Dissertation/Thèse

2024
Thèses
1
  • PATRICK SCHETTINI MAFALDO DE SOUSA
  • DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES AND PEDAGOGICAL PRACTICES: perceptions of Geography teachers regarding the use of TDIC in their pedagogical practices before, during and after the Covid-19 pandemic

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • CLAYTON ANGELO SILVA COSTA
  • FABIANA DA CONCEICAO PEREIRA TIAGO
  • Data: 28 févr. 2024

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  • This research aimed to understand, based on the perceptions of Geography Professors (research participants) from High School at the Manoel de Mattos Pinho State School (EEMMP), the Padre Camargo State School (EEPC) and who teach in Professional Technical Education of Secondary Level (EPTNM) of the Federal Center for Technological Education of Minas Gerais (CEFETMG), whether or not the resources of Digital Information and Communication Technologies (TDIC) are included in their pedagogical practices to mediate the teaching and learning processes and what are the potentiality and/or limitations. This dissertation is part of the Master's Course in Technological Education at CEFETMG, in research line IV whose thematic axis is Educational Practices and Educational Technologies. In theoretical references were used, Piaget (1974, 1990), LIB NEO (1982), Vygotsky (1987), Lévy (1994, 1999), Kenski (1998, 2012), Moran (2000, 2014), Kaercher (2007), among others. The used methodology is characterized by a qualitative approach based on a bibliographical review, of an exploratory character and a case study. Nine Professors were interviewed through on-line questionnaires, carried out between May and June 2023, addressing the insertion of Digital Information and Communication Technologies (TDI) in their pedagogical practices. The results indicate a positive perception of participants regarding TDIC, highlighting their attractive role in classes, stimulation and enrichment of teaching and learning processes, and the continued use of these tools after Emergency Remote Teaching (ERE). Among the potentialities mentioned are the diversification of pedagogical approaches, stimulating creativity, and promoting the understanding of abstract concepts. However, limitations were identified, such as lack of time due to workload, equipment shortcomings, unstable Internet connection, a bad Professor formation for the effective integration of TDIC, as well as physical and financial restrictions for students. It is concluded that there is a need to continuously monitor and evaluate the ERE results, to improve educational methodologies.

2
  • RAFAELA FERNANDA PINTO
  • STUDENTS' ATTITUDES TOWARDS CHEMISTRY: AN EXPLORATORY AND COMPARED ANALYSIS IN BASIC EDUCATION AND TECHNICAL EDUCATION

  • Leader : TEREZINHA RIBEIRO ALVIM
  • MEMBRES DE LA BANQUE :
  • TEREZINHA RIBEIRO ALVIM
  • JANICE CARDOSO PEREIRA ROCHA
  • ELIZABETH VIEIRA MAIA
  • Data: 28 févr. 2024

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  • Attitude can be defined as a tendency to respond favorably or unfavorably to an entity and plays an important role in achieving school goals and students' professional choices, especially in scientific-technological careers. Thus, this research aimed to analyze the attitudes of high school students towards Chemistry based on Eagly and Chaiken's Psychology of Attitudes. To this end, a descriptive-exploratory study was carried out through a field survey with students from two public schools: one for Basic Education and the other for Technical Education. Then, the translated Attitude toward the Subject of Chemistry Inventory, (ASCIv1) was used to measure the attitude of these populations towards Chemistry. The factorial validation of ASCIv1 demonstrated that its structure was composed, in this study, of four factors: (1) Interest and Utility, (2) Intellectual Accessibility, (3) Anxiety and (4) Emotional Satisfaction. Furthermore, the factors extracted are consistent with the affective, cognitive and behavioral dimensions of attitude defended by Eagly and Chaiken. In general, the Basic Education and Technical Education populations have a favorable attitude towards Chemistry, with a significant effect of the teaching modality on this profile being observed. Regarding the verification of the effect of age group, education level and gender on students' attitudes towards Chemistry, no significant effects were observed. Conducted in a culturally and linguistically different context, this research provides evidence that the ASCIv1 can be used to measure attitudes towards Chemistry in the Brazilian context. The possibility of measuring students' attitudes toward this school subject provides an additional lens for guiding meaningful teaching and learning practices and curricular modifications in education systems.

3
  • CÍNTIA CAROLINE DE OLIVEIRA
  •  

    THE NATIONAL STUDENT ASSISTANCE PROGRAM (PNAES) IN THE STATE OF MINAS GERAIS: ISSUES OF RACE AND GENDER

  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • AILTON VITOR GUIMARAES
  • ERIKA MORAIS CERQUEIRA
  • Data: 15 mars 2024

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  •  

     

    This research aims to understand, through a qualitative analysis, how the Network for Professional, Scientific and Technological Education (RFEPCT) in the state of Minas Gerais (MG), composed by the Federal Institute of Minas Gerais (IFMG), the Federal Institute of the North of MG (IFNMG), the Federal Institute of the Southeast of MG (IF Sudeste MG), the Federal Institute of the South of MG (IFSULDEMINAS), the Federal Institute of the Triângulo Mineiro (IFTM) and the Federal Center of Technological Education of Minas Gerais (CEFET-MG), develop the National Student Assistance Program (PNAES) from the perspective of defending the access, permanence and educational success of groups affected by gender and ethnic-racial differences.The concept of intersectionality, coined by black feminist scholars, was used to highlight the prevalence of social inequalities experienced by students who cross different lines of identity, particularly ethnic-racial and gender. The methodological path begins with a documentary and bibliographical review of the research carried out within the context of student permanence and legislation that deals with Student Assistance and school permanence at the federal level, considering as a starting point Decree nº 7,234/2010, which created the PNAES, and the important Law nº 12,711/2012, and its amendment by Law nº 13,409/2016, which provides for the reservation of places for admission to federal universities and federal institutions. As research tools, we chose semi-structured interviews and questionnaires with staff performing their duties at PNAES, Affirmative Actions and Inclusive Actions in the above-mentioned institutions. The research allowed us to conclude that intersectionality is an important study and work tool that should be considered in the further development and implementation of access and retention programs and actions at RFEPCT, offering new perspectives on overcoming pragmatic and scholarship-based student assistance.

4
  • LUCIANA APARECIDA CUNHA SOARES
  • A Case Study of the Trilhas de Futuro Project, at Federal University of Viçosa, Campus Florestal. 

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • JOAO BOSCO LAUDARES
  • MARCIA GORETT RIBEIRO GROSSI
  • RAQUEL QUIRINO
  • Data: 4 avr. 2024

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  • The study carried out at the Florestal campus of the Federal University of Viçosa, focused on the Trilhas de Futuro project, aimed to explore the causes and consequences of the continuous dropout of students from technical courses. This revealed the multifaceted nature of dropout in Vocational and Technological Education (VTE), highlighting educational, socioeconomic, and deeply rooted sexual division of labor factors as key influences on this phenomenon. The qualitative methodology adopted, as described by Minayo (2010), allowed a detailed investigation of the subjects’ subjective perspectives, involving a robust case study and the application of forms to collect the points of view of dropout students. The results point to the need for a careful look at the sexual division of labor, highlighting the observation of Cyntia Cockburn (1985), who already indicated gender segregation in emerging technologies, a pattern that persists despite technological advances. This study confirms the reluctance to move towards greater gender equality in technical education work, emphasizing the historical resistance to changes in gender norms. Additionally, the importance of adapting course offerings to the specificities of students was identified, including transport logistics and reconciliation between academic, family and work responsibilities. The majority of female participation in the research highlighted women’s search for professional qualification opportunities, confronting the sexual division of labor. However, an incongruity was observed between the course contents and the students’ expectations and needs, suggesting the revitalization of the curriculum and course offering modalities. The findings reinforce the essential role of public educational and social welfare policies, exemplified by the financial support of the Trilhas de Futuro project. However, it was highlighted that, to combat the realities of students and accompanied by integrated strategies that address the complexity of the phenomenon. Finally, the study emphasizes the urgency of continued collaboration and inclusive policies among EFA stakeholders to promote diversity and the full development of individual and collective potential. Only through a concerted effort and recognition of the variety of students life trajectories would it be possible to create effective retention strategies and move toward a more equitable and productive educational experience.

5
  • ANA PAULA GUIMARAES ALMEIDA
  • CORPORAL CULTURE OF MOVEMENT IN PROFESSIONAL TRAINING: School Physical Education and Leisure in the memory of CEFET-MG graduates (1990 to 1995)

  • Leader : AILTON VITOR GUIMARAES
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • JOSE ANGELO GARIGLIO
  • MARIA RITA NETO SALES OLIVEIRA
  • Data: 4 avr. 2024

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  • The research reported here deals with the relationship between memories of experiences in Physical Education in Vocational Training at CEFET-MG, between 1990 and 1995, and the experiences with bodily leisure practices in the adult lives of graduates from that period. Specifically, we sought to (i) prospect the leisure activities currently practiced by these graduates; (ii) identify the Physical Education activities experienced by them, based on their memories; and (iii) correlate the bodily movement practices pointed out in their adult lives with the Physical Education practices experienced at school during the period in which they were students in the EPTNM courses. The time frame considered the importance of the period in confirming the place of Physical Education as a curricular discipline, based on the transformations that took place in its programs/course plans and in its theoretical-methodological conception, as well as the demands made in the 1980s for national education as an important factor in overcoming the duality between general and professional education, with a view to institutionalizing an integrated curriculum. This qualitative study used oral history as an important data collection strategy, through semi- structured interviews with graduates of the EPTNM, as well as documentary research in available CEFET-MG archives. The data was analyzed considering studies by authors linked to Physical Education, leisure and Professional and Technological Education, such as Carmen Lúcia Soares, Lino Castellani Filho, Valter Bracht, Joffre Dumazedier, Nelson Carvalho Marcellino, Acácia Kuenzer, Gaudêncio Frigotto, Maria Ciavatta and Marise Ramos. The results found point to possible relationships between what was stored in the memory about the practices experienced in Physical Education classes and how they relate to leisure experiences in adult life. It was possible to deduce that the affective/positive bonds established in Physical Education classes, reported in the interviews, are correlated with the presence of physical activity (and sports) practices in the leisure activities listed by these subjects in their adult lives. In addition to the professional training of the subjects involved, the research showed that, for most of these subjects, school physical education had a certain influence on their choice of leisure activities. It should be noted, however, that there is still a lot to investigate in the field of School Physical Education in the context of professional training and its interrelations and correlations with leisure.

6
  • JOSIE FERREIRA BARCELOS
  • Analysis of the Analogies in the Miller Analogies Test – MAT Based on the Theory of Structural Mapping

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • EDUARDO GODINHO PEREIRA
  • ALEXANDRE DA SILVA FERRY
  • IRIS BARBOSA GOULART
  • RONALDO LUIZ NAGEM
  • Data: 8 avr. 2024

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  • This dissertation is the result of a master's study in Technological Education, conducted in the research area of the importance of analogies in Science Education, within a line of investigation focused on Educational Practices in Science and Technology. Its object of study is the comparisons initially taken as analogies in a test instrument for analytical skills called the Miller Analogies Test (MAT). The work was developed with the purpose of investigating the use of analogies in the context of skills assessment and content knowledge. For the analysis of analogical comparisons, the work was based on the Structure Mapping Theory (SMT) by Gentner & Markman and the Teaching Methodology with Analogies (TMA) by Ronaldo Nagem. Thus, the methodological approach of this work mainly unfolded in the selection of comparisons and their analysis in the context of assessment and testing. Our analysis evidenced: (i) what are the main areas of knowledge assessed by the Miller Analogies Test; (ii) the verification of whether the comparisons used in the MAT questions are analogies according to the Structure Mapping Theory; (iii) how the typology or classification of comparisons influences or impacts the test. In summary, our analysis allowed us to understand the use of analogies as a tool for skills assessment and as a cognitive tool.

7
  • FERNANDA CORDEIRO LISBOA
  • TEACHER´S LABOUR IN EMERGENCY REMOTE TEACHING IN THE COVID-19 PANDEMIC: experiences of Basic Education teachers in the Metropolitan Region of Belo Horizonte

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • Mislene Aparecida Gonçalves Rosa
  • RAQUEL QUIRINO
  • Sabrina Fernandes Pereira Lopes
  • Data: 10 avr. 2024

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  • In the Covid-19 pandemic, several changes have been necessary in the world of work, especially in terms of the ways and spaces in which it is carried out. Due to the need for social isolation, in order to minimize the proliferation of the virus and the consequent mass contamination of the population, remote work carried out at home, mediated by digital technologies - the so-called home office – was implemented in various professional areas. In this way, the public and external space, in which productive and salaried work takes place, has migrated to the private space, in which unpaid work is carried out and dedicated to reproducing the conditions of existence, domestic work. Two distinct environments, in which the sexual division of labor and social relations of sex/gender are developed, have been transformed into one. Specifically with regard to teaching work in Basic Education, despite its already rumoured precariousness, devaluation and feminization, the implementation of Emergency Remote Teaching (ERE) has resulted in an overload for the female teacher-mother-wife-housewife, with the implementation of a distance educational practice, mediated by digital technologies that are unusual in public schools, as well as the unforeseen intertwining of her public and domestic work spaces. To unveil how this moment was experienced by the teachers, its impacts, challenges and difficulties, strategies of resistance and coping, in the face of multiple and ace of multiple and simultaneous work, the unusual transformation of their public and private spaces into one, and the compulsory need to use Digital Information and Communication Technologies (DICTs) in the educational process. The aim is to understand and rethink teacher training and work in the face of unforeseen situations, the compulsory and unplanned use of digital technologies as tools for teaching and learning and the sexual division of teachers' domestic work. The theoretical-empirical research took a qualitative approach, and the subjects were primary school teachers working in Cycles I and II of the Belo Horizonte Municipal Public Education Network, who were interviewed in person using a semi-structured script. Afterwards, excerpts from the interviewees' speeches were selected and analyzed in the light of theories on Teacher Training and Work and the Sexual Division of Labor. Based on the accounts of these experiences, it emerged that the municipality did not provide teachers with ideal conditions for distance teaching, such as financial subsidies for the acquisition of technological devices, as well as adequate training in the use of digital media. The impact on the teachers' health was also felt strongly, with bouts of stress and anxiety, due to the pressures experienced

    during this period, which had a major impact on the teachers' educational practice during the pandemic.

8
  • ILDA AUGUSTA DE MATOS
  • CASE STUDY OF THE IMPLEMENTATION OF TELEWORK IN A FEDERAL INSTITUTE: USE OF IT AND WORK CONTEXT

  • Leader : ADMARDO BONIFACIO GOMES JUNIOR
  • MEMBRES DE LA BANQUE :
  • ADMARDO BONIFACIO GOMES JUNIOR
  • SABINA MAURA SILVA
  • GERALDO GENEROSO FERREIRA
  • Data: 10 avr. 2024

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  • Society undergoes economic, political, social and technological changes over time that directly impact the world of work. With technological advances, work outside the work environment and mediated by technologies becomes possible. This research sought to understand the work context at a Federal Education Institute and the uses that workers make of themselves in teleworking situations. Through quantitative and qualitative methodology, with documentary analysis and the use of questionnaires and interviews based on the ergological approach, the experience of administrative technical workers in relation to teleworking and the uses that these employees made of themselves in this type of work was carried out. The questionnaire was composed of sociodemographic and professional data and the Work Context Assessment Scale (EACT) from the Inventory on work and risks of illness - (ITRA) was also used. The interview was based on the questionnaire questions and the categorization of the different elements in relation to teleworking presented in the literature review. This research is justified due to the topicality of the topic and the scarcity of scientific works that address teleworking in the Brazilian public service. Furthermore, as this is a growing phenomenon, it is important to understand this type of work considering the new work context far from the organizations' premises. The results found point to the factors of work organization and socio-professional relationships as the most critical. In this new context, employees need to make other uses of themselves, find strategies to deal with the differences they encounter between the in-person and remote work context. While in face-to-face work the time dedicated to tasks and rest are clearly demarcated in teleworking, this is not the case. When teleworking, the server makes use of themselves in order to make more effort to respond to all demands, even outside the working hours agreed in the Management and Performance Program. The use of technology that allows messages and requests to be received at all times further reinforces this situation, which generates an excessive pace of work. Although teleworking brings several advantages to the employee and the institution, some points deserve greater attention from the researched institution.

9
  • JERUSA CAMPELO DE FREITAS

  • INTEGRAL EDUCATION IN THE MUNICIPALITY OF CONTAGEM/MG: an analysis of Discursive Heterogeneity, in/from and about the guiding document "Trilha do Saber"

  • Leader : LUCIANA APARECIDA SILVA DE AZEREDO
  • MEMBRES DE LA BANQUE :
  • CLAUDIO HUMBERTO LESSA
  • MARIA ADELIA DA COSTA
  • VIVIANE DINÊS DE OLIVEIRA RIBEIRO BARTHO
  • Data: 11 avr. 2024

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  • This Master's dissertation seeks to understand how the Municipal Department of Education (Seduc) of Contagem/MG approaches and proposes the concept of Integral Education of its students to the teaching professionals of this network, specifically since the beginning of the Covid-19 pandemic, through the educational proposal Trilha do Saber. The choice of this topic arose from the need to answer the question that intrigued us: how is the concept of Integral Education proposed and approached? We therefore proposed this analysis based on the Trilha do Saber document, since it was drawn up during the pandemic and is still the main reference for educational policy in the municipality. Through French-Brazilian Discourse Analysis and the constructs of Jacqueline Authier-Revuz, we aim to understand the effects of meaning and Discursive Formations (DF), the presence of Displayed and Constitutive Heterogeneity, and the ideologies that run through the educational policy of the Municipality of Contagem/MG, observing the Interdiscourse and Discursive Memory (DM) that emerge from/in and on the discursive corpora in two analytical movements. In the first movement, based on the presentation interview about Trilha do Saber, the corpus was entirely transcribed and the uses of the personal pronouns "I", "we" and "us" during the interview were quantified. We then selected some Discursive Clippings (RD) that contained this grammatical class, so that we could analyse the Discursive Heterogeneity present in the discourse. Thus, we realised that the choices made by the enunciator, in the reiteration of pronouns, or in the (in)conscious use of his words, show that his discourse may aspire to a broader representation, but preferably represents the ideology to which he is affiliated and can thus reverberate in the construction of meanings of the municipality's educational policy. In the second, through the linguistic material found, we selected various RD from/in the Trilha do Saber. Thus, we realised the different voices and ideological perspectives involved in its discourse, which contribute to the construction of a multifaceted educational panorama, with elements that do not converge theoretically and/or even the absence of a theoretical basis for them. In an elementary way, Comprehensive Education in the municipality of Contagem/MG is aimed at and orientated entirely on the basis of Transdisciplinary principles and not Interdisciplinary, as indicated in the document. The Trilha do Saber document presents a methodological path centred on the precept of Integral Education, in other words, an education that integrates. However, part of this integration is centred only on the subject being educated and on Education, without considering the important role of the educator in this process. We believe it is necessary to broaden this dialogue to include a discourse on three aspects that are inseparable in the holistic and integrated proposal: education, the educator and the subject being educated. Therefore, we consider it necessary to take a critical and reflective look at the implications of the perspective brought by and about Trilha do Saber for teaching, thus promoting a perspective that is more in line with the educational demands in Contagem/MG.

