https://repositorio.ufu.br/handle/123456789/5061 Mon, 25 May 2026 03:05:48 GMT 2026-05-25T03:05:48Z https://repositorio.ufu.br/handle/123456789/48719 Title: Tecnologias digitais e gestão escolar: mapeamento dos sentidos, tendências, disputas e silenciamentos nas teses brasileiras (2014–2024) Abstract: This research investigates the meanings attributed to digital technologies applied to school management and the trends, disputes, and silences that emerge from the abstracts of Brazilian doctoral theses produced between 2014 and 2024. The study is situated within the scope of the Research Line State, Policies, and Educational Management of the Graduate Program in Education at the Federal University of Uberlândia. Its objective is to understand how the integration of these technologies into school management has been addressed in academic production, highlighting recurring patterns, gaps, and rationalities that structure the field. To this end, a systematic mapping of doctoral theses is conducted, understood as a procedure for surveying, organizing, and characterizing academic production, guided by the assumptions of state-of-the-art studies. The investigation considers the context of educational public policies and examines, in the selected abstracts, the conceptions of technology that permeate the field, aiming to identify trends, disputes, and silences in how they are applied to school management. The results indicate that the field exhibits an asymmetrical configuration, with a predominance of studies focused on educational management at the macro level and on technologies as instruments of governance, and a limited number of studies directly addressing the relationship between digital technologies and school management. There is a low incidence of investigations on information systems and on the effects of digital platforms on the daily work of school managers. It is concluded that digital technologies operate as arenas of political, ideological, and epistemological dispute within educational policies, reconfiguring administrative practices and decision-making processes as they are linked to specific projects of education, society, and human development, which underscores the need to expand investigations into the sociotechnical materiality of school management. Mon, 27 Apr 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48719 2026-04-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48711 Title: Sob a lona da realidade no picadeiro dos direitos humanos, da educação e da (re) existência: limites e possibilidades da formação emancipatória de mulheres privadas de liberdade Abstract: This master’s research is linked to the Graduate Program in Education (PPGED) of the Federal University of Uberlândia (UFU), within the research line Knowledge and Educational Practices, with support from the Minas Gerais Research Funding Foundation (FAPEMIG). We ground the study in the dialogical relationship between initial and continuing teacher education, prison education, and human rights education, articulating educational provision for women deprived of liberty. We integrate knowledge from the field of fundamental rights and guarantees, understanding education as a human right anchored in the Universal Declaration of Human Rights (1948) and the Brazilian Federal Constitution (1988), with human dignity as its central ethical and political axis. By problematizing the hegemonic, sexist, patriarchal, colonial, and punitive discourse that sustains the penal system, we denounce legislative fragilities and the insufficiency of public policies aimed at prison education, particularly in relation to women. From the perspective of Critical Pedagogy, we emphasize the need for transformative and emancipatory educational actions capable of effectively ensuring the right to education in prison contexts. We highlight Youth and Adult Education (EJA) as the most appropriate educational modality for prison education due to its curricular flexibility, inclusive orientation, and emancipatory potential, especially considering population turnover and the heterogeneity of life trajectories and schooling levels among incarcerated individuals. We advocate for a humanizing education committed to integral human development and to the construction of life projects for incarcerated people, particularly women, contributing to the overcoming of symbolic, social, and structural constraints that perpetuate the imprisonment of both body and mind. The general objective of this research is to analyze, based on documentary and bibliographic sources, how prison education is conceived within public policies and within the Pedagogical-Political Projects (PPPs) of Escola Estadual Professor Paulo Freire and Escola Estadual Professor Mário Quintana, seeking to understand their conceptions, foundations, and limits regarding the realization of the right to education and emancipatory education in male and female prison contexts. To this end, we mobilize theoretical and documentary references that support a critical and interdisciplinary analytical framework, grounded in Critical Pedagogy, Prison Education Studies, and Human Rights Education. The study engages in dialogue with Freire (1967, 1993, 2011, 2013), Davis (2017, 2024), Carvalho (2014), Brandão (2007), Brito (2016), Charlot (2002), Foucault (1987, 2022), Libâneo (2018), Varella (2024), and Nóbrega-Therrien and Therrien (2004), among others. We also analyze legal documents such as the Brazilian Criminal Enforcement Law (1984), the National Education Guidelines and Framework Law (1996), and Decree No. 7.626/2011, which regulate prison education policies in Brazil. Methodologically, we adopt an exploratory research design with a qualitative approach, based on bibliographic and documentary analysis. The study is structured through the State of the Question, which brings together national and international academic productions on women’s prison education. We adopt a reflective perspective of the in-between spaces, inspired by Paulo Freire’s critical epistemology, understanding education as a practice of freedom and social transformation. In analyzing legal frameworks and the Pedagogical-Political Projects of Escola Estadual Professor Paulo Freire (PPP/2024) and Escola Estadual Professor Mário Quintana (PPP/2025), institutions operating within the Prison EJA modality in the state of Minas Gerais, we identify formal advances in democratic planning and citizenship promotion, as well as structural limitations that hinder the effective implementation of educational actions aimed at women. Reflecting on women’s prison education thus constitutes a political and ethical act that calls for a rupture with punitive and colonial logics, reaffirming education as an inalienable human right and a pathway