Processos de imitação-criação como constituidores da práxis pedagógica: uma intervenção didático-formativa com o formador de professores

The research deals with the constitution of the pedagogical praxis of a teacher trainer, understood as objectification of theoretical and practical unity in the teaching field. It was achieved by means of a didactic-training intervention. The research problem: as a teacher trainer in a continuous training process is a pedagogical praxis, outlined to the overall objective: investigate the establishment of the pedagogical praxis of teacher trainer in a continuous formation process. The specific objectives were: 1) outline principles and foundations theoretical-methodological course of intervention research on appropriate teaching assumptions of historical-cultural theory; 2) systematic principles of constitution of the pedagogical praxis of a teacher trainer and 3) synthesize foundations of continued training of teacher trainers in view of the historical-cultural theory, to collaborate with design of institutional policies for continuing training of university teachers. The research was developed at the Federal University of Triângulo Mineiro University - UFTM, with teachers who work in their degree courses. It was developed in three stages: diagnosis, didactic-formative intervention and analysis of data. In the diagnostic step attended five teacher educators of degrees in: history, geography, physics, chemistry and letters. At this stage were used identification questionnaires, interviews, classroom observation and document analysis. In the next stage, with participation of a trainer, it was held educational-training intervention understood as the collective research-training process that is involved intervening in teaching with the development of interdependent and simultaneous actions trainings, planning and implementation of educational activities and study, classroom observation and evaluation from the perspective of dialectical unity in order to contribute to the integral development of teachers and students. The intervention were also held interviews and document analysis. The last stage of the research was the analysis of the data. In the diagnosis of education, among other analyzes, three references were found of the trainer's training-action: memorized references, empirical and praxis. It was the analysis of the references of the trainer's training-action that guided referrals ways of teaching-training intervention. As a result, it was concluded that the teacher educator is their pedagogical praxis in the dialectical units theoretical and practical appropriation of concepts and imitation-creation. Were the two principles analyzed in the research. It was also systematized some essential elements of the formation of the teacher educator: the needs of trainers are decisive in the choice of concepts that will be appropriate; the organization of the training process should take place hand in hand with planning and development classes; the theory need to be experienced in training so that appropriation/objectification of education come true, and also, participants must be strengthened as a collective studies, since we have not learned by linearity but connections. It is hoped that the research will create opportunities to deepen the debate on the continuing education of teacher educators and contribute to scientific production in the area.

A influência das questões de gênero nos processos avaliativos escolares

This paper aims to discuss the influences of gender issues in formal and informal evaluation processes in order to identify situations that may lead to exclusion of boys and girls in our schools. Therefore, we rely on the authors as Freitas (2005, 2006, 2011), Sordi (2009), Villas Boas (2006), Fernandes (2006, 2008), (Carvalho (2001.2004, 2011), Blonde (1995, 2003), Scott (1995), Connell (1995), Navy (2009), Dal'igna (2004), among others. These authors help us understand that both gender issues as the evaluation questions in its formal and informal when analyzed, especially in light of school reality, are impregnated with socially constructed conceptions that are reflected in the school. The survey was conducted in two rooms of the 5th year of elementary school, and the genres of research were qualitative and quantitative. In the development of this study, the research followed those steps: School Rules analysis, grade maps, class journals; Mapping of records of the evaluation results of the 1st to 5th year of elementary school; Analysis of official government documents in education; development, implementation and analysis of questionnaires answered by the students and the teachers with issues about gender and evaluation; Mapping of the evaluation results of the students of two classes surveyed during 2012; Observation in the classroom; interview with the teachers of the surveyed groups. During the research we found that gender issues are not dealt with by the school and that this reinforces some exclusion processes that are linked to these questions. Studies also tell us that on the surveyed groups most of the children who have lower evaluative results are boys, which, in the evaluation of teachers, are considered undisciplined. Of the children with poor results, 50% are black. Some of these children who had low evaluative income have not completed the school year in that school. The study also reveals that on the observed groups, generally the girls have better results in formal assessments than boys, which are considered, by the teachers, more undisciplined and difficult to work with. The girls, on the other hand, are considered more docile and attentive than boys. The observations made by teachers concerning the behavior of boys and girls also reflect in the formal evaluative results, therefore the informal assessments, the value judgment of teachers in relation to the behavior of the students influence the results of formal assessments. In this sense, in order to seek ways to try to overcome the exclusion situations experienced in the evaluation process, we believe that the principles of popular education can be configured as an important parameter to begin discussions on gender and evaluation in schools.