10
  • ELIANE KELLI GAUDÊNCIO
  • BEYOND THE NUMBERS: NARRATIVES OF WOMEN MATHEMATICS RESEARCHER TEACHERS FROM UFMG

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • JEANNE CARMO AMARAL
  • KELLY BEATRIZ VIEIRA TORRES
  • Data: 11 avr. 2024

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  • This dissertation problematized the participation of researcher/scientist teachers in mathematical areas, highlighting the sexual division of labor in STEM areas (Science, Technology, Engineering, and Mathematics), historical invisibility, the challenges and obstacles faced by them, as well as their strategies of struggle and resistance, especially to achieve professional ascension and positions of prestige and power in academia. Social indicators and various researches have shown that mathematics, as an area of study and teaching, is one of the ones with the least participation of women, students and teachers, a reflection of segregation mechanisms that exclude them from the academic career in question, contributing to the maintenance of social relations of sex/gender from the permanent gender division of labor in this area. Thus, this research aimed to unveil and bring to the academic debate the phenomenon of female participation in the mathematical scientific career, in order to contribute to the understanding of the gender division of labor in STEM areas, a topic still little prestigious in Professional and Technological Education research. For this, we sought to historically contextualize the androcentrism of the area, apprehend the construction of the careers of researcher/scientist teachers, through their training and professional trajectory, and analyze the existing sexist mechanisms, as well as their coping and resistance strategies. Indeed, this is a qualitative research, whose empirical locus chosen was the Mathematics Department of the Federal University of Minas Gerais and the subjects, three researcher/scientist teachers located in the aforementioned sector. The methodological procedures for data production were: (i) bibliographic review on the themes and indicators relevant to the approach of the proposed object of study, (ii) documentary survey of sector records and (iii) semi-structured interviews that, together, were analyzed in the light of the theory of the gender division of labor, originating from French Work Sociology, whose bases are anchored in the theory of French materialist feminism (FMF). The results obtained throughout this dissertation point to the permanence of explicit and implicit sexist mechanisms, which prove to be one of the main factors responsible for perpetuating the underrepresentation of women in the mathematical scientific career. However, it is worth noting that the women inserted in this unequal scenario, face and resist daily this complex social plot, mobilizing varied strategies of individual and collective struggle, thus advancing in favor of “policies for damage reduction”. Therefore, it is expected to contribute to generate reflections about the studied phenomenon, even though evidencing the fact that gender equality in the mathematical environment, historically male, will still be far from being achieved.

     

11
  • SIDNEY PIRES MARTINS
  • TECHNOLOGICAL ALPHABETIZATION IN MEDIUM LEVEL TECHNICAL PROFESSIONAL EDUCATION: a study with coordinators of Integrated Technical Courses at CEFET-MG

  • Leader : AILTON VITOR GUIMARAES
  • MEMBRES DE LA BANQUE :
  • RITA MÁRCIA ANDRADE VAZ DE MELLO
  • AILTON VITOR GUIMARAES
  • IVO DE JESUS RAMOS
  • Data: 11 avr. 2024

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  • This research deals with the phenomenon of Technological Literacy (TL) in the context of secondary level Professional and Technological Education. The research was carried out with coordinators of technical courses integrated into high school at CEFET-MG at the Belo Horizonte Unit. The objective of this investigation is to understand TA based on the training processes implemented by teachers based on the perceptions of the coordinators investigated. Understanding how such individuals conceive the concept of TL is necessary in a society that is increasingly connected with digital tools. At the same time, the critical and reflective use of these tools can help in the development of effective educational processes that can help in the discussion of various problem situations that emerge daily in society. Thus, in addition to investigating the conceptions of TA, the contributions of professional contexts to the consolidation of this reflection will be discussed, the possible pedagogical practices that use Digital Information and Communication Technologies (DICT) and limits and potentialities that may exist in the investigative context for training that encompasses the inclusion of technologies in the contexts of Professional and Technological Education. The methodological approach will be qualitative, allowing all the voices of those investigated to be valued. As an analytical path, Discursive Textual Analysis (DTA) will be used. DTA makes it possible to uncover new research phenomena based on a process of unitarization-categorization- description of metatexts on a given investigative topic. The data analysis process – called corpus – is permeated by phenomenological contributions that can facilitate the emergence of new understanding horizons on the research question. Thus, this descriptive-interpretative process makes the researcher assume the position of translator-interpreter of the data, so that we can effectively respond to a given investigative gap. The profile of the interviewees shows that they have extensive teaching experience, all have postgraduate training and training in technical areas, which demands continuous training in the pedagogical area so that teaching practices are not contaminated with notorious knowledge. Furthermore, it is noteworthy that the pandemic scenario influenced the dynamics of CEFET and this influence affected the use of technologies, despite a certain apparent technological resistance on the part of professionals. Finally, the descriptive movement of the metatext showed that being technologically literate must involve the use of digital tools, interaction with social media, having theoretical knowledge and cultivating relationships with Science. Thus, there is an attempt to build contributions that allow the institution's students to become literate through technology. However, those investigated are still focused on simplistic theoretical conceptions on the subject, which can be explained as a result of the training contexts they have, demanding serious continued training focused on the discussion of technologies. Still, there is a strong call for the instrumentalization of technologies that needs to be discussed and theoretical knowledge, despite having emerged from research, is practically non-existent. Regarding connections with Science, the category appears, but there is no mention of which pedagogical practices are implemented that can provide a connection between technologies and scientific knowledge. In this sense, there is an urgent need for training spaces focused on the use of technologies based on current demands and a discussion that combines theory and practice in the search to understand the contributions of this use in the training of students in an increasingly computerized society.

     

12
  • BARBARA LAURENY LOPES FERREIRA
  • RECOGNITION OF KNOWLEDGE AND SKILLS AT CEFET-MG AND IFMG THROUGH A FOUCAULDIAN LENS

  • Leader : LUCIANA APARECIDA SILVA DE AZEREDO
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • IVO DE JESUS RAMOS
  • PATRICIA RODRIGUES TANURI BAPTISTA
  • Data: 12 avr. 2024

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  • The present research, inserted in the "Research Line III: Formative Processes in Professional and Technological Education" of the Graduate Program in Technological Education at the Federal Center of Technological Education of Minas Gerais (CEFET-MG), aimed to investigate, through a documentary and comparative study, the implementation of the public policy of Recognition of Knowledge and Competences (RSC, acronym in Portuguese) within the scope of the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG) and the Federal Center of Technological Education of Minas Gerais (CEFET-MG). For this purpose, the Foucauldian conceptual tools of governmentality, power-knowledge relations, and neoliberalism were used to problematize and understand the processes, practices, and discourses involved. As specific objectives, we listed: 1) To carry out a quantitative survey regarding the implementation of the public policy of Recognition of Knowledge and Competences, especially in IFMG and CEFET-MG; 2) To undertake an analysis of the official documents that regulate the RSC process in general and in the mentioned institutions, with the purpose of understanding the adopted procedures and normative aspects guiding its implementation; 3) To problematize, based on the analyses undertaken, the possible impacts of the public policy of Recognition of Knowledge and Competences (RSC) on the (re)construction of teaching subjectivity. The research revealed that RSC is a right conquered after debates and mobilizations, as evidenced by one of the largest Education strikes. By recognizing and valuing knowledge and competences, there is a significant contribution to the teaching profession. However, it is essential to question the determinations of regulations, which can directly influence teachers' subjectivity. In the researched institutions, it was observed that the adherence to RSC is considerable, with approximately 52% of the effective teaching staff of IFMG and 33% of CEFET-MG possessing RSC, with the majority holding level III (master's degree, which, combined with RSC III, is equivalent to a doctorate). In the context of the influence of neoliberalism and governmentality practices, there is constant pressure on public schools to adapt to market demands. In the scope of RSC, the competences to be valued and the knowledge to be disseminated emerge as elements continuously influenced or directed, subtly, by the subjectification/objectivation policies promoted both by the Federal Government, in establishing general guidelines, and within each institution, in determining the weight and criteria for such guidelines.

13
  • CLAUDIA HELENA DA GLÓRIA SILVA MENDES
  • PROCESSES AND DISCOURSES IN PUBLIC POLICIES FOR SPECIAL EDUCATION IN MINAS GERAIS: from the ivory tower to the ground, the discourses spin.

  • Leader : LUCIANA APARECIDA SILVA DE AZEREDO
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • NATALIA COSTA LEITE
  • Data: 12 avr. 2024

  • Afficher le Résumé
  • From this and many other questions surrounding SAEE, there arises the need to seek alternative references in the Special Education Service Centers of the Federal Network of Professional, Scientific, and Technological Education, anchoring this research in the discursive analysis of official documents of the Educational Public Policy of Special Education in Minas Gerais - which substantiate and organize the functioning of these services and interventions - intertwined with professional experience in SAEE, problematizing the conditions of production of normative statements and seeking to trace the senses that emerge from them regarding professionals and students with subjective impasses or obstacles, such as, for example, and albeit indirectly, those labeled with ADHD, paying attention to the relationships between linguistic and discursive structures and the neoliberal rationality of the contemporary educational management model and the type of subject it aims to produce. This research is theoretically and methodologically supported by the interfaces between Discourse Analysis, specifically the French current, the Theory of the Four Discourses of Lacanian Psychoanalysis, cartography, and documentary research, following an archaeo-genealogical perspective. This investigation is situated in the Research Line covering studies and research on formative processes in the areas of Professional and Technological Education (PTE), within which lies the Accessibility and Inclusion Support Center (NAAPI), whose organizational and operational regulations were studied. As results of the research, we highlight, as one of the effects of meaning produced in/by the discourse of legislation, the erasure of the singular and the subjective, as well as the term cooperation in legal propositions for the so-called disabled subject, and, conversely, the repeated presence of the terms competencies and skills, aligned with neoliberal rationality; as an effect of the increasing circulation of university discourse in schools, we find the multiplication of cases of students who exhibit restless, inattentive, undisciplined behaviors, which may be labeled as ADHD; as effects of a biologizing conception of ADHD in the Public Policy of Special Education of SEEMG, we locate the increase in requests for Specialized Educational Assistance (SEA) teachers.

14
  • JULIANA DE ÁVILA FERREIRA
  • MINAS GERAIS PENITENTIARY POLICE: genesis, vicissitudes, professional qualification and female presence in the profession

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • CARLA SIMONE CHAMON
  • LÚCIO ALVES DE BARROS
  • Data: 12 avr. 2024

  • Afficher le Résumé
  • The Penitentiary Police of Minas Gerais had its legal recognition and became part of the Police Force of the State of Minas Gerais - together with the Civil Police, the Military Police and the Fire Department -, from the year 2019, upon approval of the Amendment to the Federal Constitution nº 104. Despite being a recent police force, the internal custody of prisoners, the external custody of prison establishments and the maintenance of prisoner discipline in the State date back to the colonial period. As part of the Municipal Administration, it began in 1711, when the first villages were founded, with their respective Chambers and Jails. At the time, until recent years, such functions were performed by the so-called jailers, later called Penitentiary Agents. Currently, with a workforce of more than 17,000 men and women distributed throughout the State, the Minas Gerais Criminal Police carries out diverse activities, is linked to the Public Security Secretariat (SSP-MG) and is an occupational locus little studied in academic research. , with its genesis, vicissitudes and organizational forms still unknown to society in general. Thus, the present research using a Phenomenological, Descriptive and Qualitative Approach, using the Historical Method as a procedure for collecting and systematizing findings in files, documents and legislation available in the Mineiro Public Archive and in three older prison units in Minas Gerais: Neves Agricultural Penitentiary, Judiciary Manicômio and Women's Penitentiary, aims to bring to academic debate the genesis of the profession, the changes it has undergone, highlighting the entry of women into its occupational framework. The results reveal that the linking of the custody of prisoners to state power occurred in the republican period, when matters related to justice, among others, were delegated to the Secretariat of State for the Interior, established in 1891. It was also verified that In Minas Gerais, the first predecessor of the current Penal Police was the Guard, whose first functional records date back to the beginning of the 20th century, when the first penitentiaries were established in the State. As for the exercise of women in the profession, the oldest settlements date back to 1931, when two women were hired as Guards to work at the Judicial Asylum. This finding, at worst, places criminal police officers as pioneers in public security in the State of Minas Gerais, given that women joined other state security bodies from the 1970s onwards. The discussions presented are expected to provoke reflections on the history and relevance of the Criminal Police in Public Security in the State of Minas Gerais over the years and encourage new research in this professional locus.

15
  • ROSÂNGELA APARECIDA MACIEL DE FREITAS AMARAL
  • GIRLS' MOTIVATION FOR STEM FIELDS: a case study in a School of theRede Estadual de Educação de Minas Gerais

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ELISANGELA MARTINS LEAL
  • GLAUCIA MARIA DOS SANTOS JORGE
  • ADRIANA MARIA TONINI
  • Data: 26 avr. 2024

  • Afficher le Résumé
  • The history of the Western world of work is marked by the subjugation of women, linking them to domestic and familial roles. Only after the French Revolution and the Industrial Revolution of the 18th century did women begin to be effectively included in the world of work and to fight for political and social rights. Despite this inclusion and advances toward equity, gender inequality in the world of work persists, manifested in lower wages and fewer opportunities for women. In the educational sphere, this logic of subjugation and gender inequality has also been reproduced. Women have faced and still face obstacles to accessing quality and equal education, especially in STEM (Science, Technology, Engineering, and Mathematics) fields. The lack of encouragement and representation in these areas also reflects in basic education, contributing to the lower interest of girls who are often directed towards fields considered more "suitable" for the female gender. In the Rede Estadual de Ensino de Minas Gerais, this situation is exacerbated by the lack of public policies and lack of specific data about female students in high school, highlighting the need to better understand how girls are perceived by the education system and how the girls perceive their own social and educational reality. Therefore, this research aims to analyze the interest and motivation of female students from the Rede Estadual de Ensino de Minas Gerais in STEM areas. Through a case study at Escola Estadual Professor Hilton Rocha, the factors that still reproduce a gender segregating logic and keep girls away from these areas are examined, as well as the factors that can encourage them to develop an interest in STEM. The impacts of factors such as historical, cultural, and social context of gender inequality are explored, as well as the influence of family, media, and school on girls' choices in the mentioned areas. As a result, the study seeks to provide insights into how girls are influenced in their educational choices, especially regarding STEM areas, stimulating the creation and strengthening of public policies aimed at gender equality in the Rede Estadual de Ensino de Minas Gerais.

16
  • DANIEL MOTA RICARDO
  • ANALOGY ELECTRICAL CIRCUIT X HYDRAULIC CIRCUIT: PEDAGOGICAL POTENTIALS OF A DIGITAL PROTOTYPE OF AN ANALOG MODEL FOR TEACHING BASIC CONCEPTS IN ELECTRODYNAMICS

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • ALEXANDRE FAGUNDES FARIA
  • VINICIUS CATAO DE ASSIS SOUZA
  • Data: 29 avr. 2024

  • Afficher le Résumé
  • This dissertation presents the results of a master's research in Technological Education, conducted in the field of studies on Physics Teaching grounded in analogies and models, within the context of a research line on Educational Practices and Educational Technologies. Its research object is the pedagogical potentials of an analog model of an electric circuit built through digital prototyping for use in teaching basic concepts of Electrodynamics. As the study of Electrodynamics involves highly abstract concepts, the use of models and analogies is particularly important in teaching and learning this subject. Analogies are employed in Physics education to encourage students to associate supposedly more familiar and known phenomena with the physical phenomena under study. In teaching basic concepts of electrodynamics, a widely used analogy by teachers in the classroom and in textbooks is the analogy between hydraulic and electric circuits. Models, in turn, can be seen as bridges between scientific theory and the world as we experience it, and can be used for a variety of purposes. Among different types of models, we will work with those planned and materialized as educational resources, based on analogies to represent a target physical phenomenon. These models, called analog models, can be significant mediating resources for teaching Electrodynamics because they enable abstractions to be materialized, and analogical relations to be grouped, stimulating integrated learning of these concepts. In this context, this research was guided by the following question: Considering both structural, semantic and pragmatic aspects, as well as the perceptions of Physics teachers, how does the use of an analogical model, based on the comparison between hydraulic and electric circuits and developed through digital prototyping, contribute to the teaching of basic concepts of Electrodynamics? The investigative method employed to answer the research question involved exploring some comparisons made between hydraulic and electric circuits by grouping elements and relations of this analogy in the construction of a digital prototype of the analog model. After digital prototyping, content analysis of interviews conducted with teachers of professional and technological education at the secondary level, and structural mapping of this model was performed. These two stages allowed us to make inferences regarding the pedagogical potential of this resource for use in teaching basic concepts of Electrodynamics. The results indicate that the prototyped analog model is a didactic artifact with promising potential, favoring the understanding of fundamental physical quantities in the study of electric circuits, such as electric current, electric potential difference, and resistance to the passage of electric current.

2023
Thèses
1
  • DAVYSON DEMMER GUIMARÃES BARBOSA
  • Work, production and education in Adam Smith's theory

  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • SABINA MAURA SILVA
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • ANTONIO JOSE LOPES ALVES
  • Data: 1 févr. 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research, presented to the Postgraduate Program in Technological Education of the Federal Center for Technological Education of Minas Gerais, has as its object of study the thought of the Enlightenment philosopher Adam Smith, inserting itself in the line of research I - Fundamentals of Technique, of Technology and Work within the scope of Technological Education. Through an immanent analysis, goes through the two main works of this author – The Theory of Moral Sentiments and The Wealth of Nations – in order to explain the relationship between work and education, from the conceptions, concepts and categories that support the thought of Smith, aiming to present the importance that Smith gives to technical development, work and education for social development. In this sense, it exposes how Adam Smith thematizes work, the relationship between ethics and division of labor, expanded cooperation in industrial work, the relationship between technical development and social development, the relationship between work and education. Furthermore, it discusses the influences of the liberal doctrine, of which Smith is one of the formulators, in the Brazilian educational context.

