https://repositorio.ufu.br/handle/123456789/5062 Sat, 12 Sep 2026 16:37:09 GMT 2026-09-12T16:37:09Z https://repositorio.ufu.br/handle/123456789/50240 Title: Instrumento diagnóstico da abstração no desenvolvimento da linguagem escrita - uma perspectiva da aprendizagem coletiva desenvolvimental no contexto escolar Abstract: The central objective of this investigation was to develop, test, and propose an instrument to diagnose the types and levels of abstraction among students in the first three years of Elementary School, within the context of literacy. This instrument constitutes an essential component in the process of implementing didactic practices that foster the formation and organization of substantive abstraction, considered one of the fundamental aspects of the development of the subject under study. Through a literature review, we identified relevant studies on literacy that address the psychological processes involved in the development of students' written language in the classroom. These studies suggest the possibility of exploring new aspects regarding teacher monitoring of the development of abstraction in the literacy context, through the creation and use of diagnostic instruments. The study is theoretically grounded in the perspective of Developmental Learning Theory, specifically within the interpretative conceptual framework developed by theorists from Kharkiv, Ukraine, and adopts the current terminology of Developmental Collective Learning Theory. In this context, the theoretical system supporting the investigation comprises the concept of abstraction and its empirical and substantive types; the understanding of written language development from a Historical-Cultural perspective; the course of children's study within the structure of study activity; the teacher monitoring system; the developmental perspective of diagnosis; and the constitution of the diagnostic instrument. In accordance with the historically and culturally grounded developmental perspective, this study was methodologically guided by the assumptions of the experimental-genetic method. We utilized the system of theoretical concepts to understand the connections between the components involved in producing the diagnostic instrument for written language abstraction in the literacy context. We examined diagnostic approaches in the field as presented in the work of research groups; we analyzed the connections that are not immediately apparent in the instrument; and we identified the universal-particular and particular-universal relations in the constitution of its developmental perspective throughout its production trajectory. This methodological path enabled the production of an instrument composed of four problem situations, in which it is possible to distinguish the interrelation of the essential elements of written language abstraction. Thus, this instrument allows teachers to analyze students’ abstraction through the content of abstraction expressed in their responses to the problem situations. The problem situations were implemented in two stages in 2024 and 2025, in 1st-, 2nd-, and 3rd-grade classes at a public elementary school in the Federal District. The research concluded that students perform abstraction throughout the entire development process of written language, in both its empirical and substantive dimensions.. We found, albeit subtle, evidence of the development of the substantive dimension of abstraction, alongside a predominance of the development of the empirical dimension of abstraction among students. Considering these findings, we defend the thesis that the diagnostic instrument for abstraction, from a developmental perspective, enables both the diagnosis of students’ abstraction and teacher monitoring of the development of the understanding of universal-particular, particular-universal, and singular-universal relations concerning written language as a qualitative process of the subject’s own thinking. Tue, 10 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50240 2026-02-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/49157 Title: ExpoGEO: curadoria digital para o ensino e aprendizagem geográfica Abstract: This doctoral thesis investigates the possibilities and limitations of digital curation as a pedagogical strategy for the teaching and learning of Geography in Basic Education, within a context marked by the intensification of digital culture and the widespread circulation of information in online environments. The study focuses on the conception, development, and analysis of the expoGEO platform, a digital curation structured as a virtual exhibition and integrated into the institutional project of the Observatory of History and Geography Teaching. Grounded in theoretical frameworks from Education, School Geography, and studies on digital culture and information curation, the research adopts a qualitative, formative, and intervention-oriented approach, articulating theoretical investigation, empirical analysis, and the production of a digital educational resource. Throughout the research process, criteria were established for the selection, organization, and preservation of digital objects adapted to the Geography curriculum, prioritizing free access to information, source reliability, and the use of multiple languages, such as maps, images, videos, infographics, and audiovisual narratives. The findings indicate that digital curation, when intentionally and pedagogically planned, can contribute to enhancing geographic learning, strengthening students’ relationship with knowledge, and fostering more interactive, investigative, and critical teaching practices. The thesis also demonstrates that the construction of expoGEO constituted a formative process for both the researcher and the subjects involved, reaffirming the role of the teacher-researcher in the development of pedagogical proposals aligned with contemporary curricular challenges and digital culture. It is concluded that digital curation represents a promising pathway for Geography education, provided it is supported by ongoing teacher education, continuous updating strategies, and institutional policies that ensure its sustainability and long-term relevance. Thu, 26 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49157 2026-02-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/49148 Title: Materialidade da precarização do trabalho docente nos documentos oficiais no município de Jataí e no estado de Goiás Abstract: Technological advances in contemporary society have led to reconfigurations in the world of work; however, labour relations remain riddled with contradictions inherent in conflicting interests. In this context, this research examines the materiality of the precariousness of teaching work in official documents from the municipality of Jataí and the state of Goiás, within