Instrumento de avaliação de processos cognitivos para a aprendizagem de subestações de energia em ambientes 2D e realidade virtual

This study describes the development of a prototype to evaluate the potential of environments based on two-dimensional modeling and virtual reality as power substations learning objects into training environments from a central operation and control of power utility Cemig. Initially, there was an identification modeling features and cognitive processes in 2D and RV, from which it was possible to create frames that serve to guide the preparation of a checklist with assigning a metric weight for measuring cognitive potential learning in the study sites. From these contents twenty-four questions were prepared and each was assigned a weight that was used in the calculation of the metric; the questions were grouped into skill sets and similar cognitive processes called categories. Were then developed two distinct environments: the first, the prototype features an interactive checklist and your individual results. And, second, a system of data management environment for the configuration and editing of the prototype, and the observation and analysis of the survey results. For prototype validation, were invited to access the virtual checklist and answer it, five professionals linked to Cemig's training area. The results confirmed the validity of this instrument application to assess the possible potential of modeling in 2D and RV as learning objects in power substations, as well as provide feedback to developers of virtual environments to improve the system.

“É acompanhante ou usuária?” Implicações sobre a posição da família no atendimento a crianças e adolescentes em um Centro de Atenção Psicossocial da Infância e Adolescência - CAPSi

This study emerged and founded itself with the aim to analyze the position taken by the family – and the implications in this subjective area – in attending children and adolescents in a Childhood Psychosocial Care Center (CAPSi). A secondary goal has come up as the comprehension surrounding the institutional representation made about the family and the service offered to children, adolescents and relatives. For such, the historical perspective on the relation between the State (laws and institutions) and the family was resumed, and the understanding of how it was reconciled by the medical knowledge and attended the ideological and political means. The social and ideological transformations of the 20th century culminated in the need of change required by the Psychiatric Reform and the achievement of patients on the right to return home and to their families. This new situation, permeated by the attempt of building an assistance model in Mental Health, presented a peculiarity–the close relationship between family and Mental Health services. The observations and conversations at CAPSi that were the investigation objects in this research, intended to learn on the quotidian of families and the possible treatment alternatives that would take into account the family circumstances. Conceiving the status of the families in Mental Health services is a germinal matter yet to be adjusted among the active knowledge in the post-Reform devices. The discussion about the family bonds, anchored in the theoretical perspective of Binding Psychoanalysis brought up elementary concepts such as psychic heritage, denial pact, unconscious alliances, the familiar psychic set, among other. The concept of family organizer helped to think of the family trajectories and stablishes a sort of identity for the family, as well as interferes in the establishment of its boundaries. The family path within the institution, as well as the status they establish facing the institutional approach, reflect the ghosts and the organizers shared by the group-family. It follows that the family is an important protagonist to be considered in the current therapeutic and political processes and, thus, is key to welcome the family bonds for the alliances act over the affective destinations, as well as try to remain sealed from the proposed changes.

Oficina educomunicativa de produção de vídeos: construção de significados sobre problemas socioambientais