2
  • JORGE WENCESLAU DOS SANTOS
  • VIEWS ON REPRESENTATIONS IN SKYRIM: electronic games in medieval history
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • ALEXANDRE DA SILVA FERRY
  • ANDRÉIA DE ASSIS FERREIRA
  • Data: 5 mai 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • Considering the cognitive value of the conceptual metaphor and its epistemological status from this perspective, the use of metaphors in teaching, as well as the possibilities of the electronic game as a pedagogical instrument in the teaching of History, we were interested in analyzing the appreciable metaphorical representations in The Elder Scrolls V : Skyrim (BETHESDA, 2011), electronic game that has numerous similarities between its audiovisual characteristics and Medieval Scandinavia. The general objective is to analyze the electronic game The Elder Scrolls V: Skyrim (BETHESDA, 2011), seeking to identify and verify possible metaphorical relation between its audiovisual representations and their equivalences in Medieval Scandinavia, as well as to undertake reflections on the possibilities of electronic games as tools in teaching. As a specific objective, this dissertation intends to contribute to Technological Education and to the teaching of History through the metaphorical analysis of the electronic game, considering it as a technology applicable to teaching, thus revealing metaphorical relations that open possibilities for later use as pedagogical instrument, in a context in which fluency in technology has established itself as one of the main educational demands of contemporary man. This dissertation has a descriptive character, as it focuses on the way in which the metaphors are presented in the context of the game in question, thus suggesting the establishment of relations between it and scientific historical knowledge. From this perspective, it is possible to divide the investigation path into two major stages, namely: a) the bibliographical research that will form the technical and theoretical basis through the reading and analysis of academic texts on the themes Metaphors, Representation, Electronic Games and Medieval Scandinavia, b) empirical research, which consists of two phases: phase 1 - analysis of the electronic game The Elder Scrolls V: Skyrim (BETHESDA, 2011), seeking to identify possible metaphorical relations between some of its audiovisual representations and their equivalences in Medieval Scandinavia and phase 2 - the creation of tables illustrating the relations between the domains of metaphors in order to establish the proposed categorization through a mapping of these parallels. The results point to several metaphorical relations between the game and Medieval Scandinavia that can be used in History teaching, opening up possibilities for new research.

3
  • LUIZA NATHALIA DE CARVALHO
  • EFFECTS OF THE DIDACTIC USE OF VIDEO PROCESS AND EXPERIENTIAL LEARNING THEORY IN TEACHING AND LEARNING IN A MEDIUM LEVEL TECHNICAL COURSE

  • Leader : TEREZINHA RIBEIRO ALVIM
  • MEMBRES DE LA BANQUE :
  • TEREZINHA RIBEIRO ALVIM
  • IVO DE JESUS RAMOS
  • MAURICIO SILVA GINO
  • Data: 11 mai 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • It is true that we live in times of transformation. The COVID-19 pandemic, which brought to the world a reality of social isolation, remote work and virtual relationships, was just one of the factors for the acceleration of global changes. In education, the need to rethink teaching practices has become even more evident, especially with regard to science and technology. Thus, through this research, we propose a study that relates David Kolb's Experiential Learning Theory (ELT) with Joan Ferrés' Videoprocess concept, aiming to understand how this process could contribute to the learning of technical-scientific knowledge. The ELT argues that learning is directly linked to the student's experience and that he/she follows a cyclical path, called the Learning Cycle, experiencing, reflecting, thinking and acting. Videoprocesso allows students of scientific disciplines to act in all stages of video production, from research to editing, being active subjects of learning, learning during the process and not just through a finished work. In this way, we propose that students of a technical course in Chemistry, unable to work in the laboratory due to the social distance resulting from the COVID-19 pandemic, produce videos that report specific themes of a discipline. During the activity, they had the support of the class teacher to validate the scientific themes and content; and with my support, if they needed help with the technical issues of producing an audiovisual. In the following semester, we repeated the activity with a classroom group. We observed that, in addition to the good involvement with the discipline and the retention of its content, as they themselves reported throughout the experiment, the students were successful in building an audiovisual capable of passing on correct information and educational activities, acting simultaneously as producers and receivers of content.

4
  • JULIANA MENDONÇA RODRIGUES
  • THE MEANING ATTRIBUTED TO WORK BY YOUNG COURSE STUDENTS AND GRADUATES FROM PROFESSIONAL LEARNING PROGRAMS IN THE METROPOLITAN REGION OF BELO HORIZONTE

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • JOSE GERALDO PEDROSA
  • FABIANA DA CONCEICAO PEREIRA TIAGO
  • Data: 19 juin 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • Work for children under sixteen was prohibited in 1988 by the Constitution of the Republic, except as an apprentice. The Professional Learning Program - PAP is regulated by the Labor Consolidation Laws, which underwent changes throughout history, and defined parameters for hiring adolescents, young people and adults, aged fourteen to twenty-four years. In addition to formal assisted work, the PAP is a professional training course, directly related to the Thematic Axis IV - Educational Practices and Educational Technologies. This study aims to understand the meaning attributed to work by students and graduates of the PAP in the Metropolitan Region of Belo Horizonte, through qualitative research. Data collection took place in two stages, the first through questionnaires and interviews, and the second through a focus group. For data analysis and discussion, categories based on the researched literature were created. It was possible to verify, among other information, that the participants consider work a way to integrate and to correspond to a socially accepted lifestyle, which is considered by young people as a natural and fundamental path in their lives.

5
  • CÉZAR VIEIRA FERNANDES
  • Analysis of Follow-up Policies for Graduates of Postgraduate Programs in Professional and/or Technological Education in Brazil

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • MARIA ADELIA DA COSTA
  • RONALDO LUIZ NAGEM
  • Data: 22 juin 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This study aims to analyze the policies implemented by stricto sensu Postgraduate Programs in Professional and/or Technological Education in Brazil for monitoring their graduates. Professional and Technological Education has gained significant prominence in Brazil, owing to its crucial role in the country's economic and social development. Consequently, the analysis of monitoring policies for postgraduate courses in this field emerges as a relevant and necessary topic for enhancing the quality of education. To accomplish the stated objectives, a comprehensive literature review was conducted to examine stricto sensu Postgraduate Programs in Professional and/or Technological Education in Brazil that have implemented monitoring policies for graduates and to understand the methods employed for implementation. This survey was conducted by analyzing the websites of the institutions responsible for these programs. The findings reveal that the majority of programs employ some form of graduate monitoring, utilizing questionnaires, interviews, or other data collection methods. Moreover, there is significant variation in the graduate monitoring policies among the analyzed programs. Some institutions have well-structured and comprehensive policies, while others are in the early stages of implementation or have simpler, more specific policies. However, despite the existence of CAPES' evaluation form, it is crucial to reflect on the necessity of reevaluating this tool to ensure that the quantitative aspect of production is not disregarded. Instead, it is essential to develop instruments that comprehensively evaluate the educational products and processes of the programs, taking into account the cultural, social, and humanistic development of the graduates. This broader and integrated approach would provide a more comprehensive and insightful assessment of the quality of education offered by postgraduate programs in Professional and/or Technological Education.

6
  • JUNIO CÉSAR FLORENTINO
  • CIRCULATION OF KNOWLEDGE AND VALUES OF CIVIL ENGINEERING ON YOUTUBE: AN ATLAS OF ERGOLOGICAL INSPIRATION FROM THE CHANNEL "ENGENHEIRO AJUDA!"

  • Leader : ADMARDO BONIFACIO GOMES JUNIOR
  • MEMBRES DE LA BANQUE :
  • ADMARDO BONIFACIO GOMES JUNIOR
  • ESTELA APARECIDA OLIVEIRA VIEIRA
  • BRUNO VASCONCELOS DE ALMEIDA
  • Data: 23 juin 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • Two billion users access YouTube every month in search of content that satisfy their economic, political and social interests, consuming more than one billion hours of its audiovisual collection daily. In Brazil, 150 million people connect to the socio-digital platform with the aim, among other interests, of improving skills or learning new things. The desire for assertive information engages users in productions organized in playlists of established channels on YouTube. In order to reveal circulations of knowledge and values, we mapped a civil engineering channel hosted on this platform. For such, we critically analyse, from an ergological perspective, the practices of producing and sharing civil engineering content on the “Engenheiro Ajuda!” channel. In the past, the circulation of civil engineering knowledge and values was restricted to organized groups – academics, sector professionals and class associations. Currently, accessing YouTube and searching civil engineering channels in search of tutorials are within reach. This research is part of research line I – Fundamentals of Technique, Technology and Work in the context of Technological Education. Seeking to give visibility to the dissemination of knowledge in the socio-digital territory, we prepared an atlas of ergological inspiration for the “EA!” channel. To make it, we selected concepts from the ergological démarche, understood as “ergological clues”, which were used as analytical categories, allowing the location and mapping of the lines of forces that support and convey audiovisual products, dissemination of knowledge and values of civil engineering on Youtube. The cartography of the lines of forces showed both the norms – regulatory, prescribing and modulating – that affect human interactions and productions, as well as the renormalizations undertaken by the interactors that build, diversify and amplify the assets gathered in the digital files of the aforementioned channel. Therefore, the circulation of civil engineering knowledge and values on YouTube involves human and corporate actors, generating heritages that serve the life projects of their community.

7
  • MARCELO BRAGA SANDER
  • Scientific dissemination on YouTube: pedagogical implications of using videos by students of Professional and Technological Education

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • MARCIA GORETT RIBEIRO GROSSI
  • DELCIO JULIÃO EMAR DE ALMEIDA
  • Data: 23 juin 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This study is situated within the research area of "Educational Practices and Educational Technologies," specifically focusing on the utilization of videos for scientific dissemination and science popularization on YouTube by students in Technological Education (High School Technical Professional Education - HSTPE). The study adopts the Social Semiotic Multimodal Theory (SSMT) proposed by Gunther Kress. The aim of the research is to investigate the viewing habits of HSTPE students, including the most frequently visited channels and disciplines, and whether these views are influenced by teachers or initiated by the students themselves. Additionally, the study explores how students curate the content they consume, examining the selection process, the effectiveness of the videos for learning, their frequency, and other related aspects. The SSMT views meaning and form as interconnected within a sign, which is produced according to the interests of the creators in specific situations. Consequently, this research seeks to comprehend the relationship between scientific audiovisual production, encompassing both dissemination and popularization, and its potential impact on HSTPE students' understanding of classroom content. The data for this study were collected through an online formulary on the Google Forms platform during the last six months of 2022. It is considered a basic research inquiry, employing a quali-quantitative approach to explore a phenomenon. The findings indicate that the audience engagement with these videos contributes to enhanced learning. The study also reveals semiotic similarities among the most viewed channels, particularly those with the highest number of followers and views. Further details regarding these factors are presented in Chapter 5. Additionally, the research participants reported a perceived lack of guidance from teachers regarding online video recommendations.

8
  • KALINA LÍGIA CORREIA FIGUEIREDO DA SILVA
  • EDUCATIONAL SOFTWARE: CONTRIBUTIONS TO ACCESSIBILITY AND PROCESSES OF TEACHING AND LEARNING FOR THE DEAF

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • MARIA ADELIA DA COSTA
  • ANA MARIA CLEMENTINO JESUS E SILVA
  • Data: 14 juil. 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This study aims to identify and analyze educational software that promote accessibility, favoring the teaching and learning processes of the deaf. This dissertation is part of the Master's Course in Technological Education at CEFET-MG, in research line IV, which has Educational Practices and Educational Technologies as its thematic axis. Considering the qualitative nature of the research, we opted for the methodological use of bibliographical analysis, in which we identified and analyzed the educational software developed for the deaf. The universe of this research are academic productions published in scientific journals, books and websites of the Brazilian State. The theoretical conception that guides this study is based on the Vygotskian perspective, with contributions from the psychology of learning and development and the foundations of defectology. The results show that most of the educational software available for the deaf is aimed at translating Portuguese into Libras. There were also applications for smartphones, games, multilingual digital dictionaries and text, audio and video translators that use sign language to teach Libras. Regarding CEFET-MG, we identified that the institution does not use educational software in the teaching and learning processes of deaf students, using the interpreter to bridge the communication between teachers and students in the classroom, using only the translation from spoken language to sign language. We also verified that in the last three years only three deaf students enrolled in the institution, which we consider a small number in relation to the total number of students enrolled annually. The analysis of the results shows that the use of educational software has become increasingly common in school education, contributing to make pedagogical practices more inclusive and favoring, in particular, the teaching and learning processes of the deaf. We found that technologies, when placed with pedagogical objectives, favor didactic purposes, as information when associated with visual resources provides a strong visual appeal. Thus, we believe that educational software can more effectively favor the education of the deaf.

9
  • SIMONE MENDES DE ALMEIDA PARDINI
  • Discourses of Virgílio Martins de Mello Franco in the Minas Gerais Senate on Education and
    Vocational Training (1891-1922)

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • JAMES WILLIAM GOODWIN JUNIOR
  • Data: 2 août 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation aims to present the results of the Master's research on "The Discourses of Virgílio Martins de Mello Franco in the Minas Gerais Senate on Education and Vocational Training (1891-1922)" conducted within the framework of the Postgraduate Program in Technological Education (PPGET). The proposal is to study Senator Mello Franco by reconstructing his family background, professional trajectory, and intellectual contributions from 1891 to 1922, in order to analyse public education and how it was conceived as a transformative instrument for society through his speeches in the Minas Gerais Senate. The Annals of the Minas Gerais Senate were considered as a source to analyse Mello Franco's discourses, following the concept of repertoire as appropriated and redefined by Angela Alonso (2002), after delving into Mello Franco's biography. The available sources will be from the Annals of the Minas Gerais Senate. The theoretical framework of Charles Tilly, as viewed through Angela Alonso's perspective on the concept of repertoire, will be employed as a theoretical reference for analysing the source material. Additionally, the French Discourse Analysis methodology proposed by Patrick Charaudeau will be utilized, enabling us to comprehend political discourse as a language practice and its cultural and social realities.

10
  • CLEYDE SOARES ROCHA
  • Alternating Cycle Pedagogy and Professional Technical High School Education (EPTNM): a review of the academic production in the period from 1977 to 2021

  • Leader : AILTON VITOR GUIMARAES
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • JOSE GERALDO PEDROSA
  • MARIANA JAFET CESTARI
  • Data: 2 août 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research has as its object the studies about the Alternating Cycle Pedagogy in the context of professional technical high school education (EPTNM) in Brazil and its objective is to review the academic production that deals with the theme and its problems in the period from 1977 to 2021, taking into account its approximations, applications, and challenges in the courses of this level of education, as well as those related to rural education. This is qualitative research, whose main methodology was the literature review on the subject. The hypothesis considered here is that the methodology used in the Alternating Cycle Pedagogy could be applied to the EPTNM, providing a formation in courses whose syllabus goes beyond the activities developed in the field. The results that we reached corroborate the scarcity of research in the area but reinforce the idea that the works developed in and about the field are powerful in the sense that they present important initiatives. Besides, it was perceived that in many places the Alternating Cycle Pedagogy is already linked to the EPTNM, and what is still a barrier is the offer of courses that are sustained through this educational system, because, in its majority, they are courses related to agriculture, fishing and agroecology.

11
  • MICHELLI HENRIQUES CAMPOS
  •  

     
     
    CEFET-MG's Retention Policies for Vocational and Technological Education in Emergency Remote Learning
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • CLESIO ADMAR TEIXEIRA
  • IVO DE JESUS RAMOS
  • MARIA ADELIA DA COSTA
  • Data: 3 août 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This study analyzed the policies and actions of retention implemented at CEFET-MG, Divinópolis campus, with the aim of understanding the measures to combat dropout during the pandemic. Dropout is a global problem that affects educational institutions at all levels, characterized by students leaving prematurely before completing their courses. The causes of dropout can be diverse, including financial difficulties, academic challenges, and lack of motivation. Retention policies are implemented by institutions to increase student retention and ensure successful course completion. The study focused on technical professional education, which provides vocational training for high school students. Data was collected at the Divinópolis campus in Minas Gerais through institutional documents. Additionally, a literature review was conducted to provide context on dropout and the measures taken to address it. School dropout is a challenge that requires collective action from the school community, including students, teachers, administrators, and staff, recognizing that everyone plays an educational role in the school environment.

12
  • JULIANA CARLA PESSOA
  • EUROSCIENCE IN THE LICENTIATE PROGRAMS OF BRAZILIAN FEDERAL INSTITUTES

  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • TULA MARIA ROCHA MORAIS
  • LUCIANA HOFFERT CASTRO CRUZ
  • MARIA ADELIA DA COSTA
  • Data: 3 août 2023
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • his study discusses the research results conducted in the Master's Program in Technological Education at the Federal Center for Technological Education of Minas Gerais (CEFET-MG). The objective was to examine the incorporation of educational principles from neuroscience in the teacher education courses offered by the Federal Institutes (IFs) within the Federal Network of Professional, Scientific, and Technological Education (RFEPCT). A survey was conducted on the websites of the 38 IFs to identify whether these educational principles related to neuroscience were mentioned in the Pedagogical Plans of the courses (PPC) and/or in the curriculum matrices. In other words, the aim was to determine if neuroscience applied to education is present in the teacher education process. The survey of scientific research on neuroscience applied to education, in teacher education programs, using repositories such as the Coordination for the Improvement of Higher Education Personnel (CAPES), indicated a minimal integration or interaction of neuroscience with education. It is important to note that the researcher's understanding underpinning the analysis of the collected data is that neuroscience studies and research can contribute to teacher education, particularly in understanding how the human brain learns. However, it should also be considered that the field of neuroscience, specifically regarding the learning process, should also align itself with the science of education. Thus, the research points to a lack of dialogue between these areas, representing an unexplored niche, as the percentage of courses that have embraced these discussions is still very small compared to the total number of teacher education programs offered by this educational network. The data showed that the presence of neuroscience studies in teacher education courses within the IFs is still limited.

13
  • MARIA VARDILENE DE OLIVEIRA
  • INTELLECTUAL PRODUCTION IN BRAZILIAN GRADUATE COURSES ABOUT SCHOOLS FOR ARTIFICIAL APPRENTICES: THE STATE OF THE ART

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • OLIVIA DE MORAIS DE MEDEIROS NETA
  • PABLO MENEZES E OLIVEIRA
  • Data: 9 août 2023
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  • In this dissertation, we propose to present the State of the Art of producing master's and doctoral dissertations in Brazilian stricto sensu postgraduate courses about the 19 School of Artificers Apprentices created in 1909 until they were renamed Industrial Lyceums in 1937. Two different types of research on this federal network of primary and free vocational schools appeared in the study, one at the general level focusing on the national context, and the other at the specific level focusing on the state context of the location of the schools. A total of 23 projects, 15 dissertations and 8 thesis, were selected from the 1980s to 2020s, including the first locations of the work. From the states of Bahia and Maranhão, respectively, one thesis and one dissertation were located, which, although they do not specifically address the schools in these states, dedicate part of the research to them. No productions were found regarding the schools in Pernambuco and Piauí. Besides the gap regarding the four schools, no State of the Art work on the School of Artificers Apprentices, indicating the need to address the demand and fill the gap regarding the issue, in order to produce organized knowledge about the studies already conducted on the subject. The research problem proposes to discuss: what does the knowledge production reveal about these schools in the dissertations and theses defended in stricto sensu postgraduate programs in Brazil from 1980 to 2020? From this corpus, source, and research object, based on Bardin's content analysis (2016), four categories of analysis emerged: school spaces, school agents (directors, teachers, and workshop masters), school subjects (apprentices), school times, and school knowledge. In the corpus, it was identified that in the execution of the Schools' functionalities, there were difficulties such as a lack of qualified personnel and a curriculum framework for courses and workshops, inappropriate buildings, as well as school dropout and repetition. It was also observed that, in general, the production analyses the relationship between what was proposed in the legislation and the implementation of the schools, based on the social, political, and economic dynamics that led to their creation and the transformations that occurred in the transition period from the Empire (free labour) to the Republic (wage labour). Furthermore, the researchers' approaches allowed us to understand that, despite their genesis as a federal system of vocational education, the schools had peculiar aspects that corresponded to the local context, and they were not always able to follow the legal prescriptions. Due to the breadth and complexity presented by the proposed topic for discussion, a possible synthesis of the answers obtained in this research could be one that attempts to express the trajectory of these schools as educational institutions created in a tangle of interests and changes in the country, which experienced difficulties in carrying out their functionalities, ultimately leading to their transformation into Industrial Lyceums. Therefore, this dissertation consists of an exercise in synthesis, an initial effort to systematize this knowledge that does not exhaust the possibility of further analysis on what has already been produced regarding these schools.

