https://repositorio.ufu.br/handle/123456789/5062 Tue, 23 Jun 2026 16:09:28 GMT 2026-06-23T16:09:28Z https://repositorio.ufu.br/handle/123456789/48763 Title: Travessias multiespécies: experimentando-com narrativas e plantas e pigmentos naturais em educações-com arte Abstract: The thesis investigates ways of depopularizing the coloniality embedded in modern epistemologies, proposing a practice of permanent decolonization of thought through alliances with the vegetal world and narrative experimentations that refuse the separation between theory and life. The work adopts, as a political-methodological gesture, linguistic subversion—including the use of neutral language and deliberate variations of articles—to make language “stutter” and to keep in motion gender crossings, the collectives that compose enunciation, and the regimes of intelligibility that produce normalization.Structurally, the first part conceptualizes the Paradox of Return as a technology of governance that forces bodies, genders, and sexualities to regress to a heterocentered binary, articulating narratives of crossing and mobilizing Paul B. Preciado and Judith Butler. The second part develops Narrativar as a central procedure, grounded in an ethics of listening and foraging, in dialogue with Davi Kopenawa, Bruce Albert, and Antônio Bispo dos Santos, and organized with Deleuze and Guattari through rhizomatic circuits; it also draws on Anna Tsing’s Arts of Noticing and world-making. The third, fourth, and fifth parts present narrative-experiments with plants, colors and natural pigments, weeds, and gardening in ruins, in which error, trial, and invention operate both as routes to knowledge and as critiques of regimes of recipe, curriculum, and “natural” biology, in conversation with Paul B. Preciado, Judith Butler, Luís Henrique dos Santos, Emanuele Coccia, and Evando Nascimento, among others. Finally, the thesis sustains a collective, experimental, unruly, and more-than-human writing, in which research emerges as multispecies compositions and as a practice of producing worlds and educations amid ruins.; La tesis investiga modos de despopularizar la colonialidad inscrita en las epistemologías modernas, proponiendo una práctica de descolonización permanente del pensamiento a través de alianzas con el mundo vegetal y de experimentaciones narrativas que rechazan la separación entre teoría y vida. El trabajo asume, como gesto político-metodológico, la subversión lingüística (incluido el uso de lenguaje neutro y variaciones deliberadas de artículos) para hacer que la lengua “tartamudee” y mantener en movimiento las travesías de género, los colectivos que componen la enunciación y los regímenes de inteligibilidad que producen normalizaciones. Estructuralmente, la primera parte conceptualiza el Paradojo del Retorno como una tecnología de gobierno que fuerza a los cuerpos, los géneros y las sexualidades a regresar al binario heterocentrado, articulando narrativas de travesía y movilizando a Paul B. Preciado y Judith Butler. La segunda parte elabora el Narrativar como procedimiento central, anclado en una ética de la escucha y del forrajeo, en diálogo con Davi Kopenawa, Bruce Albert y Antônio Bispo dos Santos, y organizado con Deleuze y Guattari en circuitos rizomáticos; asimismo, se aproxima a las Artes de Notar y al hacermundo de Anna Tsing. La tercera, cuarta y quinta partes presentan narrativasexperimentaciones con plantas, colores y pigmentos naturales, hierbas espontáneas y jardinerías en ruinas, en las que el error, el intento y la invención operan como rutas de conocimiento y como críticas a los regímenes de la receta, del currículo y de la biología “natural”, en interlocución con Paul B. Preciado, Judith Butler, Luís Henrique dos Santos, Emanuele Coccia y Evando Nascimento, entre otros. Por último, la tesis sostiene una escritura colectiva, experimental, esquiva y más-que-humana, en la cual la investigación emerge como composiciones multiespecie y como práctica de producción de mundos y educaciones en medio de las ruinas. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48763 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48728 Title: Representações de infância, escola e masculinidade em "O Menino Maluquinho", de Ziraldo (1980) Abstract: This thesis analyzes the representations of childhood, school, and masculinity present in Ziraldo's work “O Menino Maluquinho”, published in 1980, considering them as symbolic constructions. The investigation is anchored in the conception of representation linked to History, understanding that literature not only reflects social realities but also participates in the production of meanings about subjects, experiences, and educational expectations. Within this framework, the study questions to what extent the work reaffirms traditional images of childhood, school, and masculinity, and to what extent it challenges, displaces, or resignifies such constructions. The analysis articulates children's literature and the History of Education, situating the work within the context of the final phase of the Brazilian civil-military dictatorship and the country's redemocratization process. This is a period marked by debates about authority, discipline, freedom, and social transformation, in which childhood and school emerge as strategic fields of symbolic disputes. Considering this scenario, “O Menino Maluquinho” (The Crazy Little Boy) is examined as a cultural document that reveals sensibilities, values, and expectations socially shared by certain social groups, while simultaneously creating narrative possibilities for thinking about the child as a subject of historical action. The boy's protagonism, his relationship with school, family, and peers, as well as the construction of his