This research aims to analyze the meaning making by Elementary Education students from public schools of Uberlândia (Minas Gerais, Brazil) about the social and environmental problems of their surroundings as of audiovisual reading and expression skills. The theoretical framework is based on constructivism, through the study of contributions about: cognitive development; meaningful learning; cognitive processes and types of knowledge; principles of learning with technology; educommunication focused on critical media literacy; and critical environmental education. The study object is a video production workshop organized in nine meetings, from September to November 2015, attended by 15 students. The following data collection instruments were used: the materials produced by the participants, specifically guided critical media literacy, agenda, script and final video; researcher observations from his role as a mediator; and focal interviews. The analysis was divided into two axes: procedural knowledge – technical skills of critical media literacy and production; and conceptual and metacognitive knowledge – representation of social and environmental problems and metacognitive skills of critical media literacy. Data were coded in the form of a skill evaluation rubric and also in the form of graphs. Thus, despite the time constraints, it is inferred that the workshop helped students to deepen their understanding about the discussed content, which is reinforced by observing in the graphs how the constant progressive differentiation of more inclusive concepts occurred along the meetings. It is further considered that the workshop contributed to the students reflect on their way of learning through critical use of techniques of media literacy and production, which can be seen from the satisfactory learners performance in most elements evaluated by the rubrics, as well as from the success in identifying interlocutors, values and actions in the read and built texts, something revealed by the graphs.

Quando as regras e normas não estão no papel: uma contribuição da antropologia dos sistemas informais para a elucidação do trabalho dos moto-taxistas em Uberlândia – MG

The motorcycle service, a public service consisting in transporting people and small loads by motorcycle, appeared in Brazil in the great Northeast, in the mid-1990s, but soon spread to all regions of the country. No entanto, a sua ampliação e consolidação pelo território nacional aconteceu de maneira desordenada e desacompanhada de regulamentação. Despite being present in Uberlândia - MG approximately 17 (seventeen) years, the motorcycle taxi service has not been regulated in the city yet. According to the most common theoretical perspective in Brazil, which considers all informal activities that are exempt from regulation by the government, the motorcycle taxi is considered an informal activity in Uberlândia. In this context, this research uses another approach on the informality, based on Anthropology, which takes as its object of analysis the specific meanings attributed by the workers themselves to their informal activities, to demonstrate how the motorcycle taxi service in Uberlândia - MG, although it was done on the sidelines of state regulation, it is able to create a generis operating logic, developing structures, own rules and regulations. Through ethnographic research method and research techniques such as observation and interview, it could demonstrate that Uberlandia citizens moto-taxi drivers are subject to many different stories, in spite of its social life to some small area of their institutional fragile ties , that shape institutional informality, but not the rule of formal relations, socially constructed through private and own cultural codes. The work also seeks to demonstrated that the point of view of institutional relations, much as the motorcycle taxi service is an activity held on the margins of government regulation, it creates its own logic of operation, a kind of organizational subculture, which guides the actions of bike -taxis in the activities and around the city.

Cidade média do agronegócio: os efeitos da reestruturação produtiva no município de Rio Verde/GO

The average cities inserted in the areas of the Brazilian Cerrado are restructuring in the rural and urban areas in recent decades as a result of agricultural investments. Representative of this process, we chose Rio Verde due to two processes: to develop socioeconomically depending on agricultural production restructuring Cerrado after 1970 and offer average city features regional centrality and intra-urban contradictions. So we have as the problem situation the fact of Rio Verde be inserted in an agricultural region, where the restructured field creates cooperation with the agricultural industry and the tertiary sector, structuring a regional agribusiness success. However, let us doubts about the effects of the restructuring process in socio-economic and environmental terms, in relation to the field and the city. Therefore, the aim of this thesis is to contribute to the discussion about the medium- sized Cerrado cities whose functions are linked to agribusiness, and understand the logic and the effects of the restructuring process in rural and urban areas, having Rio Verde – GO as the reference for studying. Regarding the methodological practice research, it is a qualitative research, developed based on three pillars: theoretical, documentary and field. We conclude the thesis stating that the modern field, the result of agricultural production restructuring, fomented an economy specialized in agribusiness, which led to the enrichment of the field, the formation of agro-industrial complex and the formation of an average city, specializing in agribusiness, whose centrality exceeds its micro-region. In terms of effects, we conclude that process agricultural production restructuring, generated positive impacts for the insertion of Savannahs in the national economy, and to the cities inserted in the modern field. On the other hand, country and city inserted in agricultural regions, masked under the agribusiness speech, perverse effects of socioeconomic and environmental order, is an inviting system to invest and exclusionary, when there is nothing to offer. Thus, the problems are choked on site, leaving only the speech of wealth to be disclosed in the national order.