14
  • KEREN ÍNGRID AMORIM
  • Schooling for rural workers in Minas Gerais: The Fazenda do Rosário Institute (1947 - 1972)

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • LEONARDO DOS SANTOS NEVES
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • Data: 10 août 2023
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  • Developed under the scope of the History of Education, this dissertation seeks to understand the process of schooling of the rural worker in Minas Gerais, from the historical production of the Instituto Fazenda do Rosário, located in the city of Ibirité, MG, in the period from 1947 to 1972, in order to produce historical knowledge about the process of workers' schooling in the analyzed context. We sought to map the sources that address the theme of the process of rural workers' schooling at Fazenda do Rosário and analyze the information and data related to the activities developed at the Institute, which aimed at the rural workers' schooling. Taking as a time frame the motivations of the researcher and educator Helena Antipoff for the organization of rural education at Fazenda do Rosário.  We used publications from the regular press of the 20th century, which dealt with the repercussion of the Organic Law of Agricultural Education of 1946 in Minas Gerais. As a main source, we used volume IV of the "Coletânea das Obras Escritas de Helena Antipoff", which is dedicated to Rural Education at the Rosário Farm in Minas Gerais. This specific volume deals with work as the foundation of education and teacher training. Among the final considerations, we saw that Helena Antipoff's vision emphasizes the importance of interaction between school, community, and society, one of its primary features being the creation of opportunities for students to engage in social, cultural, and environmental issues. Such an approach results in a school culture that fosters the development of essential skills for the full exercise of citizenship through work. However, some authors indicate that Antipoff's perspective can also be interpreted as belonging to a technical education model, whose goal is to meet the demands of the labor market. This perspective, despite its influence at the time, is questionable in a democratic and pluralistic society. We consider that the educational proposal developed by Helena Antipoff on the one hand, seeks to support the full development of students, considering their individual needs and promoting an inclusive learning environment. On the other hand, it also seeks to implement an institutional model capable of preparing students for the labor market, involving them in productive force.

15
  • KERLEY RAIDAN FERREIRA
  • The institutionalization of social service school training in Minas Gerais

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • FLAVIO RAIMUNDO GIAROLA
  • Data: 15 août 2023
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  • This dissertation should be perceived in the context of the vigorous debate within the field of Social Work regarding its history in Minas Gerais, as part of a broader project to rethink the role of the social worker in the economic and social formation of the state of Minas Gerais. It also examines the institutionalization of the School in Belo Horizonte and its various forms of engagement with social movements, the state, and capital. The general objective is to understand how the process of institutionalizing the School's Social Work education occurred in Minas Gerais, considering its multidimensionality, which includes understanding its trajectory and life cycle between the 1940s and 1950s. The specific objectives are to map the regulations that governed the institutionalization of the School of
    Social Work education in Minas Gerais, identify information and data regarding the educational formation of Social Work in Minas Gerais from the mapped sources, and analyze the main institutionalization activities that influenced the educational formation of Social Work in Minas Gerais.

16
  • MARCELO VLADIMIR CORREA
  • The Ethos Formation of Ostensive Police: A Study under the vision of linguistics Science

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • FRANCIS ALBERT COTTA
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • Data: 31 août 2023

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  • The Ethos formation of ostensive police: a study under the vision of linguistics science, it explores the doctrinal framework of operational conducts, perpetrated by Minas Gerais militar police and used at the police training center (PTC) and in the formation processes of military officers' professional education. The research goal is to identify the officers' verbalization, the first level of diferentiated use of force (DUF), that permeates all gradation of force used by the police as element of persuasive interdiscurse from the officer. The concept of applied interspeech is used in the analysis of Patrick Chareaudeau and of Dominik Maingueneau' speeches, authors of Speech analysis French school. According to quotations from these authors, the different speeches presence, in the different moments of history, and at the different social places, mingle in the interior of a discursive formation of the ostensive officers in MG. For this reason, it was opted to develop a documental research, in which the corpus material comprises the guidelines and the techno-professional manuals forming, through this manner, the union of guidelines applied in ostensive police operations. The results of the research, according to the speech analysis, shows the presence of police verbalization as an interdiscursive element and linguistic mark in the documental corpus, mainly in the techno- professional manuals, with 87% of the accountings. The production of the guidelines framework occured between 2009 and 2022 highlighting the concept of military police education as a continuous process, in which the essence is specific and professionalizing, and developed through teaching research and extensions.

17
  • CAMILA DE AGUIAR
  • AFFECTIVENESS IN DISTANCE EDUCATION: A CASE STUDY IN A DEGREE COURSE
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • IOMARA ALBUQUERQUE GIFFONI
  • VANDERLEI SOELA
  • Data: 31 août 2023
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  • to emerge. Considering this recent theme, especially associated with Distance Education (EaD), the objective of this master's research was to analyze the affective relationships between EaD actors (students, teachers, tutors) and how they contribute to learning, involvement and student engagement. In the Theoretical Reference, according to the scholars who support these themes, it was explored about: Professional and Technological Education, EaD in Brazil, Affectivity in the learning process, the main actors of EaD, Social Presence, affective bonds and of the criteria that indicate an effective relationship in EaD. In this context, research with a qualitative approach was carried out and, according to the objective outlined, it was of the descriptive type. Regarding technical procedures, a case study was used. Finally, as a data collection instrument, the questionnaire was chosen. The research was carried out in five stages. In the first stage, there was a survey of the criteria that point to an affective relationship and how they promote affectivity; In the second stage, the identification of how the relationships between student-tutor, student-teacher, student-student occur was identified. In the third stage, it was verified whether the feedback of the activities received by the students are positive. In the fourth stage, it investigated the interventions of tutors, teachers and pedagogical staff and how they contribute to affectivity in the Virtual Learning Environment (VLE). And, finally, in the fifth stage, the identification of how students perceive the creation of affective bonds with their teachers and tutors during their learning was carried out. The results found allowed us to conclude that there is still a long way to go in order to favor affectivity in the distance teaching and learning process. It was found that teachers seek to provide different teaching strategies in order to contribute to the students' learning process. However, they are still unable to enhance relationships in order to establish an effective contact with students, using the tools available in the VLE, as it is exclusively through this environment that teachers establish contact with students. Therefore, there is still a gap to be filled for this process to be more interactive, less mechanized, and more effective.

18
  • LIÉGE APARECIDA COSTA ALVIM
  • Worldview and life projects of middle-class students who attended the Middle Level Technical Professional Education at RFEPCT

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • ELAINE KENDALL SANTANA SILVA
  • JOSE GERALDO PEDROSA
  • MARIA ISABEL RIOS DE CARVALHO VIANA
  • Data: 31 août 2023
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  • This dissertation focuses on the life projects and worldviews of middle-class integrated-mode students from private schools who received a Medium Level Technical Vocational Education (EPTNM) at the CEFET-MG from 2017 to 2019. Drawing inspiration from previous research by Simões (2019), which centered on students from public schools benefiting from the Affirmative Action Quota Law, this study seeks to understand the experiences of young individuals in the EPTNM environment within the Federal Network of Scientific and Technological Professional Education (RFEPCT), and how this environment has influenced their worldviews and their life projects. To do this, a qualitative investigation was conducted, employing semi-structured interviews with six CEFET students aged between 20 and 21 years. The theoretical framework supporting this research draws from studies by Simões (2019), and Velho (1999), specifically on life projects and worldviews. Using this approach, the study successfully identified this, while exploring their perceptions on these aspects. The findings of this study revealed that the experiences with EPTNM within the RFEPCT are extensive, intense, and encompass various forms of interaction, consequently leading to profound transformations in student outlooks, autonomy, and maturity. These changes facilitated a broader, more reflective, and redefined understanding of how young people perceive, engage with, and act in the world. The heightened interest among the students in relation to topics like politics and society was particularly noteworthy. Additionally, despite belonging to privileged socioeconomic backgrounds, middle-class youth displayed concern for the impoverished portions of society. This indicates that the education provided by CEFET-MG plays a significant role in cultivating critical consciousness amongst its students.

19
  • GUILHERME RANCANTI RIBEIRO
  • Why Nietzsche Makes Sense in Philosophy of Technology

  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • SABINA MAURA SILVA
  • DANIEL FILIPE CARVALHO
  • JELSON ROBERTO DE OLIVEIRA
  • Data: 1 sept. 2023
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  • This dissertation explores the intersections between Friedrich Wilhelm Nietzsche and the Philosophy of Technology. The study arises from the observation that the author’s name either does not appear or is only discreetly present in introductory reference works in this field of knowledge. Conversely, specialized studies already acknowledge Nietzsche as a philosopher who contemplated technology. To this end, we present a concise discussion of the term “technology” and its embryonic usage in 19th-century Germany. Subsequently, Chapter I investigates the presence of this German thinker in the Philosophy of Technology, drawing on analyses by McGinn (1980), Ommeln (2006), Maffezzini (2008), Oliveira (2016), Gerdardt (2017), and Gertz (2018). Finally, Chapter II demonstrates that themes related to the Philosophy of Technology permeate all phases of Nietzsche’s thought. In the first phase, we examine the relationship between rationality and technique; in the second phase, we explore the social implications of technology on modern society; and in the third phase, we explore the relationship between technology and nihilism. This analysis leads us to conclude that technology was a consistent concern throughout the German philosopher´s body of work. In the final remarks, we demonstrate how this aspect of Nietzsche´s thought can contribute to Technological Education.

20
  • JUARÍ ALEXANDRE SANTOS
  • The Professional Teaching Path of Military Police Officers who Instruct in Training Courses at the Military Police Academy of Minas Gerais

  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • RAQUEL QUIRINO
  • PAULO TIEGO GOMES DE OLIVEIRA
  • Data: 6 sept. 2023
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  • Who polices the police and who trains the trainers are two questions still under debate, the answers to which revolve around the core of the research carried out, which sought to understand how police teachers are trained. The research originated from discussions about the situation of the military police, who did not graduate for the teaching profession, but acts as a teacher in the training of new police officers. Studies on the subject, Training of Military Police Teachers for Professional and Technological Education in the Military Police of Minas Gerais, had as their initial motivation the need to produce scientific knowledge and its respective application. The notes were only possible due to a well-designed methodological strategy, which included the development of the research on three different fronts (bibliographic research, documentary research and survey research). The questionnaire, consisting of twelve questions, was answered by 355 teachers, admitting inferences that had never been made before. Thus, through understanding the training processes of military police teachers who work in training courses at the Military Police of Minas Gerais, the scientific work allowed defining the professional trajectory of these teachers. Based on this conception, it was possible to determine the profile of the military police teaching staff in relation to experiential knowledge, disciplinary knowledge and curricular knowledge, and professional training knowledge. The results constitute an important turning point that will allow, from then on, the creation of new training itineraries by the Military Police Academy of Minas Gerais.

21
  • MARIANA PRADO LOPES
  • ACTIVE LEARNING METHODOLOGIES AS TEACHING PRACTICE IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: A CASE STUDY IN A MILITARY EDUCATION INSTITUTION

     

  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • LETÍCIA RIBEIRO LYRA
  • IOMARA ALBUQUERQUE GIFFONI
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 4 oct. 2023
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  • Contemporary education has undergone considerable changes. Among them, it is important to highlight the need to integrate digital technologies as tools and strategies in education, as well as the readjustment of teaching methodologies to achieve meaningful learning. Thus, the discussion about Active Learning Method (ALM) and its application in the teaching-learning process has been emphasized, which implies an increased performance of the students. Within this scenario, learners are placed as protagonists of their own competency-building. The teacher, in turn, has become a facilitator of the process, guiding the students with the purpose of showing them the best way to acquire knowledge. Therefore, the aim of this Master thesis was to analyze the effectiveness of the Active Learning Methodology use in the Specialist Officer Formation Course, which takes place at Aeronautics Instruction and Adaptation Center (Brazilian Air Force), in Lagoa Santa – a town located in Minas Gerais (MG). To this end, we have carried out a research of basic nature and of a qualitative approach. In addition, in order to meet the established objective, the research is of a descriptive type. As for the technical procedures, we conducted a literature review and a case study in the previously mentioned military school through the administration of online questionnaires to both teacher and students, from 2020 to 2022. For the data treatment and questionnaire analysis, data categorization was chosen as well as the use of the content analysis method proposed by Bardin (2016). The results showed that the proper application of ALM is able to promote meaningful learning and to contribute to students’ development. Moreover, ALM may also help develop distinctive competencies, such as leadership, the ability for teamwork and problem solving. Besides, ALM makes the educational process more dynamic and pleasant. Regarding the instructors and professors’ perceptions, evidence showed that most of them apply active methodologies in class, being flipped-classroom a standout method. Also, this practice within the institution happens effectively and yields significant results in the teaching and learning process, benefiting both teachers and students.

22
  • DANIELLE DE CASSIA SOARES SANTOS
  • THE PROFESSIONAL TRAINING OF CIVIL POLICE OFFICERS IN THE EAD MODALITY: STUDY ON ONGOING EXPERIENCES IN THE CIVIL POLICE OF MINAS GERAIS
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • IOMARA ALBUQUERQUE GIFFONI
  • JOÃO AUGUSTO MATTAR NETO
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 26 oct. 2023
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  • Professional training is fundamental for police officers to perform quality work and achieve better results in their areas of operation. Considering the demands of society and the need for police officers to constantly update themselves, the Civil Police of Minas Gerais (PCMG), through the Police Academy of Minas Gerais (Acadepol-MG), has been offering courses in the Distance Education (DE) modality since 2017. It is believed that DE is a great option for those who have time and distance restrictions or prefer flexible study, as it allows for professional improvement in a convenient way without compromising personal and professional activities, in addition to expanding access to qualification. Therefore, considering that professional training should be continuous, permanent, and focused on good quality education, this research aimed to analyze how the training process has occurred in DE of Acadepol-MG, from the perspective of the perceptions that civil police officers have when participating in a course in this education modality at the institution. In the Theoretical Framework, the following were addressed: Professional and Technological Education, the DE, the importance of DE to train and qualify PCMG servers, and DE offered by Acadepol-MG. A qualitative descriptive type research approach was carried out. Regarding the technical procedure, a case study was adopted. As a data collection instrument, a questionnaire was used. The research was divided into two stages: the first involved describing the characteristics of the Virtual Learning Environment (AVA) and how the distance training process is carried out at Acadepol-MG, through a non-participatory online observation of the AVA and the chosen course; the second stage involved identifying the profile of the students; presentation of the facilitating and motivating aspects, as well as the difficulties encountered; pointing out the learnings obtained and checking the course and tutors' evaluations. For this, the students' registration on the DE platform and the online questionnaires were analyzed. This master's dissertation brought innovative research and contributions in the area of DE of Acadepol-MG. Based on the studies carried out and the perceptions of the civil police officers who participated in the research, it was found that the training process has been seen as an opportunity for continuous and quality updating, allowing access to knowledge relevant to the improvement of professional practices. However, it was verified that there is a need for technical and pedagogical improvements in the courses offered, aiming to further enhance the educational experience. The results concluded that it is evident that professional training in DE is an indispensable resource for the modernization and improvement of police practices. Consequently, DE generates more efficient and effective performance in combating crime and promoting public safety.

23
  • FERNANDA NASCIMENTO PASCHOAL BADARÓ
  • PERCEPÇÕES DE PROFESSORES E ESTUDANTES NA TRANSIÇÃO DO ENSINO PRESENCIAL PARA O REMOTO EMERGENCIAL E O RETORNO PARA O PRESENCIAL: um estudo de caso na Educação Profissional Técnica de Nível Médio

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • ERIKA TIEMI ANABUKI
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • MARIA ADELIA DA COSTA
  • Data: 17 nov. 2023
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  • The world has been affected by the Covid-19 pandemic and all segments of society have faced many new challenges. In the educational field, due to social isolation, it was necessary to close schools at all levels, and new teaching methods and strategies were implemented to continue the teaching and learning processes. It is in this context that this research aimed to analyze and understand how, in the perception of teachers and students of Secondary Technical Professional Education (EPTNM), educational practices and digital technologies used in the development of Emergency Remote Education (ERE) activities may or may not converge with educational practices developed in face-to-face teaching. To support reflections on the reality investigated, we rely on studies by Freire (1979, 1991, 2000, 2006, 2018, 2021), Tardif (2008, 2014), Gauthier et al. (2006), Moran, Masetto and Behrens (2013), Saraiva, Traversini and Lockmann (2020) among other scholars who discuss the researched topic. This research is characterized as a case study. The methodology adopted is classified as a qualitative approach of a descriptive and exploratory nature. The research was carried out in the second and third year classes of integrated high school at CEFET-MG - Campus Leopoldina. The research participants were teachers of technical courses in Electrical Engineering, IT and Mechanics and students studying the second and third series, for the first time, of the aforementioned EPTNM courses. We used two questionnaires as a data collection instrument, one applied to teachers and the other applied to students, from February 13th and April 5th, 2023. The result of this research showed, mainly, how teachers and students understand the educational practices developed at ERE with the use of digital technologies as a substantial means of pedagogical interaction. Furthermore, difficulties and/or facilities faced were revealed, as well as how these practices were extended and how they were developed for face-to-face teaching.

