https://repositorio.ufu.br/handle/123456789/5062 Thu, 14 May 2026 03:55:03 GMT 2026-05-14T03:55:03Z 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 https://repositorio.ufu.br/handle/123456789/48669 Title: O Programa Etnomatemática e a Lei n.º 10.639/03 na formação continuada de professores: contribuições para a construção de uma educação matemática antirracista Abstract: This study investigated the contributions of the Ethnomathematics Program and Anti-Racist Education to the continuing education of mathematics teachers. The central problem guiding this research focused on the lack of continuing education programs that enable discussion of the importance and possibilities of combating racism in the school environment, and also on possibilities for implementing Law 10.639 of 2003, seeking to contribute to the construction of an Anti-Racist Mathematics Education. From this perspective, we implemented a continuing education course for teachers in the Municipal Education Network of the city of Uberlândia, with the objective of investigating, understanding, and analyzing the formative process of mathematics teachers in this network, especially in the final years of elementary school, the implications, challenges, and behaviors – from the perspective of the Ethnomathematics Program – after establishing theoretical and methodological relationships in the face of social problems and dilemmas involving prejudice and racism. To this end, the research is based on a dialogue between the assumptions of the Ethnomathematics Program and studies on Anti-Racist Education. This is a qualitative study in which data were collected through participant observation during in-person training sessions and open-ended questionnaires. The results were analyzed using NVivo 11 software. The results revealed that the training process enhanced the critical awareness of educators, demystifying the supposed neutrality of mathematics and fostering insurgent pedagogical practices. However, profound tensions emerged related to attitudinal barriers and the emotional strain on teachers in the face of the system's rigidity. It is concluded that the construction of an anti-racist mathematics education demands not only technical and theoretical mastery, but also the flourishing of an ethical and political stance capable of breaking with the Eurocentric hegemony that historically subordinates knowledge and shapes mathematics curricula. Mon, 23 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48669 2026-02-23T00:00:00Z https://repositorio.ufu.br/handle/123456789/48642 Title: A qualidade na oferta da educação infantil e as relações público-privadas em Uberlândia- MG Abstract: This research was conducted within the Graduate Program in Education at the Federal University of Uberlândia, in the line of research State, Policies, and Educational Management, at the Laboratory of Policies and Educational Management (LAPGE). It sought to answer the following research question: have the right to and access to quality early childhood education been effectively ensured in the context of public–private relations with Civil Society Organizations (CSOs) in the municipality of Uberlândia? The general objective was to analyze the provision of early childhood education in the municipality of Uberlândia, Minas Gerais, as it occurs through public–private partnerships established with Civil Society Organizations (CSOs). The study examined aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, and infrastructure, with a focus on ensuring the quality of education offered in these institutions. The specific objectives were: to understand neoliberal policies, with an emphasis on education, and their implications for the right to early childhood education; to historicize the relationship between the public and private sectors in education by analyzing the growth of the Third Sector in Brazil and the initiatives that establish “partnerships” between public education systems and the private sector, including the increasing involvement of civil society in educational decision-making and management; to examine public policies implemented in the municipality of Uberlândia-MG that maintain contracts with CSOs, thereby ensuring the incorporation of market logic into municipal public education; to present the concept of quality in early childhood education, highlight the relevance of quality indicators, and identify how the right to and quality of this stage of basic education have been implemented in Uberlândia; and to analyze the quality of early childhood education offered in institutions maintained by Civil Society Organizations (CSOs), considering aspects such as teachers’ work and training, pedagogical practices, teaching methodologies, curricular proposals, and infrastructure. A qualitative approach was adopted, using bibliographic, documentary, and field research as methodological procedures. The main authors addressing the quality of early childhood education and public–private relations in educational provision were employed. The documentary sources included the Brazilian Federal Constitution; the Law of Guidelines and Bases of National Education (Law n° 9,394/1996); the National Quality Parameters for Early Childhood Education; the Political-Pedagogical Project; the institutions’ annual plans; school regulations; and other relevant documents. Field research techniques included observation, questionnaires, and semi-structured interviews. The data reveal that the municipality of Uberlândia has made extensive use of partnership agreements and privatization in the provision of early childhood education, which characterizes an omission by the public authorities and results in unequal and exclusionary educational provision. The institutions studied only partially meet infrastructure requirements. Most of the professionals’ training occurred through distance education (EaD), and some teaching assistants lack formal training. The research revealed low quality in initial teacher education and the absence of continuing professional development, which limits the provision of quality education and it is reflected in pedagogical practices. The institutions are religious in nature, with daily practices that diverge from the principles of secular public education. Many professionals do not associate play with learning, thereby depriving children of this right. The institutions do not have democratic management structures. Consequently, the right to quality early childhood education has not been effectively realized within public–private relations in the municipality of Uberlândia. Tue, 03 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48642 2026-03-03T00:00:00Z https://repositorio.ufu.br/handle/123456789/48640 Title: Série "giz": narrativas autobiográficas de um professor de ciências e de biologia Abstract: This is an autobiographical narrative research developed within the Graduate Program in Education at the Federal University of Uberlândia (UFU), and linked to the research group Amplia – Amálgama. It focuses on investigating the importance of sensitivity in teaching, based on the trajectory of a Science and Biology teacher. The present text thus constitutes a contribution to works that reflect on the boundaries between fiction and autobiography. Through first-person singular self-writing, structured in the form of a “series,” the text presents significant episodes experienced throughout the teaching career, revealing how proximity to students and their realities has the potential to transform both the educator and the teaching learning process. By revisiting his professional experiences, the teacher-narrator comes to understand that knowing and embracing the experiences, emotions, and challenges of his students are essential for building meaningful pedagogical bonds. This connection, cultivated through attentive listening and empathy, reinforces the conception that teaching goes beyond the mere transmission of content; it is, above all, an exercise in presence, sharing, and mutual affectation. The series entitled GIZ dramatizes the difficulties faced by this teacher—from the precarious material conditions of work to the lack of didactic resources—but also highlights the creative potential that emerges from such contexts. It is within scarcity that he reinvents his practice, develops alternative strategies, and seeks to engage students in a form of learning that is meaningful to their lives. Thus, the research implies that sensitivity in teaching is not an accessory quality, but a fundamental axis for a humanized education committed to the integral development of children, adolescents, and young people. The narrated trajectory therefore becomes a source of inspiration and reflection on teaching as an ethical and aesthetic practice, reaffirming that teaching is also an act of care and listening. By telling his stories, this teacher demonstrates that it is possible to build other ways of teaching and learning—more affective, inclusive, and transformative. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48640 2026-02-27T00:00:00Z