Programa de licenciatura internacional na Universidade Federal de Uberlândia : limites e possibilidades

This research is the result of research at the level of Master of the Graduate Program in Education of the Federal University of Uberlândia – PPGED/UFU, inserted in the line of research "State Policy and Management in Education." Its object of study International Degree Programme – PLI established officially in 2010, the Higher Education Personnel Improvement Coordination – Capes, in particular the PLI at UFU. The overall objective is to describe and analyze the implications, while limits and possibilities of its implementation in UFU in the 2010-2012 period, from the context of the internationalization of higher education and educational policies in this area. They were used as data collection instruments, bibliographical, documentary research and semi-structured interview applied to the former rector of the UFU, managers, engineers, teachers and students participating in the PLI/UFU 2010-2012. For the data analysis, the theoretical and political aspects influencing policies for teacher training, as well as the legal PLI documents were considered. As a result, on the one hand, it was found that the PLI, in the context of UFU, gives opportunity to the participants the possibility of holding courses abroad, contributes to their personal and cultural background. On the other hand, the PLI would not be, in fact, academically contributing to improve vocational training as its main objective, but rather, for what happened in Portugal over the three issues considered, it would have contributed to reaffirm, among the students, political will to not act as teachers in the context of basic education.

Climatologia da pluviosidade na bacia hidrográfica do Rio Paranaíba

The main aim of this research was to study pluviosity in the Paranaíba Riverbasin, especially concerning the variability frame and trends. For this end, we used data from 22 pluviometric stations of the Agência Nacional da Águas- ANA(National Water Agency)spatially distributed throughout the basin area. The data comprised the years 1979-2013, which is a historical series of 35 years, and was downloaded through the ANA website and tabulated using the Hydro 1.2 software (2015) and Excel. After tabulation process were applied based methodologies for statistical analysis of annual variability, monthly, daily and seasonal rainfall in the basin beyond the trend analysis. Results of this research showed that the annual rainfall averageis 1491 mm. Seasonality is a hallmark and rainfall variability occurs spatially and temporally. Rains are accumulated in the rainy season accumulating 85% of the annual volume in the basin. In daily analysis it was found that the daily rainfall above 30 mm occur in only 3% of the time. Dry season comprises 15% of the rainfall. Trend analysis using linear regression pointed to a downward trend in rainfall in 46% of jobs, stability in 18% of posts and increased rainfall by 36%. As for the analysis using the sign test indicated that 32% of the analyzed rainfall stations showed an increasing trend of rainfall over the time series and 68% of stations showed downward trend. This research is important because shows how rainfall worksin the area of the Paranaiba basin, and may be used to develop better management of natural resources and the area through public policies for this purpose.

Caminhos da professoralidade no Curso de Dança da UFU: impasses e desafios na construção da identidade profissional

Teacher identity is a subject of study and discussion in the academic world whichhas become an object of attention of researchaddressing teaching and teacher formation. Life history, initial and continuing formation, the meaning of teaching to the teacher, and also pedagogical practice are all contributing factors to teachers’ professional identity. The present study is a proposal developed in the research field of Educational Knowledge and Practice, and its main focus lies in university teaching. Higher education teaching in the context of a dance course, and the issues and challenges of constructing teachers’ professional identity are presented. Thus, my main questions were: what is the teaching path followed by newly hired dance teachers in the Federal University of Uberlândia? How is teaching identity developed in these new teachers’ professional socialization process? What kind of educational knowledge is (re)produced and mobilized by teachers when they join university teaching? In order to answer these questions, my objectives are: to analyze the teaching path of the newly hired dance teachers of the Federal University of Uberlândia; to investigate how their teaching identity is built within their professional socialization process; and identify the kinds of educational knowledge they (re)produce and mobilize as soon as they become university teachers. The present research comprises a qualitative data analysis from previous studies on the subject, having as starting point relevant bibliographic research, followed by an identification questionnaire and an interview conducted with the newly hired dance teachers. The construction of teaching identity is related to objective and subjective conditions involving a teaching job and how the teacher perceives this identity as constantly evolving. Hence I understand the importance of personal and institutional incentives to prepare studies which raise or problematize issues specific to this area, contributing to extend the debate over higher education professionals’ formation, in particular that of dance course teachers on national scope.