24
  • LEONARDO LOUREIRO DE CARVALHO
  • The contribution of EdTechs - technological solutions for education - on compentencies development of engineers

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • LEANDRO PINHEIRO CINTRA
  • ADRIANA MARIA TONINI
  • JOAO BOSCO LAUDARES
  • LUIS MAURICIO MARTINS DE RESENDE
  • Data: 28 nov. 2023
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  • With the changes occurring in the world, education needs to respond to the new demands arising in society. Among these demands is the need for a more comprehensive education for engineering professionals regarding cross-cutting skills. It is essential to promote the integral education of these professionals through the development of meaningful learning strategies. In this context, EdTechs (education and technology), startups focused on developing technological solutions for education, have emerged as a new learning model and an alternative to fill a possible gap left by higher education. This master dissertation examined the competencies that the market has been demanding from engineering professionals and how EdTechs have contributed to the education of engineers in this scenario. A qualitative approach was conducted through the application of structured questionnaires and semi-structured interviews with 15 engineers to deepen their understanding of the development of engineer competencies, how these complementary formations contributed to their professional development, and the role of EdTechs in this context. Content analysis was used for data analysis and interpretation. The results indicated a paradigm shift in the competencies required of engineers, with a growing emphasis on non-technical skills. Professionals seeking to excel and thrive in the engineering market must recognize the importance of developing these soft skills and apply them in conjunction with their technical knowledge. Additionally, it was evident that engineering education still has a long way to go to fully align with market needs, requiring curriculum revisions that include a significant emphasis on the development of non-technical skills. Finally, it was noted that the definition of EdTechs was not limited to educational technology companies but also included regulatory bodies, professional councils, and associations that offer opportunities for continuous learning. This identified how engineering professionals recognized the importance of continuous learning to stay updated and fill gaps left by academic education.

25
  • CARLA FONSECA DE MORAIS RODRIGUES
  • HELENA ANTIPOFF'S POLITICAL SPEECHES ON PROFESSIONAL EDUCATION FOR HELPLESS MINORS (1930-1935)
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • MONICA YUMI JINZENJI
  • Data: 30 nov. 2023
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  • This dissertation presents the production of historical knowledge about the concepts of Professional Education for helpless minors that supported the political speeches of Helena Antipoff, in the period from 1930 to 1935. The temporal choice reflects the period in which Helena Antipoff led the creation of several educational institutions and mobilized resources through lectures, conferences, articles, seminars and reports. The writings published for this purpose define the corpus of analysis for understanding the research problem. The theoretical-methodological foundation of this work is the Franco-Brazilian Political Discourse Analysis, highlighting the conceptual tools of Foucault, Charaudeau and Berstein. Based on the theoretical studies and analyzes carried out, an attempt was made to find out, based on the linguistic materiality present in the selected corpus, which are the conceptions and the meaning effects of Professional Education for helpless minors in Helena Antipoff's political speeches and the relationship between the two categories in the formation of a project that reflects the political cultures that marked the political field of the period.

26
  • CRISTIANO MARTINS NUNES
  • Programming logic teaching: learning difficulties in the perception of teachers of higher education

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • ALISSON MARQUES DA SILVA
  • EGIDIO IENO JUNIOR
  • IVO DE JESUS RAMOS
  • MARCOS PRADO AMARAL
  • Data: 11 déc. 2023
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  • This research aimed to investigate students' learning difficulties in programming logic and how teachers plan their teaching for comprehension, as perceived by instructors who teach the Algorithms and Programming Logic (ALP) discipline. This work falls within Research Line IV, which focuses on Educational Practices and Educational Technologies, in the Master's Program in Technological Education at CEFET-MG. The methodology adopted for this research is characterized by a qualitative approach, exploratory in nature, and bibliographic in scope, drawing on theorists such as Wiggins and McTigue (2019), Libâneo (2003, 2013), Dewey (2010), Papert (2007), Perrenoud (1993, 2003), Valente (1998), Zabala (1998), Bloom Hastings, and Madaus (1983), Copy (1978), and Piaget (1976). The data collection instrument used was a semi-structured questionnaire administered online in April 2023, with the participation of 17 teachers instructing the ALP discipline in Computer Science and Engineering courses at three higher education institutions in a private network located in Belo Horizonte-MG, Betim-MG, and Divinópolis-MG. Results indicate that research participants perceive that many students face significant challenges related to logical thinking and understanding the syntax and semantics of programming structures. They believe that these difficulties originate from a lack of early stimulation for logical thinking, a deficient foundation in logical reasoning, and the negative impact of digital technologies, which often makes it more convenient to seek ready-made answers than to develop solutions. Participants emphasize the importance of simplifying the presentation of the discipline's content and proposing practical application through real problem-solving to help students overcome these difficulties. We conclude that a noteworthy feature of teaching planning for comprehension is the emphasis on practice and the application of knowledge. Participants in this research recognize the importance of applying the content of the discipline to real situations and everyday problems, as advocated by the guidelines established by the Opinion CNE/CEB of February 2, 2022, which emphasizes the importance of developing computational thinking and constructing algorithms to solve everyday problems. Although it is noticeable that participants may not be familiar with the theory of the six facets for teaching planning for comprehension, many use it intrinsically, facing the challenges of the diversity of student profiles and external factors, such as the inverted classroom methodology proposed by the institution.

27
  • BRUNA DO NASCIMENTO MAGALHÃES
  • THE ACTIVITY OF THE NURSE TEACHER FROM THE PERSPECTIVE OF INCLUSION: A LOOK BASED ON FOUCAULT

  • Leader : LUCIANA APARECIDA SILVA DE AZEREDO
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • LUCIANA APARECIDA SILVA DE AZEREDO
  • NILTON MILANEZ
  • VIVIANE DINÊS DE OLIVEIRA RIBEIRO BARTHO
  • Data: 15 déc. 2023
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  • Facing the rising admission of  People with Disabilities (PWD)  to  the technical courses subsequent to the Federal Technical Network, specially in the  Technical Nursing course, this thesis, aligned with the Vocational Education Processes research of the Postgraduate Studies Program in Technological Education of the Centro Federal de Educação Tecnológica de Minas Gerais (CEFET) proposes to analyze and question the action of the teaching-staff nurse before the inclusive processes in the Technical Nursing Course. The investigation proposed comes from the uneasy observation of the increasing search of  PWD for the Technical Nursing course considering the limitations imposed to the teaching-staff nurses in their assistance to the public, both by the education emphasizing the clinical-assistentialist  practice, and by the lack of education in pedagogical and inclusive practices. These remarks led us to the following guiding question: how are the teaching-staff nurses of the Technical Nursing courses of the Federal Technical Network of Technological Education in the Southeastern Region of the State of Minas Gerais dealing with the process of PWD students’ inclusion?  The present research has the general purpose to analyze how teaching-staff nurses of the Federal Network of Technological Education in the Southeastern Region of the State of Minas Gerais act in the PWD inclusion regarding the inclusive practices and knowledge in the teaching/learning context of the Technical Nursing courses. The specific purposes are the following: 1) by means of Foucault’s archeological and genealogical method, a survey was conducted on how the discourses about People with Disabilities were and are constructed; 2) launch a new perspective on the curriculum that guides the nursing education in what concerns the questions on the inclusion and daily implications in classroom; 3) further a discourse analysis of the collected questionnaires, tracking how the participant teaching-staff nurses carry out (or do not carry out) inclusive practices seeking the PWD students’ permanence at the nursing course; 4) study the questions related to the inclusion/exclusion in Technical Nursing courses based on the theoretical and methodological studies listed, and in the analysis of the collected corpus.  Supported by theoretical and methodological principles, the Discourse Analysis French line, and the following Foucault’s conceptual tools were chosen: governmentality, biopower and biopolitics. Based on the pursued analyses, the presence of discursive and non-discursive practices connected with life government, in which and by which the presence of biopolitics and governmentality in the participants’ words is evidenced.  Therefore, an inclusion wrapped in a governing art typical of neoliberalism comes up. Nevertheless, although the participant teaching-staff nurses discourses are inserted in a neoliberal rationality, they acknowledge the importance of inclusion in the context of the  Technical Nursing education, while they manage to identify the difficulties faced in this process, and point out options to minimize the obstacles, that is, little resistance possibilities, as for instance, through the understanding of the Technical Professional Education as a possibility of an actual  inclusion through the principles of omnilaterality  and integrality.

28
  • VIVIAN CAROLINE FARIAS
  • BRICKS BRAILLE CHEMISTRY: PEDAGOGICAL IMPLICATIONS FOR TEACHING CHEMISTRY TO STUDENTS WITH VISUAL IMPAIRMENT

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • WEBER HANRY MORAIS E FEU
  • IVINA PAULA DE SOUZA
  • IVANISE MARIA RIZZATTI
  • Data: 20 déc. 2023
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  • This dissertation presents the outcomes of a master's research project in Technological Education, focusing on Science Teaching grounded in modeling and Inclusive Education within the context of visual impairment. The study is situated within the broader research framework of Educational Practices and Educational Technologies. The research objective is to explore the pedagogical implications of employing an inclusive teaching resource named 'Chemical Braille Bricks' for teaching Chemistry to students with visual impairments. The investigation is guided by the following research questions: i) What teaching resources have been utilized for instructing Braille Chemical Notation to students with visual impairments? ii) What are the pedagogical implications for the educational practices of Natural Sciences teachers regarding inclusive teaching resources, particularly those produced in a maker space, for teaching Chemistry to students with visual impairments? iii) What contributions can Maker Culture make to the production processes of inclusive teaching resources? iv) How can access to graphic inscriptions in Chemistry be facilitated for students with visual impairments? The research draws upon the Theory of Mediated Action Experience by Reuven Feuerstein, the Theory of Mediated Action by James Wertsch, and the concepts of models and modeling by John Gilbert and Rosária Justi. Additionally, it incorporates the notion of models as epistemic artifacts by Tarja Knnuttila. The central teaching resource, Chemical Braille Bricks (CBB), comprises diverse chemical inscriptions for constructing formulas and equations in alignment with the Braille Chemical Writing Manual for use in Brazil. The methodological approach involved the digital prototyping and 3D printing of this teaching resource using modeling software and equipment available at CEFET-MG's Lab Maker. The study engaged four participant groups: Science/Chemistry teachers experienced in Braille, Chemistry teachers unfamiliar with Braille, students with visual impairments (blindness), and a blind teacher. The research findings facilitated an analysis of pedagogical implications for the use of CBB in teaching Chemistry, assessing its potential to overcome learning barriers faced by students with visual impairments in scientific and technological education. In conclusion, this research demonstrates that the teaching resource, produced through digital prototyping and three-dimensional printing technologies, provides Chemistry teachers with alternative avenues for more inclusive teaching by enhancing the accessibility of diverse chemical representations for students with visual impairments.

2022
Thèses
1
  • ARIELLE ALINE DA CRUZ PEREIRA
  • The occurrence of scientific language and everyday language in the textual productions of students of High School Technical Professional Education in Chemistry

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • LEILA SADDI ORTEGA
  • LUCIANA APARECIDA SILVA DE AZEREDO
  • Data: 25 janv. 2022
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  • The present research aimed to investigate possible manifestations of tensions between aspects of scientific language and everyday language in textual productions by students of High School Technical Professional Education (EPTNM), in order to contribute to the understanding of the construction and sharing processes meanings in educational practices in Science and Technology. Based on the assumption that learning in Science is inseparable from learning the scientific language, different textual productions of students from one of the integrated technical courses of CEFET-MG (Technician in Chemistry), collected over a teaching period, were analyzed, which show aspects of scientific language manifested in the mode of written expression, in the context of the development of some discipline of a technical-professional character, in coexistence with aspects of everyday language. The research proposed in this dissertation is characterized by a quality-quantitative approach, with the objective of an exploratory study, and was developed in two stages having as a methodological foundation the “Discursive Textual Analysis” by Roque Moraes. The first phase was carried out from the collection of experimental activities in groups, technical reports in groups, resolution of test questions, and laboratory notebooks produced by students who attended the subject "Introduction to Experimental Chemistry" in 2019; the second phase was based on the analysis of these materials. All methodological procedures were performed after approval by the Research Ethics Committee. About the results, among the four materials, analyzed, we could see tensions between everyday language and scientific language in only two materials, namely: experimental activities realized in groups and also technical reports produced in groups. This means that in the materials: laboratory notebooks and resolutions of test questions tensions between scientific and everyday languages were not identified. Understanding how these possible tensions manifest allows us to think about and plan ways of intervention on the teaching and learning processes that occur during discursive interactions between teachers and students in the classroom. The theme is considered pertinent and demands further studies in order to understand the appropriation of scientific language by students of Professional and Technological Education.

2
  • DAISY BATISTA SILVA
  • Social media, scientific knowledge and technology in classroom

  • Leader : AILTON VITOR GUIMARAES
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • YURIJ CASTELFRANCHI
  • Data: 11 févr. 2022
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  • This study aims to analyze the forms of dissemination of scientific knowledge used by professors and researchers working in Technological Education in relation to their ways of use in social networks. Qualitative in nature, the research aimed to understand the forms of use in networks and social media by research professors linked to the Postgraduate Program in Technological Education at Federal Center of Technological Education of Minas Gerais (CEFET-MG), in Brazil. Throughout the research, themes like the production of knowledge in professional and technological education were addressed, as well as internet, social media, social networks and knowledge production; and dissemination and production of scientific knowledge. The research shows that the interviewed professors use social networks with different purposes, among them: research sources, dissemination of work and personal matters. In particular, in relation to scientific dissemination on networks, they point to the ways in which events are disseminated and shared, the works are conducted, how channels are produced in networks dealing with scientific knowledge, among others. However, it is not possible to affirm that there is a specific work for the popularization of scientific knowledge among the non-specialist public, the general public.

3
  • CLEIDE DA CONCEIÇÃO SOLANO CHAVES
  • The work of the encarcered in the Neves Agricultural Penitentiary (PAN): Historical Rescue 1936 - 1980. 

     

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • MARIA CRISTINA DA SILVA
  • LÚCIO ALVES DE BARROS
  • Data: 21 févr. 2022
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  • This present research is about work done by inmates at the Penitenciária Agrícola de Neves (PAN) between the years of 1936 to 1980. To this end a qualitative, exploratory and descriptive research was made, developed by a bibliographic, documental and theoretical study. At the beginning the carcerary history is presented, with its broad and profound transformations along the XVIII century with the advent of Illuminism. In Brazil, the need for reform in penitentiary policies was discussed since its Colonial period, but deep transformations only came in the republican age. In Minas Gerais, with jails at capacity, congressmen vouched for the creation of a model prison, which came to be PAN, in 1927. The penal establishment only had its official opening in 1938, and brought in its core the reform of inmates by means of work associated with discipline and resocialization. PAN was composed of many workshops and open air work jobs, giving inmates dignified conditions of serving their times and reintegrate society. The inmates taken to PAN prison were selected in jails and should have the skills to do the job, mostly agricultural, have good behavior and served part of their sentence. With inmate workforce agricultural and industrial production at PAN were enough to fulfill itself and a part of it would still be distributed to the cities of Ribeirão das Neves e Belo Horizonte. On the other hand, inmates were compensated for the work, kept contact with family members and could have jobs outside prison grounds, with little vigilance. PAN became notable for its use of a colored cards system, which granted or withdrew benefits to the inmates, such as: sunday recreation, family visits and even unsurveilled travel. However, it is observed that the apparent efficiency and calm of PAN, broadcasted by newspapers of that era, were deconstructed by constant conflicts between prison management, guards and inmates. Disciplinary processes used the withdrawal of external work from PAN’s inmates and when they wouldn’t be shaped by their system, they would be deemed “unfit” for PAN’s regime, and, at the end of it, removed completely from the prison. At the end of this research, it is noted that the docile and rural inmates were being replaced by urban, articulate, and even dangerous inmates, which made management direct their efforts to security, taking away their attention to resocialization. Constant changes in prison management and social resistance to excess privileges given to inmates, made PAN become another prison overflowing with inmates and trouble.

4
  • RANA ROSE RICO MARTINS BORGES DE SOUSA
  • The teaching action during the pandemic: the use of digital tools in teaching practices based on modeling

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • MARIA ADELIA DA COSTA
  • RONALDO LUIZ NAGEM
  • WEBER HANRY MORAIS E FEU
  • Data: 10 juin 2022
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  • In the context of remote teaching, the general objective of our research was to analyze teaching practices based on modeling, mediated by digital tools. Specifically, we intended to analyze didactic sequences planned and conducted by Physics teachers of the Technical Professional Education Medium Level (TPEML), which occurred during the period of emergency remote teaching, focusing on teaching practices in which there was the use or construction of models, understood as partial representations of entities of scientific-school interest, associated with the use of technological resources of information and communication, in order to understand the processes of construction and sharing of meanings mediated by the integration of these resources. To achieve this goal we outlined three work stages: (1st) To bring to light the educational technologies available until the imminence of the COVID-19 pandemic through a literature review; (2nd) To identify teaching episodes in which our research participant modeled entities of scientific interest mediated by digital tools, which was possible through a non-participant observation; (3rd) To describe and analyze these teaching episodes guided by the Theory of Mediated Action. In summary, our analysis showed that the teaching actions of the research participant were shaped by factors of the historical pandemic moment, by guidelines of the educational institution in which the observation of the classes took place, and by the tools made available by the digital culture, revealing different teaching strategies, adoption of new working tools, and the abandonment of others. Moreover, the digital technologies employed in modeling actions of entities to Physics Teaching interest enabled teaching on the one hand, but presented limitations on the other, and in this context, our research participant, turns to the coordinated use with other technologies.

5
  • ROBERTA HELENA FREITAS

  • Affirmative Educational Actions: a Discursive Analysis on Sexual and Gender Diversity in EPT

  • Leader : LUCIANA APARECIDA SILVA DE AZEREDO
  • MEMBRES DE LA BANQUE :
  • LUCIANA APARECIDA SILVA DE AZEREDO
  • SILVANI DOS SANTOS VALENTIM
  • VIVIANE DINÊS DE OLIVEIRA RIBEIRO BARTHO
  • Data: 19 juil. 2022
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  • The Constitution of the Federative Republico of Brazil 1988 presents as fundamental principles the citizenship and the dignity of the human person. However, contrary to these principles, we observe situations of inequality and subjects deprived of the full enjoyment of their rights on a daily basis. In this way, we seek to understand and problematize how the concepts of sexual orientation, gender and citizenship are materialized in the documents and discourses of/about Professional and Technological Education in Brazil. We carried out bibliographic research on reports published by the media concerning the subject we were interested in. In addition, we tracked affirmative actions undertaken by the National Education Network, in Minas Gerais, in the period from 2018 to 2021. As a method of analysis, we used the French Discourse Analysis and Foucauldian tools. At the end of the analysis, we concluded that affirmative educational actions represent a powerful resistance resource for recognizing, legitimizing and promoting reflections and actions in favor of the realization of equal rights in relation to sexual and gender diversity. In addition, they can enable others to look at Education and diversity.