masculinity, are understood as dimensions that articulate affections, norms, transgressions, learning, and experiences of socialization, highlighting tensions between control and freedom, between order and imagination. By mobilizing affectivity and fantasy, the work problematizes ways of being a child and ways of experiencing school, giving visibility to practices and values that help to understand the insertion of childhood in the social debate of the period. In this sense, Ziraldo's work contributes to illuminating how children's literature participates in the production of discourses about education, school, and the subjects who are formed within it. Wed, 25 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48728 2026-02-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/48724 Title: Representações sociais de professores bacharéis iniciantes sobre práticas pedagógicas em cursos de Engenharia da Universidade Federal de Uberlândia (UFU) - Campus Santa Mônica Abstract: This doctoral research, developed within the field of Educational Knowledge and Practices, investigates the social representations constructed by novice bachelor professors teaching in Engineering programs at the Federal University of Uberlândia (UFU), and how these representations influence their pedagogical practices. Grounded in Moscovici’s Theory of Social Representations, the study adopts a quali-quantitative approach. Data were collected through questionnaires (open- and closed-ended questions), the Free Word Association Technique, and focus group discussions. Data analysis was conducted based on Bardin’s Content Analysis framework, combined with the use of EVOC software, enabling the identification of the central core and peripheral system of the social representations. The findings reveal that the professors’ representations are strongly anchored in prior formative experiences, particularly those lived as students, which guide teaching planning, instructional strategies, teacher-student relationships, and assessment processes. The study also identifies weaknesses related to the lack of systematic pedagogical training and to institutional working conditions marked by workload overload and multiple demands. Additionally, representations permeated by feelings of pedagogical isolation and insecurity emerge, coexisting with meanings associated with institutional belonging and commitment to quality education, often linked to the conception of teaching as a transformative practice. The thesis argues that social representations function as symbolic matrices that guide, legitimize, and tension pedagogical practices. It highlights the need for institutional policies aimed at continuous teacher education and professional development, as well as for the valorization of teaching in higher education, as essential conditions for strengthening University Pedagogy. Fri, 27 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48724 2026-03-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48692 Title: Educação estatística inclusiva para o exercício crítico e responsivo da cidadania no ensino fundamental II Abstract: School inclusion is a fundamental principle of contemporary education and requires the involvement of teachers, students, administrators, and other members of the school community. Overcoming prejudice requires an education that ensures quality teaching for those who have been historically excluded, with appreciation and welcoming practices. The research reported in this thesis aimed to understand how Inclusive Statistical Education could contribute to the development of lower secondary school students (Middle School) in the critical and responsive exercise of citizenship, based on investigations about the inclusion of people with disabilities in society. The theoretical framework is grounded in studies on Inclusive Education, Critical Theory, and Statistical Education from this theoretical perspective. The study adopted a Participatory Research methodology. The participants included two professionals who work directly with students with disabilities, one student with a disability, and twenty students from a 9th-grade class in lower secondary education, in which the author of this thesis acted as a co-participant, teacher, and researcher. Data production occurred in two stages. In the first stage, interviews were conducted with professionals who supported students with disabilities. In the second stage, a sequence of lessons structured into four pedagogical moments was developed. The data produced by the participants were analyzed through an interpretative approach and organized into three analytical categories. One category was defined a priori: inclusion from the perspective of professionals. Two others emerged a posteriori from the interaction with the students, proposals for inclusion, students conceptions and representations, and evidence in students development of the critical and responsive exercise of citizenship. Regarding the latter two categories, the analyzed data consisted of records of student interactions and documentation of the implementation of the activities. This study reports strategies through which students developed awareness of social inequalities and injustices, as well as how the proposed activities promoted reflection, appreciation, and questioning of unequal social structures. As a result, the concept of Inclusive Statistical Education is proposed as an educational approach capable of fostering the teaching and learning of statistical concepts and techniques while encouraging reflection on social inequalities, thereby contributing to the construction of a more equitable and socially committed education. Fri, 27 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48692 2026-03-27T00:00:00Z