Entre Grande Otelo e Sebastião: tramas, representações e memórias

A versão impressa está dividida em volume 1 e 2.

As escolas polivalentes do Triângulo Mineiro e Alto Paranaíba (MG): sondagem vocacional no projeto desenvolvimentista civil-militar (1965–1976)

This study has as object eight state vocational schools located in Araguari, Araxá, Frutal, Ituiutaba, Monte Carmelo, Patos de Minas, Uberaba and Uberlândia, in Minas Gerais. The period analyzed comprises the years from 1965 to 1976, from the signature of the Agreement 512-11-610-042 beteween the Ministry of Education and Culture (MEC) and the American Agency for International Development (USAID), which started a series of other agreements, and actions ending up with the creation of the Expansion and Improvement of High Schools Program (Programa de Expansão e Melhoria do Ensino Médio - PREMEM) and, from this, the Vocational Schools. The upper limit of the study, 1976, was the year when these agreements, known as MEC/USAID agreements ceased. The Vocational Schools were characterized as vocation probing schools, directing the professional formation of the population in general, which would happen a posteriori, turning it shorter and more effective, since the labor market would demand, urgently, capable professionals for an expanding economy. The project of Vocational Schools had a national scope, and foresaw, for its unfolding, the complete substitution of State Schools for the new model, called “multi-curricula”. The theme Vocational schools was the object of my Master’s degree study, when I focused the State School Guiomar de Freitas Costa, in Uberlândia. That study raised questionings and concerns that resulted in the central problem of the thesis presented here: understanding the measure in which such schools integrated the country’s development project – mostly in the first half of the military rule – and to understand its structure, functionality and efficacyThe development of the study presented here, demanded the use of several sources: 1) specialized literature about the topics presented, i.e., the situation of national education in a temporal analysis, the political, economical and social context, research methodologies, the theory of human capital, vocational teaching, pedagogical trends and practices, agreements MEC-USAID and PREMEM; 2) national, state and county laws related to the discussion: laws of national education directives and basis, decrees and reports stating about the program of technical cooperation between Brazil and the United States of America, the Program of Expansion and Improvement of Teaching (PREMEM), formation of professors, establishment of Vocational Schools and educational planning; 3) documentation of school archives: books of minutes of Collegiate and of faculty and staff, registrar books with final scores, enrolment, visits of inspector, accounting books, punch clock records, student, professor and staff occurrences, inventory, class schedules, school year calendar, school rules, class reports, payment rolls, bills of sales, exchanged mail, personal documentation of professional personnel, documents of land acquisition, blueprints, manuals of PREMEM, didactic materials/resources used in classes, books available in the school library, structured evaluations for follow-up of school processes, pictures of events, texts prepared for special dates, and news from the official newspaper and, finally, 4) national and local press reports, especially from Folha de São Paulo, Correio de Araxá, Correio de Uberlândia and Lavoura e Comércio (Uberaba). The proposition of Vocational schools was conciliate theoretical and practical formation through an active education permeated by technological resources. The contact with knowledge and several practical activities under professional supervision, the student would identify the knowledge area that would interest him the most and his aptitude. This formation in primary school would make way for the vocation studies in high school, which became mandatory by the law 5.692/71, that reformed school education from the previous levels of elementary, middle high and high school. However, the multi-curricula proposal that would be spread to the other public schools in the country ended up succumbing to the model already established. From its ephemeral existence, maybe the Vocational Schools have not reached the more general goals in political, economic and social aspects; however, this study demonstrated that, for the people that, directly or indirectly, had contact with such schools, a legacy of vocational and quality teaching was made, so much so, that forty years after the end of that proposal, they are still remembered.