to emancipation and social reintegration. Tue, 24 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48711 2026-02-24T00:00:00Z https://repositorio.ufu.br/handle/123456789/48696 Title: Entre telas e sentidos: cine debate como ação educativa antissexista Abstract: The objective of this research was to analyze the personal senses about gender produced by cinema within school education, grounded in Cultural-Historical Psychology and Marxist-oriented feminism as its theoretical-conceptual framework. Patriarchal gender norms, fixed in historically constituted social meanings, are appropriated by subjects and form personal senses in consciousness, later externalized as ways of being and existing in the world. Seven participants took part in the study, with an average age of 16 years, enrolled in the 1st and 2nd years of an Integrated High School program at a Federal Institute, mostly in technology-related courses. Data construction occurred through a film-debate activity based on the movie Tomboy, in dialogue with the chronicle “Who defends the queer child?”, developed during classes of the Polytechnic Curricular Unit entitled “Gender and Sexuality Diversity in Cinema.” The film-debate mediated the teaching of gender by articulating affectivity and cognition and was structured as a temporally sequenced activity (pre- film, film, and post-film), alternating collective actions (elaboration of personal senses, aesthetic experience, film discussion, and text reading) and individual actions (production of illustrations, reviews, and journals), mediated by instruments (meaning sheets, the film, discussion guides, and theoretical text) and signs (guiding questions and audiovisual, visual, oral, and written languages). The activity enabled participants to become conscious of their personal senses, mobilize affects, perceptions, and interpretations about the work, express contents of the aesthetic reaction, externalize, confront, and reorganize meanings attributed to the film, and promote their reflective re-elaboration through conceptual mediation. It also encouraged participants to think about themselves, others, and society, elaborating personal senses regarding the imposition of gender norms, masculine and feminine representations, social expectations, and nonconformity with these norms. During the activity, different psychological processes were mobilized, such as written expression of personal senses, reflection on aspects of life that had previously only been felt, catharsis of feelings and emotions, naming of traumatic and violent experiences, and appropriation of scientific concepts. The analysis revealed the appropriation of meanings containing ideological and sexist content related to family, childhood, and gender roles; the family as the main mediator between the child and patriarchal norms; the presence of a painful childhood past; and the child treated as a non-subject. Finally, the film-debate can be understood as an anti-sexist educational action, as it enabled the denaturalization of family and gender roles through conceptual mediation and the integration of affective and cognitive processes, in opposition to sexist education, which mystifies childhood, conceals the oppressive face of the family, and leads to a psychic development alienated from human possibilities, privileging affectivity in girls and cognition in boys. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48696 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48695 Title: Saberes da ancestralidade negra: reflexões para a formação antirracista de professoras/es Abstract: ABSTRACT This research was developed within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), under the research line “Saberes e Práticas Educativas” (Knowledge and Educational Practices). It focuses on the ancestral knowledge of black people and the potential of this knowledge in the training of teachers, with a view to promoting an anti-racist education. The research stems from the following question: how can the ancestral knowledge of black people contribute to the training of teachers from the perspective of promoting an anti-racist education? Based on this question, the overall objective was defined as analyzing the possible contributions of the ancestral knowledge of black people to teacher training courses in the promotion of an anti-racist education. Specifically, it sought to: i) deepen studies on ancestral knowledge, decolonial thought, and the Afro-diasporic; ii) record the voices of black women about ancestral knowledge; iii) relate the narratives of ancestry with the debate on anti-racist education. As a theoretical and methodological perspective, it was inspired by decolonial and Afro-diasporic studies. It is a qualitative research that initially resorted to carrying out a bibliographic review. It sought to deepen our studies on decolonial and Afro-diasporic thought and anti-racist education. Another methodological resource used in this investigation was document analysis. It resorted to legislation that referred to ethnic-racial issues and the need to implement an anti-racist education. Among the legislation and guidelines, we highlight Federal Law No. 7,437, Law No. 10,678, 10,639/2003, and Law 9,394/96. Finally, we have the narratives about ancestry from two participants. The space for recording the narratives was the “Centro de Memória da Cultura Negra Graça do Aché” (Graça do Aché Center for Memory of Black Culture). The space is marked by a historical and cultural setting, in addition to being a place that values the practice and contribution of a black character from the community. The dissertation is organized into four sections: in section 1, the introduction, the researcher’s life trajectory, and its interrelationship with the study’s theme. It records the delimitation of the theme and the research objectives, the methodological perspective, a summary of the biography of the research participants, and the organization of the dissertation. Section 2 is entitled “DECOLONIAL AND AFRO-DIASPORIC STUDIES: black ancestry in focus”. Section 3 is entitled “VOICES OF ANCESTRY: what the research participants say”. Section 4 is entitled “FOR AN ANTI-RACIST EDUCATION: contributions of ancestral knowledge”. Finally, the final considerations. It was concluded that ancestral knowledge can contribute to an anti-racist education, but collective commitment is necessary, with the active participation of teachers, students, and Afro-Brazilian communities. Black empowerment and protagonism are essential for social transformation and the construction of a more just and egalitarian society. Keywords: ancestry; anti-racist education; teacher training. Tue, 18 Feb 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48695 2025-02-18T00:00:00Z