6
  • TAMIRES SOUSA BATISTA
  • INFOGRAPHICS USED TO EXPLAIN THE THEORIES OF ATOMIC MODELS IN CHEMISTRY AND NATURE SCIENCE BOOKS AND THEIR TECHNOLOGIES APPROVED FOR THE 2018 AND 2021 PNLD, IN PARTICULAR THOSE ADOPTED BY CEFET-MG

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • JOSE GERALDO PEDROSA
  • IVINA PAULA DE SOUZA
  • Data: 20 juil. 2022
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  • This work aimed to understand how infographics have been used to explain the theories of Atomic Models in chemistry and natural science and their technologies textbooks for the first year of high school approved for the PNLD 2018 and 2021, in particular those adopted by the CEFET-MG. This research is related to Line IV - Educational Practices and Educational Technologies of the Master's Degree in Technological Education at the Centro Federal de Educação Tecnológica Minas Gerais, as it is an research of a teaching strategy focused on multimodal materials in teaching materials, in particular in textbooks, which can enhance methods stated in theories of cognitive psychology. The methodology started from basic and bibliographic research, the type of approach used was qualitative. To develop the proposal of this investigation, we read the complete chapters and main sections that had the theme of the theories of the Atomic Models in the textbooks of chemistry and natural sciences and their technologies approved for PNLD 2018 and 2021, we collected, categorized and tabulated the data and analyzed them based on the principles of multimodality, infographics and cognitive theories related to the teaching and construction of didactic materials, in particular six of the 12 principles for the construction of multimedia materials proposed by Mayer (2009). After the analyzes, we realized that there was a decrease in the number of infographics in the PNLD 2018 books to the 2021 textbooks, changing from 41 to 28. We also found that of the six principles proposed by Mayer (2009) analyzed in this work, the most present were the principles of Multimedia, Spatial Contiguity within the infographic, Signaling and Redundancy and the least present were the principles of Spatial Contiguity text/infographic, Coherence and Personalization. Regarding the textbooks chosen by the nine units of CEFET-MG, we found that for the PNLD 2018, five of the six available books were selected, and for the PNLD 2021 one of the seven available books was selected. Four units of CEFET-MG chose not to adopt any textbooks for natural sciences and their technologies for the PNLD 2021, because they presented a proposal that did not adapt to the pedagogical project of the course. Based on the results obtained, we understand that the close arrangement of the text and infographics on the pages of the books, the use of concise content and the use of a language personalized to the student are points of attention in the development of these infographics.

7
  • DALVA DE SOUZA MINODA
  • MMECHANICS OF EDUCATIONAL DIGITAL GAMES: A LOOK FROM THE PERSPECTIVE OF LEARNING THEORIES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION

  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • JOÃO AUGUSTO MATTAR NETO
  • IVO DE JESUS RAMOS
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 26 juil. 2022
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  • Educational digital games, also known as serious games, have proved to be an attractive and motivating pedagogical resource for use in the classroom. Although educational games have their own characteristics aimed at entertainment, they should not overlap with the educational character in the same way that the educational function cannot do without a ludic/entertainment character, otherwise it ceases to be a game and becomes any pedagogical activity. This research project was born from the need to recognize the pedagogical aspects present in educational digital games in order to identify if there is any pedagogical concept that meets the objectives and expected results in the learning process. Starting from the assumption that the fundamental aspect of educational digital games is that they present learning objectives and practices in the mechanical elements of the game, serving a purpose of pedagogical resource in addition to fun and entertainment. The objective was to identify the learning theories, the elements of the mechanics of the digital games used in the Federal Center of Technological Education of Minas Gerais (CEFET-MG) from the elaboration of a model that integrated the mechanics of learning, the mechanics and the elements of educational digital games and their interrelationships with the selected learning theories, namely: Behaviorist, Cognitivist, Constructivist, Humanist. Sociocultural and Connectivism.

8
  • RENATA GADONI PORTO FONSECA
  • The place of autonomy in the learning process in distance education: analysis of a pedagogy course

  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • JOSÉ MANUEL MORAN COSTAS
  • MARCIA GORETT RIBEIRO GROSSI
  • VICENTE AGUIMAR PARREIRAS
  • Data: 27 juil. 2022
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  • The distance education undergraduate courses in pedagogy focus on teaching principles and methods, with the aim of preparing people capable of understanding and acting as an instrument of social transformation, promoting quality education, bringing new requirements with regard to the student's role in this modality, given the impact of technologies and new educational paradigms. The literature presents several difficulties related to Distance Education (DE), among which difficulties related to students' autonomy in the use of technological resources, which are necessary for the study and monitoring of classes, significantly reflecting on student learning. an analysis of interactions and data collection of the conceptions of the development of autonomy brought by the students in a virtual teaching and learning environment are necessary, as well as the role of the mediator in the development of autonomy and active learning of the participants in the teaching-learning process. Thus, the theme of this Dissertation stems from the place of autonomy in the teaching and learning process in distance education. In this context, this research aimed to investigate whether students who are taking an undergraduate course in Pedagogy at a public university in Minas Gerais in the distance modality have skills that identify them as autonomous. To this end, a survey was carried out with a qualitative approach and, according to the objective outlined, the type of research was descriptive. As for the technical procedure, a case study was carried out at the Universidade do Estado de Minas Gerais (UEMG). The research was carried out in six stages: in the first stage, there was a survey of the students' skills for which distance education was designed from the concept of Belloni (2008). In the second stage, the skills of the students of the investigated course were identified with regard to studying at a distance and comparison of these skills with those raised in the first stage of this research, through the application of an online questionnaire, where information was collected to verify how the construction of student knowledge happens in the interactions between the environments that surround them and the relationships they establish between the different subjects of the educational process, in the case of distance education, the relationships between student-teacher, student-student and their access and mastery with the digital tools in the teaching platform defined by Belloni (2008). In the third stage, it verified the internal and external conditions that can help the student to acquire autonomy. In the fourth stage, the relationships between the facts were verified: active learning and the improvement of autonomy, and individualized learning and the improvement of autonomy. In the fifth stage, it sought to identify whether in the VLE used at the university, the locus of this research, pedagogical practices favored active learning and individualized learning. For this, permission was requested from the General Coordinator of the course to carry out a non-participatory online observation of the dynamics of student interaction and posts made in the virtual learning environment Moodle. In the sixth and final stage, it sought to analyze the practices identified in the fifth stage to indicate whether these practices have helped students to acquire autonomy in their studies. The research allowed, therefore, to identify and analyze the theoretical and practical aspects of the place of autonomy in the teaching and learning process in distance education. The results found allowed us to conclude that although the students have skills that identify them as autonomous, there is still a lot to be done in relation to pedagogical practices to ensure the development of the skills of undergraduate students in distance pedagogy at UEMG, but it is verified the need for teacher training to develop assertive methodologies regarding the distance course and the use of digital resources.

9
  • FELIPE RODRIGUES MADEIRA
  • PROFESSIONAL COMPETENCES ON THE FOURTH INDUSTRIAL REVOLUTION: CHALLENGES TO EGNINEERING EDUCATION IN MINAS GERAIS

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • GIANCARLO MEDEIROS PEREIRA
  • IVO DE JESUS RAMOS
  • Data: 11 août 2022
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  • The challenges for education are wide, in the current industrial revolution environment and specifically in its vertical of technological evolution. Particularly, engineers in Brazilian industry suffer important limitations for their development, some of them do not achieve the due success, in a market that demands constant knowledge updating. Others come up against the copious supply and dissemination of technology, causing professional obsolescence. Despite the commendable efforts to update the curriculum for training in Engineering, there are still schools that are outdated and without direction for the current moment, permeated by updates and the global dimension of the so-called Industry 4.0. This study aimed to understand the essential training skills, technical and human, thought in engineering courses, analyzing professional and technological education in Brazil and its harmony with innovations, pillars of the fourth industrial revolution. This objective was defined based on the research question: What are the basic skills for engineers to work in today's industry? We identified gaps in engineering education for the present world of industry, based on the assumption that the academy needs to provide a specialized technical body, presenting qualified professionals also in the use of business arts such as innovation, diagnosis, and proposition of actions. The results indicated that professionals and students sought complementary training to the engineering curriculum, in order to develop the skills required by today's society. The method used was the case study, characterized by qualitative evaluation, in organizations and schools through a semi-structured interview and a questionnaire carried out with 15 students and 15 engineers graduated from the main institutions of Minas Gerais. We check how the language of the company is aligned with that of the academic world. The business society demands practical and quick results, while the academy must be competent and participate in the development of broad, effective, and modern training instruments. From this study, we dialogue with the research previously carried out, on related topics, and we hope to collaborate with the academic discussions and, consequently, contribute to the construction of knowledge about technological education, considering its possibilities in the technical and, above all human, training of the professionals needed for ecosystem success: academia and industry.

10
  • JOÃO BATISTA RAFAEL ANTUNES
  • PROFESSIONAL EDUCATION: TRAINING AND INSERTION IN THE LABOR MARKET OF GRADUATES FROM MEDIUM LEVEL TECHNICAL COURSES IN MINAS GERAIS

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • RAQUEL QUIRINO
  • WASHINGTON LUIZ VIEIRA DA SILVA
  • Data: 31 août 2022
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  • This study aims to analyze the training of graduates of high school technical courses in Minas Gerais, as well as the insertion of these graduates in the job market. In this way, we sought to investigate training, through the analysis of the general guidelines of the high school technical training curricula and the National Catalog of Technical Courses (CNCT), and to identify the skills that must be acquired in the training necessary for the performance and for professional development in the Brazilian professions market. This dissertation is constituted by a general bibliographic review about the Technical Vocational Education of Secondary Level (EPTNM) and by a field research, which was carried out through a semi-structured electronic question­naire, answered by 20 participants, and through an interview by video call, answered by eight participants. The time frame covered graduates whose year of training was between 2015 and 2019. For the treatment and interpretation of the data obtained, content analysis was used and a qualitative approach was used. It is justified that the need for a study such as this one arises from the demands of the job market today, thus, we sought to discuss issues related to the trai­ning and insertion in the job market of high school graduates, about possible means to improve the access of young people to the job market and also on a conception of emancipatory and critical professional training, which must be able to awaken, provoke and enable paths of inser­tion in the world of work and social insertion, in a broad sense, of such former mining techni­cians.

11
  • CRISTIANE RIBEIRO COELHO
  • ANALOGIES IN DYNAMICS BOOKS AND EXPERIENTIAL GAMES: a learning resource in the professional training of Technologists in Human Resources

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • RONALDO LUIZ NAGEM
  • Sérgio Rafacho
  • Data: 14 sept. 2022
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  • The dynamics and experiential games address analogous situations of everyday work, and are presented as procedures that can contribute to the change of behavior and formation of individuals, through training sessions and professional development. They also include a survey of the needs of the business organization in search of solutions and development of the individual's creative potential. In this way, the present work aims to analyze the contributions that the analog used in group dynamics practices and experiential games offers to enhance the professional training of students of the Technologist in Human Resources course. In order to achieve the proposed objective, five steps were traced: (1st) survey on the e-MEC website about the Technologist courses in Human Resources offered by the Colleges/Universities in the state of Minas Gerais; (2nd) verify on the website of the Educational Institutions that offer the Technologist in Human Resources course, if they make available online the PPC that contain the discipline of Dynamics and Experiential Games and/or equivalent in their curriculum; (3rd) selection of the basic bibliography commonly used by Educational Institutions for the discipline of Dynamics and Experiential Games and/or equivalent; (4th) identification of the analogies present in the dynamics/experiential games selected; (5th) analysis of the analogies identified in the dynamics/experiential games selected through the Teaching Methodology with Analogies (MECA). In summary, through the results obtained, it was possible to show that the analogies present in the practices of dynamics and experiential games can contribute to the professional training of Technologists in Human Resources, by providing similar situations in the organizational environment. In addition, the analogies when used in group dynamics/experiential games provide the development of skills and competences required in organizations, and the data indicate that MECA favors learning in training and professional development situations.

12
  • BRUNO EDUARDO ALMEIDA COSTA
  • STORIES OF TECHNOLOGY: THE CONTRIBUTION OF THE HISTORY OF THE TECHNOLOGY CONCEPT TO THE PHILOSOPHY OF TECHNOLOGY

  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • SABINA MAURA SILVA
  • MAURO LÚCIOL LEITÃO CONDÉ
  • Data: 4 oct. 2022
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  • This dissertation aimed to present an overview of the history of technology. Making an alien historical trace, we reveal terms that were historically associated with technology, such as: téchnē, technique, ars, arts, mechanical arts, applied science. We realized with the historians of technology that the history of technology has an inseparable link with the history of the concept of technology. Concepts relate to a social place in which they were produced and each term associated with technology was used thinking about this demarcation of spaces, whether professional, social, etc. In this sense, we seek in introductory texts on the Philosophy of Technology to understand the relevance of using the history of the concept of technology for discussions in a field of study that is considered recent by scholars on the subject.

13
  • MYRNNA LORENA FIGUEREDO ALMEIDA
  • THE SOCIAL SERVICE IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: A DISCUSSION ABOUT OF THE SEXUAL DIVISION OF WORK
     
     
     
     
     
     
     
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • CLÁUDIA MARIA FRANÇA MAZZEI NOGUEIRA
  • RAQUEL QUIRINO
  • VERA AGUIAR COTRIM
  • Data: 23 nov. 2022
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  • Anchored in materialist feminism, having as theoretical basis the Sexual Division of Labor, the present research is inserted in Line III: Formative Processes in Professional and Technological Education of the Post-Graduate Program in Technological Education of CEFET-MG and problematizes Social Work in Professional and Technological Education. It aims to contribute to academic discussions on the sexual division of labor in the Federal Network of Professional, Scientific and Technological Education (RFEPCT) through the understanding of the sex/gender social relations that develop among professionals who work as social workers in institutions from the Web. The determinations and main implications of the division of labor between the sexes in the Social Work profession in the RFEPT is the guiding question of the present study. In order to arrive at the answer to this question, other questions permeate the research: how did the social relations of sex/gender and the sexual division of labor develop historically in the formation and performance of the Social Work profession? What are the profiles of social workers who work at the Federal Institution of Vocational and Technological Education? How does the sexual division of work materialize in the social relations between the sexes in these spaces and in this specific profession, and how are they experienced by Social Work professionals? A qualitative approach was adopted, in a case study and, for a closer approximation of the object of study, a questionnaire and semi-structured interviews were carried out with professionals from the Institution locus of empirical research. The analysis of empirical data was carried out in the light of the Theories of the Sexual Division of Labor of French origin, based on a dialectical understanding of social practice arising from the historical materialist. One of the conclusive approaches points out that the expressions of the sexual division of productive and reproductive work of and of Social Work professionals in Vocational and Technological Education show great demands and challenges for its deepening and also for the process of renewal of the profession, in the rupture of oppressions. and in search of human emancipation.

     
     
     
     
14
  • LUCIANA PEREIRA LEAL PINHEIRO PAIVA
  • TEACHER TRAINING: THE FORMA(TA)TION OF SUBJECTIVITIES IN/THROUGH THE NEOLIBERAL RATIONALITY

  • Leader : LUCIANA APARECIDA SILVA DE AZEREDO
  • MEMBRES DE LA BANQUE :
  • LUCIANA APARECIDA SILVA DE AZEREDO
  • MARIA ADELIA DA COSTA
  • VIVIANE DINÊS DE OLIVEIRA RIBEIRO BARTHO
  • Data: 25 nov. 2022
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  • The global political, social and economic scenario has allowed Education, from its basic to higher education, to be crossed by networks of power-knowledge that aim to conduct behaviors that favor the expansion of an “entrepreneur of the self”, with a clear neoliberal bias. In Brazil, some proposals on teacher training since the enactment of the BNCC, in 2017, with a neoliberal bias, have led Education to reproduce subjects constituted by skills expected by the labor market. This research, inserted in Research Line III: Formative Processes in Professional and Technological Education of the Postgraduate Program in Technological Education of the Federal Center for Technological Education of Minas Gerais (CEFET-MG), of a qualitative nature, has the general objective of understanding the social and historical context of teacher training in Brazil and problematizing teaching subjectivity. To this end, we take as an object of analysis the legal documents that deal with initial and continuing teacher training, specifically: the BNCC, CNE/CP Resolution No. October 2020, respectively. Our specific objective is to trace, in the linguistic materiality of the chosen legal documents, the presence of neoliberal rationality, with emphasis on the identification of salvationist proposals in education. The theoretical-methodological foundation of this work is the Discourse Analysis that works with Foucauldian conceptual tools. Based on the theoretical studies and analyzes undertaken, it was sought to highlight, based on the linguistic materiality of these documents, how governmental practices act in the knowledge and (de)construction of the subjectivity of the subjects (teachers), evidencing that neoliberalism leads to education as a vehicle for the (re)production of adaptable and self-governing subjects, the subjects that today's society needs. In addition, the possibility of teacher resistance was pointed out through the problematization of current discourses and the care of the self and the other in/for Education.

     

15
  • JULIANA AZEVEDO PACHECO
  • Autobiographical narratives of outsourced workers: stories of education and work
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • CLAUDIO HUMBERTO LESSA
  • LUDMILA DE VASCONCELOS MACHADO GUIMARAES
  • MARIA ADELIA DA COSTA
  • MARIANA DE LIMA CAEIRO
  • MARIANA JAFET CESTARI
  • Data: 12 déc. 2022
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  • This master's research aims to analyze the autobiographical narratives, published in the book "Life narratives of outsourced Cefet-Mg workers". This book is the result of the first year of the Extension Program “Writing yourself as an instrument of visibility for outsourced workers at Cefet-MG”, and has thirty-four autobiographical narratives by outsourced workers from the Nova Suissa campus of Cefet-MG. The project that gave rise to the analyzed book is centered on critical literacy practices, through life narratives, with workers and outsourced workers who work in cleaning and general services at CEFET-MG. When faced with the autobiographical textual production of these workers, it was possible to highlight issues related to race, gender, and class, which are present in the fabric of their texts. This situation, combined with my own institutional experience as an administrative technician at Cefet for 16 years, motivated me to undertake this research. The analyzes were carried out in the light of theorists of Education, Work, Sociology and Science of black women and took place through the following relational factors, which anchor the theoretical framework of this dissertation: social context, school trajectory and work trajectory. First, a board was built with personal information to present the students. After that, excerpts related to the present, past and future social context of these subjects were analyzed. In sequence, the passages in which the students mention their educational experiences were analyzed, followed by the analysis of the narratives referring to the work path. Finally, excerpts that mention the Escrita de Si program were highlighted, relating them to the possibilities of reinscribing existence in a new life project. It was possible to verify social markers that permeate their identity constructions and, somehow, are important conditioning factors of their life paths. Education is present as a denied social right. Work becomes central in the lives of these subjects as a means of survival. The path taken by the narrators is crossed by various structural oppressions that often made it impossible to enter and remain in school. The insertion of these subjects in non-formal education practices becomes an important way of enabling the questioning of the world and the circumstances that surround it so that it can understand it and contribute to transforming it.