Docência Universitária: o professor agrônomo na construção de sua professoralidade

The aim of this study was to understand how does the teaching learning process of the agronomy professor from Universidade Federal de Uberlândia occurs, analyzing the relationship among training, knowledge and these professors professional identity. The questions which guided the research were: How does the professional identity of these professors are developed in the teaching learning process? Which are the main formation factors that influences this process? Which are the agronomy professors knowledge and how were them built and learned by these professionals in college? This is a research with a qualitative approach, in which most of the data was collected with the professors, through two questionnaires, a simplified and an in-depth one, as well as documents that depict the history of the institute and of the Agronomy department. To guide analysis, we have used, more than the scientific production in the area, the authors Cunha (2008), Tardif (2002), Pimenta (2005), Melo (2009, 2012), Malusá (2005), Pachane (2009), Magalhães (2012), Dubar (2005), Imbernón (2002),Nunez andRamalho (2008), Almeida andPimenta (2012) PimentaandAnastasiou (2002), Cavallet (1999) Pachane (2006), Behrens (2007) Isaia (2008), Malusá (2012) and Nóvoa (1999). The analysis indicated that the teaching learning process of the agronomy professor occurs since college, with the option of been a professor, and throughout their teaching career. Their challenges are related to work conditions, although, the dilemmas between the practices related to the conceptions of traditional and progressive pedagogy can be seen in their class, teaching and teaching learning process conception. Classes are considered by professors as an interaction place but also as a knowledge transference place. This research identifies the necessity of promote cooperation between teachers, so that, the collective and integrated work in formative spaces teachers will have the opportunity to develop the knowledge necessary for teaching. The implementation of institutional initial and continuous formation, through direct dialogue between undergraduate, graduate and training and professional development programs for teachers, with better work conditions will reflect in the constant improvement of training development within universities.

Necessidades formativas em Matemática representadas nas vozes de um grupo de professoras dos anos iniciais da rede pública de ensino

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

O ensino de arte pós-moderno na arte de Daniel Francisco de Souza

This thesis presents a research that links cultural history and visual culture in a sociobiographical approach. It gives a “political treatment” to the educational experience in the transition of art teaching from the modern to the postmodern. By taking into account my experiences as an educator and the poetic practice in Daniel Francisco de Souza’s visual art, I propose a dialogue with his art and a series of visual narratives this artist/student produced at the time of his education and recently. Such visual narratives were taken as research source and research subject. They were created in a rural setting in dialogue with formal art teaching in two phases: 1992–6, when Daniel Fran cisco attended elementary school in the rural area of Uberlândia, MG; and 2008–10, when he attended Visual Arts graduation at Federal University of Uberlândia city. I analyze historical processes related to art and teaching, from the early sixteenth century to the present times, to realize residues in students’ poetic experiences. I relate Brazilian educational public policies with experi- ences in that rural school. I try to show the extent to which our educational practices triggered experiences — from ones common to intense ones — and promoted forms of “emancipation-knowledge” or “regulation-knowledge” and how the “selective tradition” was and how art predetermined history images gave way to everyday visual references, pointing to the “broad field” of visual culture. I make an effort to show Daniel Francisco’s work as an adult by tak- ing it according to different approaches. In a poetic reading, first, I emphasixe the material and the symbolic in his art. In a second look, I approach his work through the intertwining experiences of three characters from different times and places that participated in the making of his art: the artist farmer, the artist teacher and the teacher researcher. I assume the existence of a mutual cultural incompleteness in these three characters; which means that parts of their “structures of feeling” built on the interrelationship among them are part of the artist’ work as a historical content decanted. Thirdly, I demonstrate how the artist sees his place as a key re ference to his poetic creation. His work does not reflect the rural bucolic as something untouched. In showing the difficulty in distinguishing the archaic residual, I identify emerging issues in his work. I conclude that the artist — Daniel Francisco — and the researcher — myself — present maverick features: both are scavengers; their productions approach the working with scraps in art and in the academy; even momentarily, they live in exile in the warmth of the borders or the edges, from where one sees the center clearly. In these spaces, when certain structures and normative codes enter into coalition, they fragment pre-established strategies and stimulate the creation of survival tactics.