Julieta Diniz Center for Educational Studies and Projects (CEMEPE Portuguese acronym) and the Teacher Training Investigation Group (GIFOP Portuguese acronym), which maintains a collaborative record of the network's training actions. Twenty-six continuing education plans and the DCMs were analyzed and systematized into descriptive tables, allowing for an inductive analysis organized into three analytical axes: (1) Early Childhood Education policies and guidelines; (2) continuing education in Early Childhood Education; and (3) teaching Mathematics in Early Childhood Education, which enabled an alignment between the normative content of the documents and their implications for training practices. The results indicate that, although the DCMs propose Mathematics as a language constructed through interactions and play, there is a gap between this conception and the actual training actions, in which the area occupied a secondary and unsystematic role. As an educational product, a Guidance Guide for Pedagogical Analysts of the municipality of Uberlândia was developed, focused on training preschool teachers (ages 4 and 5) for teaching Mathematics in Early Childhood Education. The material aims to support formative mediation with teachers, linking theoretical and normative foundations to the pedagogical practices of teaching Mathematics. Participatory validation was conducted with Early Childhood Education trainers from CEMEPE and demonstrated broad agreement regarding the relevance and applicability of the material for continuing education. It is concluded that, despite the theoretical consistency of the DCMs, the continuing education proposals do not incorporate them systematically, which limits theoretical-methodological progress and the consolidation of intentional practices in teaching Mathematics in Early Childhood Education. Fri, 20 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48639 2026-02-20T00:00:00Z https://repositorio.ufu.br/handle/123456789/48624 Title: Singularidades do Grupo Escolar Dr. Fernando Alexandre em Ituiutaba/MG - 1965 a 1982 Abstract: This study, linked to the Graduate Program in Education (Professional Master’s) at the Federal University of Uberlândia (UFU), focuses on analyzing the historical contradictions between economic development and educational precariousness in Ituiutaba (MG), from 1965 to 1975, emphasizing the particularities of the Dr. Fernando Alexandre Primary School, located in Ituiutaba, Minas Gerais. The research emerged from the need to understand how, in a context of prosperity—when the municipality was known as the “Rice Capital”—high rates of illiteracy and poor conditions in public schools persisted. We question how the city’s economic and political rise could coexist with the establishment of a school built with temporary metal structures, symbolizing the social inequalities of that period.The general objective is to analyze the specific circumstances surrounding the creation and consolidation of the Dr. Fernando Alexandre Primary School, investigating the political, social, and educational motivations that guided its foundation and its effects on the literacy of the working classes. The specific objectives are to understand the contradictions between the military regime’s modernizing discourse and the actual school conditions; to preserve the institution’s historical memory; and to examine how educational policies, such as the MEC-USAID agreement and the “metal schools” campaign, were materialized.The methodology adopts a qualitative approach, using documentary analysis (minutes, photographs, records) and a critical-dialectical framework that connects national educational policies to the school’s daily life. The results indicate that, despite the apparent educational democratization, economic growth did not lead to significant advances, revealing how the regime’s authoritarian logic and insufficient investments perpetuated inequality and precariousness in public education. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48624 2026-02-27T00:00:00Z