16
  • THIAGO EDUARDO FREITAS BICALHO
  • SEXUAL DIVISION OF LABOR IN THE AGENCY OF TRAVEL: training, careers and professional performance

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • KERLEY DOS SANTOS ALVES
  • ANGELA TEBERGA DE PAULA
  • Data: 13 déc. 2022
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  • This research aims to understand the dynamics of the Sexual Division of Labor in the tourism sector based on the careers of men and women working in travel agency, questioning experiences, inequalities and resistance and coping strategies. We opted for a qualitative approach in this scientific research categorized in an exploratory and critical way as a type of research. Divided into two moments, the first step is to carry out a literature review on the analyzed themes, documentary research to approach the research locus and theoretical research that was triangulated to advance the analysis of technological education as a field of knowledge and, then, the empirical research is carried out from an ethnosociological perspective. For data collection, an online questionnaire was used in the first stage and, in the second stage, a semi-structured interview. The results of the first section present a literature review with theories of the Sexual Division of Labor based on materialism, of French-speaking origin, associated with career theories, discussions of technological education and the world of work in tourism. Concluding the first section, the delimitation of travel agency as a research locus is carried out, the research subjects are defined at the operational level by tour guides, at the administrative level by travel agents and at the managerial level by managers of travel agency companies, as well as the career analysis categories. In the second section, the analysis is carried out in a comparative way between men and women, with the notes grouped into categories, namely: unequal training of workers in travel agency; formation in dialogue with work in travel agency: an integral formation of the subjects?; prospects for future training: construction of a career project; materialization of work relationships: from choosing to staying in tourism; materialization of professional practice: experiences, experiences and work routines in tourism; dynamics of the sexual division of labor: what needs to change? It appears that by highlighting the formative processes in technological education within the same área of activity, we were able to perceive inequalities between the sexes, as far as work relations were concerned, it was perceived that in the choice and professional insertion there is an inequality before the type of formation and the gender, in the professional practice it was found that the daily life of working women has greater challenges than men and in everyday life women have a quantitatively greater responsibility in relation to the care of the house, children and family members that impacts their careers.

17
  • HEIDEANE LIMA BRANDAO
  • PHYSICAL INFRASTRUCTURE AND THE RELATIONSHIP WITH LEARNING: A STUDY ON THE IMPLEMENTATION OF THE CONTAGEM CAMPUS OF CEFET-MG
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • IVO DE JESUS RAMOS
  • ANA MARIA CLEMENTINO JESUS E SILVA
  • Data: 15 déc. 2022
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  • This research presents the problem surrounding the relationship between the physical environment and the learning experience of students in vocational and technological education. It is assumed that there is a significance between the physical infrastructure and the academic life of students. In view of this, the following questions arose, which form the set of questions of this research: Is there a physical infrastructure that provides the school to offer its students a quality learning? Does professional education demand a specialized physical infrastructure just for technical training? Or would general education also need this demand? Is it possible to measure the positive aspects that the infrastructure has on student learning? After the change of address, was there a change in the percentages of approval and permanence of students in technical courses? Was it possible to register an active and collaborative participation of the students in the classes? The corpus of this research was restricted to students from CEFET-MG who studied both on the old campus and on the new campus of Contagem and their respective professors. Thus, we seek to analyze the students entering the selective processes of the year 2017 of the Computer, Electronics and Environmental Control courses, as this public experienced and enjoyed both the improvised and precarious structure of the old campus and the new building and all physical infrastructure. provided by the new campus. The general objective was to understand if and how there was interference in the learning process of the Contagem campus students as a result of the change to a new physical infrastructure that was planned and designed to meet the demands of the courses offered by this institution. In this way, we seek to examine whether and in what way (positively or negatively) this relocation impacted the academic life of these students. The understanding of this investigation can favor a reflection of professionals and authorities of CEFET-MG, and of other educational institutions, on possible alternatives for the organization of their educational system, helping in possible reforms and, still, providing an evaluation of the quality and productivity. of the service offered by CEFET-MG to the academic community with regard to its physical infrastructure. The results indicated that the physical environment can indeed interfere in the students' learning process.

2021
Thèses
1
  • FERNANDA THAYNÁ DA SILVA
  • Feminist Philosophy of Technology: origins, history, issues 

  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • ANA CAROLINA VIMIEIRO GOMES
  • EDUARDA CALADO BARBOSA
  • Data: 18 janv. 2021
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  • This master dissertation highlights some feminist debates that intertwine with the thematic of women, gender, and technology. Attentively looking into the publications related to the introduction of the Philosophy of Technology, it is verified that the literature in regard to this subfield does not present, in a considerable way, issues about technology from a gender or a feminist perspective. Considering the aforementioned verification and based on a literature review, this research presents a history of the initial development and the institutionalization of feminist debates in regard to technology, between the 1970s and 1990s. Within this period of time, in which the second feminist wave took place, it is verified that the feminist studies of the technology consist of the existence and coexistence of several different themes. From an approach that begins with an analysis of technical artifacts, the following topics stand out: investigations about the technology in the women’s workplace (1970s), reproductive technologies (1980s), and gender co-production and technology (1990s). Concurrently, other movements and studies based on scientific and technological values were also being developed. This approach is compromised by the ecofeminism (1970s), criticisms of the scientific methodology & epistemology (1980s), and masculinity and technology (1990s). This plurality of discussions can be found, mainly, in feminist publications of journals and anthologies of articles, and indicates the Feminist Philosophy of Technology constitution. The plurality of debates indicates that this area, which has not been widely addressed in Brazil, represents a combination of the Philosophy of Technology, the Philosophy of Science, and the Feminist Philosophy.

2
  • TAIS TAVARES MASCARENHAS
  • Analogy and architecture: a didactic intervention proposal in the teaching and learning process of project

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • CLÁUDIA MARIA ARCIPRESTE
  • PABLO ALONSO HERRAIZ
  • ALEXANDRE DA SILVA FERRY
  • RONALDO LUIZ NAGEM
  • SIANE PAULA DE ARAÚJO
  • Data: 30 janv. 2021
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  • This issue is is the result of a master's research in Technological Education on the use of analogies in teaching and learning processes of architectural design, developed in the context of a line of research on Educational Practices in Science and Technology, with the aim of understanding how analogies can contribute to the construction of critical and creative autonomy for students of building design. Discussions are presented on the use of analogies either in Architecture or studies of analogous buildings in educational practices. It is assumed that the use of analogies, as a didactic resource for building knowledge and generating new ideas, if correctly used in a systematic way, can give rise to new possibilities for learning and creativity. A teaching methodology with analogies was used as a data collection instrument to structure a didactic intervention. Data were collected in the second half of 2019, in a private higher education institution in Belo Horizonte, through observations, audio and video recordings, in addition to questionnaires and a selected focus group, together with some undergraduate students in Architecture and Urbanism. The results obtained suggest that the use of analogies can be incorporated as an instrument of correspondence, appropriation of knowledge and creative conception in the process of learning architectural projects. It shall be considered that this activity is complementary to the studies of analogous works of architecture. This way, the results lead us to consider that analogy, used as a didactic resource in teaching and designing of architectural projects, contributes to expand project possibilities. In addition, it makes it possible to understand the systematic complexity of the elements involved in preparing a project, as well as allowing students to express themselves creatively.

3
  • GRACIELA DE ANDRADE BOSCHETTI
  • THE BODY-ITSELF’S SEXED? What information technology women tell us.

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • MARIANA VERÍSSIMO SOARES DE AGUIAR E SILVA
  • BIANCA RÜCKERT
  • ADMARDO BONIFACIO GOMES JUNIOR
  • RAQUEL QUIRINO
  • Data: 12 févr. 2021
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  • This dissertation aimed to understand social relations of sex and their mechanisms of women 's segregation and exclusion in Information Technology, based on dramatic of the use of the body-itself of women working in this tertiary sector of the economy. This study follows a theoretical-methodological bias of materialist feminism of Francophone origin and ergology, with life narratives as the main resource of this qualitative research, structured by Line 2 Formative Processes in Technological Education (PPGET / CEFET-MG). Therefore, we sought to understand the work from the point of view of situated human activity, through the case study of two women in the IT area. The investigation allowed the reflection on the essentialisms inherent to the biological differences that fallaciously hierarchically socialize women and men in favor of the latter, the lack of recognition of the technical qualification of the work performed by them, in addition to presenting daily dynamics performed in the work field as actions of coping with the objectification of their bodies and intellectual properties.

4
  • FLÁVIA JAQUELINE MOREIRA DE CASTRO
  • .

  • Leader : CARLA SIMONE CHAMON
  • MEMBRES DE LA BANQUE :
  • CARLA SIMONE CHAMON
  • JOSE GERALDO PEDROSA
  • JAMES WILLIAM GOODWIN JUNIOR
  • Data: 23 févr. 2021
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  • The main objective of this dissertation was to deal with the professional education discourse of the União Popular, an Association of Lay Catholics in São João Del Rei, in the period between the years 1908 to 1928. At the end of the 19th century and the beginning of the 20th century,with the advent of modernity, economic, technological and socio-cultural transformations took place. At this moment, facing the industrial and urban development we have the entrance of the Catholic Church with the publication of Pope Leo XIII's RerumNovarum, set of doctrines that deal with social issues arising from the abuses of the new forms of industrial expansion work. Based on this publication, the Catholic Church undertook efforts to combat the advancement of conceptions arising from modernity, such as liberalism and socialism. In this perspective, the Catholic Church was against these conceptions and presented to the world the discourse of Social Catholicism as an alternative to the social issues of the modern world. Social Catholicism was a project to restore Catholic principles in the modern world that was spread throughout Europe and also in Brazil. In Minas Gerais, in the city of São João Del Rei, we have the implementation of this project of Social Catholicism through the União Popular Associação de Católicos. This Association founded by Statute and Program developed actions and strategies aimed at professional education for the formation of the marginalized in society. União Popular worked with professional education in the city of São João Del Rei through the High School of Arts and Crafts. It offered a professional education with a Christian principle focused on work to meet the demands of industrial and urban development in São João Del Rei – State of Minas Gerais. What was intended was to understand and analyze how and why an Association of Lay Catholics, the Popular Union of São João Del Rei, mobilized in favor of professional education in the period 1908-1928.

5
  • ALEXANDRE CARDOSO BARBOSA
  • Título: Teaching in the Military Fire Department of Minas Gerais: reflexive analysis on the construction and mobilization of teaching knowledge in the Officers Training Course. 2020.

  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • ROBERTO VALDES PUENTES
  • EDUARDO HENRIQUE LACERDA COUTINHO
  • MARIA ADELIA DA COSTA
  • Data: 26 févr. 2021
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  • The main purpose of this work was to study the process of construction and mobilization of knowledge and know-how inherent to teaching in a military educational institution. The Academia de Bombeiro Militar de Minas Gerais (Military Firefighter Academy of Minas Gerais) was chosen as the locus of the field research and, as subjects, 17 teachers of the practical disciplines of land rescue, water rescue, height rescue and urban fire fighting were selected; besides 34 students of the year 2020. The teaching staff of this research does not exercise the teaching function with exclusive dedication, and many of them still work in the main activity of the institution. The theoretical reference was based on the descriptions of Shulman (1987; 2004; 2005; 2007) as to the pedagogical knowledge of content, Tardif (2010; 2014) and Pimenta (2000; 2009) in relation to the knowledge linked to the teaching function. The conceptions of Libâneo (2007) were also used to better understand the pedagogical aspects and the role of the processor. The methodological path was taken in the analysis of normative documents, such as the Pedagogical Political Project of the Course, plan of disciplines of the subjects indicated, as well as in the collection of data from semi-structured questionnaires applied to all subjects and an open interview with the teaching staff of the disciplines. The analysis of quantitative data was performed in the SPSS program, while for qualitative data, content analysis was adopted. The results showed that the instructors (teachers) teach because they have a technical course in the specific area, although they do not have any pedagogical training (64.7%) and most of them have graduation as the maximum level of education (70.6%). The data also points out that many learn to be a teacher during the exercise of teaching practice, and the experiences lived in the practical (operational) work environment are taken and experienced in the classroom, directly influencing the teaching process. It can be concluded that the processes that involve teaching and learning are interfered by the construction of the teaching being and directly influence the training of the professional Firefighter.

6
  • MAGDA CRISTINA DE MENEZES
  • TERRESTRIAL SPACE LOCATION THROUGH ASTRONOMIC ORIENTATION USED BY PROFESSIONAL AND TECHNOLOGICAL EDUCATION STUDENTS

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • FABIANA DA CONCEICAO PEREIRA TIAGO
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • NADIA CRISTINA DA SILVA MELLO
  • Data: 30 mars 2021
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  • This research work presents an investigation in the field of Astronomy study in the teaching of Geography. In this context, this work is part of the master's degree in Technological Education at CEFET-MG, in Research Line IV - educational practices in science and technology. This research analyzes the use of astronomical orientation and spatial place by students of Professional and Technological Education (PTE) to find themselves in the terrestrial space. This research work dialogues with Ausubel's theory of significant learning, the contributions of Lynch et al. (1960) on the image of the city, reflections on Geography as a practice, skills, and empirical knowledge of Claval (2014). The contributions of Langhi (2016) were used on the notions and conceptions of Astronomy, as well as the concepts of geographic science by Katuta (2000) and Teixeira (1997), among others. The research method adopted in this study follows a qualitative approach, characterized as a case study (exploratory-descriptive). Questionnaires and the researcher's observation were used as instruments for data collection during practical activities. The collected data were categorized and analyzed based on Bardin's content analysis (2016). The research proposal presented in this dissertation started from the following problem: how can the student use astronomical guidance to find in terrestrial space? To find the problem, we searched for articles that approached the theme of learning the notions, concepts, and conceptions of the student to find / orient themselves in the terrestrial space and orient themselves by the stars in the portals of journals of the Coordination for the Improvement of Personnel Higher Education (CAPES) and the Federal University of São Carlos (UFSCAR) from 2010 to 2018. This research was carried out in the second term of 2019 in a federal technical school of professional and technological education in Belo Horizonte city - MG and counted with the participation of 17 students of the 1st year of integrated technical courses in Mechatronics and Mechanics. The results of this investigation show that the students were interested in the topic and presented some difficulties in understanding the notions and skills of location and astronomical orientation. It was found that the reflective dialogical classes and the practical activity of observational astronomy, with the naked eye and through a telescope, were valid and positive to contribute to the understanding and clarification of students' doubts during the learning process. It should be noted that, even with the technological resources available in geospatial location applications, it is essential to know the lived space correlated with the spatial reference systems.

7
  • ANA PAULA ALMEIDA COSTA
  • Engineers working in startups: work organization, competence and training

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • MARIA ADELIA DA COSTA
  • WASHINGTON LUIZ VIEIRA DA SILVA
  • Data: 9 avr. 2021
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  • The startups, businesses that initiate innovation, are at the same time products and agents of social change. Their modus operandi and labor organization influence work in society. As an innovation catalyst, they need new ways of work organization. Startups are a new growing and consolidating field of action for engineers. The aim of this work is to analyze the performance of engineers in startups, under the perspectives of competence and professional formation. Therefore, eleven engineers, with different formations, who work in various kinds of startups were interviewed. Those semi structured interviews were transcribed, analyzed, and had their data interpreted. It was found that there is flexibility in time and space on the working organization of startups. There is also flexibility in event, communication, and services centrality in those businesses. The data highlights a constant exercise of autonomy and responsibility, in both task attributions and in the manner of their execution. Communication is frequently mediated by social media, which allows for a flexibilization of time and place, but in cases where it was guided only by this mean, without face-to-face meetings, it created discomfort among the participants. Understanding work relations is the core notion for startup operations, independently of the kind of innovation produced. One can notice the centrality on clients from the innovation development up to the direct contact. The participants indicated logical reasoning and learning easiness, which are background competences developed during the engineering under graduation, as important for performance, as well as pointed for an industry-focused point of view and a lack of contents about administration and entrepreneurship in engineering courses syllabi. Participants showed no thoughtful criticism regarding the businesses’ environmental and social impacts. The main hindrance to the business development is the participants’ dedication time for the startups. Every single of them feels insecure on the uncertain fate of the startup and most of them do not devote themselves exclusively to their businesses, as the startups do not guarantee a secure income. It is then concluded that work organization in startups is the coronation of the French competence model, reinforcing its importance face to the modernization in engineering formation, as well as an importance of discussions about science, technology and society among innovation producing professionals.

8
  • ANTONIO CLAUDIO JORGE DA SILVEIRA
  • TRAINING AND INSERTION OF GRADUATE COURSES IN INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE MINAS GERAIS REGIONAL LABOR MARKET 

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • FERNANDO SILVA PARREIRAS
  • ADRIANA MARIA TONINI
  • MARIA ADELIA DA COSTA
  • Data: 7 mai 2021
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  • This research, inserted in Line II (Formative Processes in Technological Education) of the PostGraduation Program in Technological Education of CEFET-MG, was developed through a qualitative and descriptive approach, whose purpose was to investigate how academic training takes place in undergraduate courses in Information and Communication Technology (ICT) and analyze how graduates are inserted into the regional labor market in Minas Gerais. In this sense, the research proposed to: (1) understand how the graduates of these courses are trained and their professional insertion in the job market; (2) verify that the training skills required in the professional performance of the ICT graduate are compatible with those defined by Resolution CNE / CES nº 5, of 2016, which governs these courses; and, finally, (3) to identify and establish relationships between the skills developed during the training and those required for insertion and performance of the graduate in the world of work. As a methodology, in the first moment of the research, a bibliographic survey and a documentary study about the theme was carried out, mapping the competences inherent to the training and to the world of work in the segment. Based on this process, which guided the later phase of empirical research in locus, in Belo Horizonte / MG, an online structured questionnaire was used, which was applied to 27 (twenty-seven) participants / graduates, and semi-structured interviews were conducted for 6 (six) participants / graduates. The research corpus was worked through the content analysis method and, in the end, with the results obtained, it was possible to answer the research questions, so that there was an absence of dialogue between academic institutions and the professional world ICT, which demands professionals / graduates with competence for the sector. Furthermore, the need for public and legal policies in academic education and professional performance in this segment was evidenced, which could contribute to a better structuring of academic institutions and to mitigate a visible problem in the last decades - 2000/2020: the high demand by qualified professionals in the Information and Communication Technology segment, both in the state of Minas Gerais and in Brazil.

9
  • FERNANDA DANIELE DE ABREU PEREIRA
  • THE DISCOURSE ON PROFESSIONAL EDUCATION: representations of minor, infancy and adolescence in Minas Gerais between 1890 and 1920

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • JEFFERSON DE ALMEIDA PINTO
  • Data: 27 mai 2021
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  • In this dissertation, the analysis of the political discourse about children and adolescents is reported, scrutinizing the representations of delinquency and vagrancy featured in the judicial discourses of criminology and the "Nova Escola Penal" (New Penal School). Also, it highlights the construction of the idea of education, school and training for work as it relates to deviation of vagrancy, delinquency and marginalization of the referred population, in Brazil and in Minas Gerais, between the decades of 1890 to 1927. For this purpose , the theoretical and methodological resources of Political, Cultural and Social Histories were used to analyze the sources, mediated by Discourse Analysis and the History of Education, notably from Serge Berstein's propositions on the notion of Political Culture and Vector; on the notion of representation by Roger Chartier and Patrick Charaudeau's analysis of political discourse. The sources used were the Annals of the Brazilian and Minas Gerais legislative powers, Laws enacted and press publications from the period of late 19th century and early 20th century. Such sources were mapped and collected in the Public Archive of Minas Gerais, on the website of the Federal Senate, in the collection of the library of the Legislative Assembly of Minas Gerais and in the National Digital Bank of Brazil. Therefore, it is a documentary research. It was found that the political discourse contains specificities within the scope of criminal law, derived from the positivist school, which contributed to form a representation of childhood and adolescents, considering this poor population as vagrants and delinquents. Such representations, seen as preventive actions by the State to contain begging, vagrancy and idleness that threatened society, fed the social imaginary, in favor of a discourse of order for progress that would make modernity possible, in which the child and the adolescents were placed as prominent social actors, the target of public policies, linked to education, professional education and training for work.

