https://repositorio.ufu.br/handle/123456789/5061 Wed, 26 Aug 2026 03:46:29 GMT 2026-08-26T03:46:29Z https://repositorio.ufu.br/handle/123456789/49797 Title: O corpo da criança pequena no currículo da educação infantil: uma análise do documento curricular de Uberlândia à luz das categorias freireanas Abstract: This research was developed within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), in the Research Line Knowledge and Educational Practices. It addresses the teaching of the body in Early Childhood Education, taking as its object of study the Municipal Curriculum Guidelines for Early Childhood Education of Uberlândia, Minas Gerais, Brazil. It is guided by the following research problem: What conceptions of body teaching underlie the pedagogical orientations contained in the Municipal Curriculum Guidelines for Early Childhood Education of Uberlândia, and how do the Freirean categories of freedom, autonomy, and experience permeate this document? The general objective is to analyze the conceptions of body teaching present in the Municipal Curriculum Guidelines for Early Childhood Education of Uberlândia (MG) based on the Freirean categories of freedom, autonomy, and experience. The specific objectives are: to discuss the conception of the child as a subject of rights and culture; to understand curriculum as a territory of political and sensitive disputes; to characterize the historical and institutional context of Early Childhood Education in the municipal school system of Uberlândia, situating the Municipal Curriculum Guidelines as the central object of analysis; and to identify how the categories of freedom, autonomy, and experience are expressed throughout the document. To achieve these objectives, a qualitative documentary research approach was adopted, based on the analysis of the Municipal Curriculum Guidelines for Early Childhood Education of Uberlândia (2020), supported by Paulo Freire's theoretical framework and by studies on curriculum, childhood, and corporeality. The dissertation is organized into five chapters: the first presents the introduction, research problem, and methodological procedures; the second discusses curriculum, childhood, the body, and the Freirean categories that support the study; the third characterizes the historical and institutional context of Early Childhood Education in Uberlândia; the fourth presents the documentary analysis of the Municipal Curriculum Guidelines; and the fifth presents the final considerations. The findings indicate that the Municipal Curriculum Guidelines promote a conception of the body grounded in experience, expression, autonomy, and children's participation. However, the analysis also reveals that the instruments used to monitor children's development emphasize aspects related to organization, adequacy, and body control, revealing the coexistence of different conceptions of corporeality within the curriculum and reinforcing the need to understand it as a territory of disputes and educational intentionalities. Fri, 14 Aug 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49797 2026-08-14T00:00:00Z https://repositorio.ufu.br/handle/123456789/49627 Title: Transporte escolar no Brasil: uma análise da produção acadêmica no período de 2004 a 2024 Abstract: This dissertation is linked to the Research Line on State, Policies, and Management in Education, within the Postgraduate Program in Education (PPGED) of the Faculty of Education (FACED) at the Federal University of Uberlândia (UFU). Its objective is to analyze academic productions that address school transportation, aiming to apprehend the theoretical- methodological perspectives adopted, the predominant approaches, and the investigative gaps existing in the scientific literature on the topic. The temporal scope covers the period from 2004 to 2024, with the promulgation of Law No. 10.880/2004, which established the National Policy for School Transportation Support (PNATE), serving as the initial landmark. This is bibliographic research, grounded in the methodology of the state of the art, which consists of the identification, systematization, and analysis of productions. In this work, the survey of research was conducted using the Catalog of Theses and Dissertations from the Coordination for the Improvement of Higher Education Personnel (Capes), where 31 productions were identified and pre-analyzed. Subsequently, eleven academic productions representative of the themes identified in the research on school transportation were selected. The eleven delimited works were then systematically analyzed with the objective of mapping and constructing analytical syntheses that contribute to the understanding of the privileged, secondary, or absent approaches in the scientific production on the object of study, as well as to understanding what characterizes this production. It is inferred from the initial evaluation of the productions that there is a concentration of studies focused on Rural Education, school closures, and school nucleation, an aspect corroborated by the results obtained at the end of the investigation. Of the eleven selected studies, five addressed the theme of school nucleation, while the other six were distributed among different topics: school transport and access to education, school transport and education funding, school transport and traditional communities, the “Caminho da Escola” Program, privatization of school transport, and inclusion. Methodologically, qualitative approaches predominated, present in