the research line Work, Society, and Education of the Postgraduate Program in Education at the Federal University of Uberlândia. The general objective is to analyze the materiality of the precariousness of teaching work and its relationship with Digital Information and Communication Technologies (DICTs) in the official documents (teaching statutes) of the selected municipality and state. Thus, the specific objectives developed in this study were: 1) to explore the concepts of work and education in greater depth; 2) to discuss teaching work and precariousness; 3) describe public education policies (National Minimum Wage Law No. 11,738/2008 and the Fund for the Maintenance and Development of Basic Education and the Valorization of Basic Education Professionals and Education Professionals - Fundeb) at the beginning of the 21st century, with the achievements of the basic education teaching profession; 4) understand the materiality of the precariousness of teaching work in Ordinary Law No. 2,822/2007 and its amendments, which deals with the Statute and the Position and Salary Plan for teaching professionals in the municipality of Jataí and in the state of Goiás by State Law No. 13901/2001, which establishes the Statute and Position and Salary Plan for Teaching Professionals, as well as two laws that modify it. To achieve the proposed objectives, concepts such as work, precariousness of teaching work, and education were used. This research is a qualitative study guided by a dialectical framework. The methodological approach was based on documentary and bibliographic research, considering the phenomenon investigated in its historical context and the contradictions that permeate social and labour relations. The research demonstrated that the materiality of the precariousness of teaching work is structured in career plans (teaching statutes) by linking progression to training levels (qualifications). However, vertical and horizontal progression do not occur automatically. Furthermore, there is a clear lack of institutional incentives — financial, pedagogical, and structural — that enable effective professional progression and recognition. The precarious situation of temporary teachers and the intensification of permanent teachers' workloads are evident in the accumulation of duties (coordination, supervision, and planning), which increases their workload. Another point is the development of financial precariousness, which in the municipality of Jataí is evident in Organic Law 4.389/2022, which weakens the rights won by teaching workers, or the non-payment of the minimum wage in 2022 and 2023, while in the state of Goiás, the increase in teaching hours (28 to 32 – overtime) is evident in State Law No. 21.682/2022. It should be noted that structural precariousness and precarious rights are in conflict, as public policies exist to address them, but they do not materialize. It was evident that managerial public policies increase precariousness by standardizing temporary contracts, the accumulation of functions, bonuses/gratuities, in accordance with State Law No. 21,793/2023. In view of this, the precariousness of teaching work, as evidenced by official documents from the municipality of Jataí and the state of Goiás, results from a set of structural, institutional, and ideological factors. Fri, 20 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49148 2026-02-20T00:00:00Z https://repositorio.ufu.br/handle/123456789/49003 Title: Alfabetização Visual e Educação Bilíngue no Ensino de Física para Estudantes Surdos Abstract: This thesis investigates how pedagogical practices involving deaf students are configured in Brazilian public high schools, with special attention to the interaction between Physics teachers and Brazilian Sign Language (Libras) interpreters (TILS). Grounded in a bilingual and visually oriented perspective that rejects deficit-based views of deafness, the study examines how conceptions of language, visuality, inclusion, and science teaching emerge in the discourse and practice of these professionals. The research unfolded in three stages: (1) analysis of questionnaires answered by Physics teachers and TILS; (2) organization of a focus group with these professionals; and (3) articulation of the findings with theoretical frameworks from Deaf Studies, visual literacy, Universal Design for Learning, Assistive Technology, Augmentative and Alternative Communication, Nature of Science, and Bachelard’s critique of scientific images. The results reveal a field marked by tensions and contradictions. Among Physics teachers, discursive formations range from adaptive inclusion—focused on late-stage flexibilizations, intuitive simplifications, and preservation of the regular curriculum—to the emergence of more dialogical practices that integrate planned visual resources, connections to students’ everyday experiences, and recognition of Libras as a legitimate language of instruction. Among TILS, the analyses highlight a refined sensitivity to the needs of deaf students and to the limits of current pedagogical approaches, revealing a persistent lack of collaborative planning, insufficient training in the sciences, and frequent reliance on improvised images often treated as self-explanatory evidence. The focus group amplified these tensions, pointing to opportunities for curricular restructuring and the development of genuine collaboration with TILS through prior dialogue, negotiation of signs, and the creation of learning environments that support deaf students’ participation. At the same time, it brought to light the precarious conditions of bilingual work: assessment practices identical to those used with hearing students, lack of adaptation, absence of adequately designed visual materials, insufficient preparation of content, scarcity of resources, and lack of continuing education. A recurring theme was the displacement of responsibility: inclusion does not fail due to “lack of will”, but because Physics curricula remain unchanged and place on the interpreter the task of “translating” concepts that actually require conceptual reconstruction. Drawing on Bachelard’s philosophy, the findings suggest that the challenge is not merely to “use images”, but to confront the illusion of transparency associated with visual representations. Teaching Physics to deaf students requires visual representations that are purposefully designed and built through pedagogical collaboration, rather than improvisations that reinforce epistemological barriers. This thesis argues that effective bilingual approaches in Physics education demand institutional policies that guarantee collaborative planning, adequate working conditions, specialized training, and co-authorship between teachers and TILS. Fri, 19 Dec 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49003 2025-12-19T00:00:00Z