ten studies, while only one adopted a mixed-methods approach. The analyses point to the recurrence of widely debated themes, such as the right to education, and to the scarcity of studies on relevant but little-explored aspects, such as the financing of school transport and inclusion. Fri, 26 Jun 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49627 2026-06-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/49557 Title: Políticas institucionais de inclusão e os núcleos de acessibilidade: um estudo nas IFES da Bahia (2012-2022) Abstract: This master's research, conducted within the State, Educational Policies and Management Research Line of the Graduate Program in Education at the Federal University of Uberlândia, is part of a broader research project developed by the Research Group on Policies and Practices in Special Education and Educational Inclusion (GEPEPES). This basic research investigated the role of Accessibility Centers in Federal Higher Education Institutions (FHEIs) in the state of Bahia, Brazil. The guiding research question was: based on the work of Accessibility Centers, is it possible to state that, between 2012 and 2022, the Federal Higher Education Institutions in Bahia developed institutional policies for the inclusion of individuals who are the target audience of special education? The general objective was to understand the extent to which these institutional mechanisms have contributed to the development of inclusion policies for special education target groups in higher education, through a qualitative approach grounded in Foucauldian perspectives on power, discourse, and governmentality. Accordingly, the study sought to reflect on the extent to which the activities of Accessibility Centers in Federal Higher Education Institutions in Bahia have contributed to the establishment of institutional inclusion policies for individuals within the scope of special education. The specific objectives were: to identify the normative, conceptual, and operational frameworks guiding the functioning of Accessibility Centers in Bahia's FHEIs; to analyze the strategies adopted by these centers to promote access, retention, and academic success among students with disabilities; and to assess the extent to which their actions have contributed to the consolidation of consistent, articulated, and sustainable institutional policies aimed at inclusion in higher education. For data organization and analysis, the study employed content analysis procedures based on Bardin's methodological framework. The findings indicate that Accessibility Centers play a significant role in promoting access, retention, and academic success among students who are part of the target audience of special education. At the same time, they operate as mechanisms of governmentality, producing norms, behaviors, and expectations aligned with an institutional rationality that articulates inclusion, performance, and productivity. Thu, 25 Jun 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49557 2026-06-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/49299 Title: Educação midiática e formação, saberes e práticas docentes no ensino fundamental: análise da produção acadêmica (2020-2025) Abstract: The exponential growth of Digital Information and Communication Technologies (DICTs) and the intense mediatization of society have transformed modes of communication and interaction, but have also exacerbated key challenges, such as the spread of misinformation, algorithmic behavior, and the rise of Generative Artificial Intelligence (GAI) in the production of content divorced from ethical or factual commitments. In light of this reality, schools play a fundamental role in developing critical thinking and citizenship, making Media Education an indispensable process. This research focuses on the role of the teacher, considered the central mediator for the implementation of Media Education in the school environment. The general objective is to analyze the approach to Media Education in the development of critical thinking and reflection regarding digital technologies in continuing education, as well as in the knowledge and pedagogical practices of teachers working in elementary education, based on a bibliographic review of theses, dissertations, and articles produced between 2020 and 2025. The study is a qualitative research project centered on a bibliographic survey inspired by the State of the Art/State of the Question method. The corpus was mapped using the CAPES and BDTD databases. The analysis, based on studies conducted between 2020 and 2025, focused on the intersection between Media Education and teacher training, knowledge, and practice in elementary school. The analysis revealed a research field that is cohesive in its motivations but has gaps in pedagogical practices within specific contexts. The results indicate the need for teacher training that goes beyond an instrumental view of digital technologies and media. Regarding the knowledge mobilized, there is an urgent need for knowledge that transcends technical use, encompassing a political understanding of the digital ecosystem, which involves debates on datafication, algorithmization, and the power of Big Tech. It is concluded that media education practices are not limited to the introduction of technical devices, but require the development of critical thinking in the face of the media-driven landscape of society. Fri, 10 Jul 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49299 2026-07-10T00:00:00Z