10
  • GEISIELI RITA DE OLIVEIRA
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • GRAZIELE SANTIAGO DA SILVA
  • ARACELE MARIA DE SOUZA
  • Data: 27 mai 2021
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11
  • GLÓRIA CRISTINA PEREIRA GOMIDES GOMES
  • LIFE PROJECTS AND PROFESSIONAL ASPIRATIONS OF YOUNG GIRLS EGRESSES THE COURSE PRÓ-TÉCNICO BY CEFET-MG.
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • JULIANA BATISTA DOS REIS
  • LUDIMILA CORREA BASTOS
  • RAQUEL DE CASTRO SALOMAO CHAGAS
  • RAQUEL QUIRINO
  • Data: 15 juin 2021
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  • This research analyzes life projects and professional aspirations of young female students, coming from low-income classes which attended the Pro-technical extension course at CEFETMG. The objective is to understand if and how such projects are influenced by the Sexual Division of Labor and its consequences, the motivations and challenges faced by them, and their expectations concerning the world of work. For this purpose, an exegesis of the excerpts of the students’ speeches, from the research participants, collected in the empirical research in the light of the Sexual Division of Labor, dialoguing with the theories of youths and life projects, was carried out. Thus, conversation circles and semi-structured interviews were conducted with eight graduates of the Pro-technical to get closer to the object under study. The reports of the research participants showed that their passages through the Pro-technical contributed to the socialization with other groups of belonging and also to the (re) elaboration of youth constructions. Several challenges were pointed out along the trajectory of these girls, such as study routines with exhaustive hours and delayed transportation from school to home. Some shared their time with triple or multiple hours - study, housework, paid work, physical, religious, and personal activities. Students who do paid work do so to afford their financial expenses or to help with any extra expenses at home. In addition, there are reports of gender discrimination in the academic space and in the work world, with selections of vacancies for male trainees exclusively, for instance. However, young women seek ways of coping and resistance. According to the narratives of the young graduates, both “work makes youth” and “school makes youth”. It can be concluded from the case above that also ‘Technological Education makes youths’, as this has been contributing to the formation of female youth conditions and future citizens active in society.

12
  • MARINA CHAVES SILVA
  • Concepts of Professional and Technological Education in the dissertations of the Master in Technological Education of CEFET-MG

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • ANDRÉIA DE ASSIS FERREIRA
  • JOAO BOSCO LAUDARES
  • Data: 18 juin 2021
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  • This research aimed to understand how the concepts of Professional and Technological Education are presented in the dissertations defended in the Master's Degree in Technological Education of CEFET-MG. As a strategy to achieve the general objective of the research, it was sought to expose in which contexts the concepts of Professional and Technological Education are presented in the dissertations, besides identifying the authors and theoretical references used and distinguishing the approaches given to the concepts of Professional Education and Education Technological in the analyzed dissertations. The theoretical and methodological foundation consisted in the concept of concept composed by the triad referent + meaning + signifier, having as categories of analysis the meanings that the term Professional and Technological Education can assume according to the context used. In a qualitative and exploratory approach, the study was developed from the analysis of the dissertations defended in the Master's Degree in Technological Education of CEFET-MG after PPGET assumed the Professional and Technological Education as an area of concentration. Bardin's Content Analysis was used as a method to operationalize the exploration of the research object, as well as the treatment of the collected data. As a result, it was possible to obtain significant findings from the dissertations, which enabled the understanding of PTE as an educational modality, technicist training, comprehensive training of subjects or training for work, revealing the objectives, characteristics and relationships that Professional and Technological Education can present.

13
  • ANTÔNIO ROCHA MIRANDA
  • CONSTRUCTION OF KNOWLEDGE BY HIGH SCHOOL STUDENTS BASED ON ANALOGUE MODELS

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • JOSE ANTONIO PINTO
  • ELISANGELA APARECIDA LOPES
  • Data: 29 juin 2021
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  • This study aimed to analyze how the teaching and learning processes mediated by analog models based on analogies favor the construction of knowledge by high school students, in particular, in the content of Geometrical Optics of Physics. It is included in line IV – Educational Practices and Technologies of the Graduate Program in Technological Education of the Federal Center of Technological Education of Minas Gerais (CEFET-MG). The research followed a qualitative approach and the methodological procedure of action research. It is theoretically supported by the Meaningful Learning proposed by Ausubel and the Formation of the Scientific Spirit as suggested by Bachelard, more specifically in the epistemological obstacles encountered by students in the learning process in Science. This research counted with 14 high school students as collaborators. The activity was developed through a didactic sequence focusing on the construction of analog models to represent the refractive vices of the human eye or ametropias. The data was obtained through two questionnaires which were applied. The first one was registered before the activity and the second one after it. In addition, observation and records were made by the researcher in order to complete the data collected. The results indicate that the activity provided a better understanding of the concepts of refractive vices of human vision, i. e., the analog models built by the students contributed positively to the appropriation of knowledge by the students.

14
  • ELOIZA HELENA GONCALVES MAIA
  • SYMBOLIC GENDER VIOLENCE: MORAL AND SEXUAL HARASSMENT IN A FEDERAL PROFESSIONAL AND TECHNOLOGICAL EDUCATION INSTITUTION
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • LINDAMIR SALETE CASAGRANDE
  • NILZA HELENA DE OLIVEIRA
  • RAQUEL QUIRINO
  • Data: 29 juin 2021
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  • This current research fits into Line 3: Formative Processes in Professional and Technological Education, of the Postgraduate Program in Technological Education (PPGET) from Federal Center of Technological Education of Minas Gerais (CEFET-MG). This line of study focuses on work-education area issues in socio-economic and political-cultural contexts, highlighting historical and cultural processes, relationships between social changes, formal and non-formal professional education, and the world of work. Based on theoretical contributions on the Sexual Division of Labor (Hirata and Kergoat, 2002) and Symbolic Violence (Bourdieu, 1975, 2002, 2011), this research problematizes symbolic gender violence, here characterized by moral and sexual harassment in the academic environment, inside a federal institution of professional and technological education. We sought to understand how symbolic gender violence manifests itself in this educational context, how it is perceived and faced by students from technical courses, graduation, and postgraduate students, and what is the Institution's perception of the subject. A bibliographic survey was accomplished on themes discussed in books, thesis bases, dissertations, and indexed articles. Then, semi-structured interviews were performed, remotely, with students from Professional and Technological Education - EPT (current or former), over 18 years old, who experienced this type of violence, in addition to conducting interviews with course coordinators at the various levels involved (Technician, Postgraduate and Graduate). After data collection, excerpts from the interviewees' statements were confronted with theoretical references studied, to interrelate empiricism and theory. The results evidenced several forms of violence suffered by women, mainly in EPT environments. It is expected that the research can lead to debate and reflection, inside and outside federal institutions of technological education, and to make changes in the worldviews and behaviors of all the actors involved in these social plots, providing advances in gender equality in this educational segment.

15
  • RAFAEL VICENTE ROSA
  • DIGITAL TECHNOLOGIES AND INCLUSIVE NEUROSCIENCE IN FAVOR OF THE LEARNING PROCESS OF PEOPLE WITH LEARNING DISORDERS: A REVIEW OF THESIS AND DISSERTATIONS
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • MARIA ADELIA DA COSTA
  • VICENTE AGUIMAR PARREIRAS
  • Data: 16 juil. 2021
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  • This research originated from the following question: since the enactment of the Statute of the Person with Disabilities, what has been the interest of Brazilian researchers on the use of Digital Information and Communication Technologies (ICT) as a support in the teaching and learning processes of students with learning disabilities? From this concern and to seek understanding about the theme, a bibliographic review on neuroscience, ICT, Assistive Technology (AT) and learning disabilities was carried out. Then, to answer the research question and the proposed objectives, a basic research was carried out, with a qualitative approach, descriptive type, and with the technical procedure of bibliographic research. The methodology of the dissertation was divided into seven steps, which consisted of a bibliographic search in the Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT) with the combination of descriptors neuroscience, ICT, AT, learning disabilities and students with learning disabilities. Then, the theses and dissertations found were categorized to allow the identification of learning disabilities, AT used as support for students with learning disabilities and the most effective AT in the teaching and learning process from the point of view of the authors. During the data analysis it was noticed that the research with the combination of descriptors is still discrete in relation to the number of teaching and research institutions in Brazil. The learning disorder of greatest interest to researchers was the Autistic Spectrum Disorder (ASD), and in direct relation to this fact, the most used AT category was Augmentative and Alternative Communication (AAC) for students with the disorder. Despite not being a learning disorder, visual impairment showed a relevant incidence in the research of interest. This fact occurred due to the characteristics of AT resources that help students with visual impairment, as they can provide support for other disabilities, including learning disorders. The training and/or qualification of teachers was considered important by the researchers for an inclusive educational environment, whether in regular or specialized school, however the neuroscience theme was little explored. In response to the research question it was verified that there was an increase in the publications of theses and dissertations after the enactment of the Statute of the Person with Disabilities, however discreet and negatively influenced in the year 2020 due to the pandemic of COVID -19. Therefore, in order for an inclusive environment to really exist for students with learning disabilities in regular and specialized schools, more research is needed on the relationship between neuroscience, ICT, AT and learning disabilities. Only then can appropriate pedagogical methods be created for the students' deficits and enable proper support from AT through its services and resources.  

     

     

16
  • ANA LUIZA MARTINS
  • School Dropout in a Course of Professional Formation offered by PROGEST of CEFET-MG: a Discourse Analysis

  • Leader : LUCIANA APARECIDA SILVA DE AZEREDO
  • MEMBRES DE LA BANQUE :
  • MARCIA APARECIDA AMADOR MASCIA
  • VIVIANE DINÊS DE OLIVEIRA RIBEIRO BARTHO
  • IVO DE JESUS RAMOS
  • LUCIANA APARECIDA SILVA DE AZEREDO
  • MARIA ADELIA DA COSTA
  • Data: 20 juil. 2021
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  • Inserted in “Line I: Science, Technology and Labour: Philosophical, Historical and Sociological Approach” of the Post-Graduation Program at Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), this qualitative dissertation shows the motivations for school dropout in a course of professional formation, specifically at Construction Management Course (GO), offered by Engineering Program Studies of Society and Technology (PROGEST) of CEFET-MG. Starting from the following guiding question: "How to explain the high dropout rates at the Construction Management Course?", this research aims to know the point of view, not just from the course managers’, volunteers instructors, professors, and/or the theories about dropout, but also, and mainly, from the professionals’, who dropouts a free course, which is related to their professional career, for which they had applied and conquered a place through a selection process. The general objective of this research is to raise the motivations for the dropout at GO course offered by PROGEST. The specific objectives are: 1) to verify if the limit between the reasons alleged by the students for the dropout approximates or withdraws from the hypotheses raised by volunteers instructors, professors and coordinators of the aforementioned course; 2) to raise the students' view of the pedagogy adopted in the course; 3) to find out if there is a relation between the dropout and the pedagogy adopted by the course. To this purpose, informal conversations were held with the coordinators and instructors/professors and semi-structured interviews with former students of the course, which were analyzed by the French perspective of discourse analysis. The research project was submitted to the Research Ethics Committee of CEFET-MG and approved through the Certificate of Presentation for Ethical Appreciation - CAAE nº 37665920.7.0000.8507. This research is based on Michel Foucault’s and Paulo Freire’s research lines. Based on the theoretical reference and on the conditions of production of the sayings, it was decided to analyze the excerpts in three thematic axes: 1) personal motives; 2) reasons related to the course and 3) reasons related to the pedagogy adopted. The results obtained show that, in part, the reasons were already foreseen by the course coordinator. Some were related to the course and others were personal. None of them were related to the pedagogy applied in the course. Besides, it was also possible to see neoliberal rationality in a transversal way in most of those reasons.

17
  • POLLIANE DE JESUS DORNELES OLIVEIRA
  • THE INCLUSION OF STUDENTS WITH DISABILITIES IN CEFET-MG: THE TEACHER'S PERCEPTION

  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • LUCIANA APARECIDA SILVA DE AZEREDO
  • ADRIANA ARAÚJO PEREIRA BORGES
  • Data: 22 juil. 2021
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  • In recent years there has been an increase in the number of people with special needs. In the last demographic census carried out in Brazil, in 2010, it was estimated that around 45 million people declared to have some type of special need or disability. From Law No. 12,711, of August 29, 2012, which provides for the reservation of places for people “self-declared black, brown and indigenous and for people with disabilities” (BRASIL, 2012). From this, there was the entry of people with disabilities or special educational needs in federal educational institutes. Thus, the guiding question of this master's dissertation arises from how the practice of teachers working on campuses I and II of CEFET-MG who receive students with some educational need in their classrooms is constituted. In this context, this research aimed to analyze the practice of teachers working on campuses I and II of CEFET-MG regarding the inclusion of students with special educational needs or people with disabilities. To achieve this goal, a qualitative research methodology was used, descriptive through bibliographic research and case study. Consisting of five stages: in the first stage, the knowledge that teachers working on campuses I and II of CEFET-MG had about special educational needs or people with disabilities and AT was verified. In the second stage, the special needs and/or comorbidities raised by the teachers were mapped. In the third stage, the use of AT by teachers was verified. In the fourth stage, it was evidenced about the practices of teachers regarding both the general principles and actions and the presence of students with EN in their classrooms. In the last step, the fifth, it was verified the implementation of actions related to existing policies for the specialized care of students with EN by teachers. The research, therefore, allowed us to identify and analyze the inclusion process in campuses I and II of CEFET-MG. The results found allowed us to conclude that the process of inclusion in CEFET-MG on campuses I and II is not fully covered. There is a lack of knowledge among teachers about the inclusion process, about existing policies related to the topic, about AT and about the existence of a program at CEFET-MG that is inclusive. Finally, it was shown that there is still a lot to be done with regard to inclusive education on campuses I and II of CEFET-MG.

18
  • FÁBIO HENRIQUE VITAL
  • TEACHER EDUCATION FOR DISTANCE EDUCATION (DE): WHAT THE ACADEMIC PRODUCTIONS SAY
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • IVO DE JESUS RAMOS
  • RENATA CRSITINA NUNES
  • Data: 23 juil. 2021
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  • Distance Education (DE) is an education modality in full expansion in Brazil. Data from the Analytical Report on Distance Learning in Brazil 2018/2019, published by the Brazilian Association of Distance Education (ABED), points out for another consecutive period, growth in the supply of places and number of students enrolled in distance learning courses in the country. The EAD.BR Census reaches its 11th edition, confirming, once again, the popularization and recognition of this education modality. The number of enrollments in distance learning courses has increased significantly in a decade of data collection. Since its first edition, in 2009, until 2018, the Census EAD.BR registered a growth of 1774% in the number of students enrolled in the national territory. This research aims to analyze whether the Brazilian research in the field of DE, which investigates the competencies required for the pedagogical practice of teachers working in DE, address the competencies postulated by Behar, Schneider and Silva (2013). To carry out this research, we conducted a bibliographic survey of the national academic production of the last five years on teacher training for DE. We conducted the search through a catalog search in the database of the Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT) with the combination of descriptors: teacher training for distance education, teacher training for distance education, teacher training for distance education and teacher training for distance education. This research is characterized as basic in nature, qualitative in its approach, exploratory and descriptive in its objectives, and bibliographical in its procedures. Six stages were fulfilled: presentation of the research theme, its importance and contextualization in the scenario of Brazilian education; systematization and presentation of the research problem, supported by the relative low number of courses offered for specific teacher training for EaD; presentation of the theoretical assumptions; presentation of the methodological path; presentation of the stages of treatment and analysis of selected works, relating them to the assumptions postulated in the model of competencies of Behar, Schneider and Silva (2013); presentation of the final considerations, as well as the general overview of the results obtained throughout the construction of the study. The results obtained allow us to affirm that teacher education for DE is undergoing a process of change and development in Brazil. The studies about teacher competencies for DE point to the identification of those necessary to offer quality education, taking into account the different profiles of students, with different preferences, knowledge, cultures and age groups. The impacts on the education sector caused by the COVID-19 pandemic are bringing about changes in the overall online learning experience. There is still much research to be done on the possible post-pandemic effects, for the need to increase innovative models with the changing study habits imposed by the pandemic.

     

     

     

19
  • NATÁLIA TRINDADE DE SOUZA
  • DISTANCE EDUCATION AND THE SKILLS TRAINING MODEL IN PROFESSIONAL EDUCATION

  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • Amanda Tolomelli Brescia
  • GUSTAVO ALCANTARA ELIAS
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 27 juil. 2021
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  • Professional and Technological Education is inserted in a context in which Brazilian legislation determines that courses are structured by professional profiles according to an approach for training the skills required by the world of job. In the current scenario in which Distance Education (EaD) has gained more and more expressiveness and where there has been increasingly rapid changes in relationships and work methods, mainly impacted by the use of technology, this research aimed to evaluate whether the pedagogical model adopted in EaD has enabled the training of skills, in a High School Technical Course. To achieve this objective, the research was carried out during the second half of 2020 and the first half of 2021, electing a professional education institution in Belo Horizonte and one of its blended courses for the case study. The research with a qualitative approach, with a descriptive and exploratory character, used interviews with teachers and non-participant observation of classes promoted at a distance as data collection techniques. Through the description and use of Categorical Content Analysis, it was possible to build inferences about the elements used as theoretical reference for the pedagogical model of the studied course. As a main result, it was found that the model was affected in relation to the application and assessment strategies of competences, due to the restriction of face-to-face activities by the Covid-19 Pandemic. It was considered the recommendation that the team responsible for the course study a restructuring of the current model, even if it is with the objective of adopting a temporary model for the pandemic period, which guarantees training by competences according to the assumptions epistemological, pedagogical and methodological, adopted by the institution.

     

20
  • SILVIA OSORIA SILVEIRA
  • CONCEPTIONS ON PROJECTS FOR LEARNING ENVIRONMENTS OF TRAINEE TEACHERS PEFD OF CEFET/MG

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • MARIA ADELIA DA COSTA
  • ANA MARIA CLEMENTINO JESUS E SILVA
  • FABIANA DA CONCEICAO PEREIRA TIAGO
  • Data: 6 août 2021
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  • This master's thesis in Technological Education aims to investigate the conceptions of students teaching in the Special Program for Teacher Training at the Federal Center for Technological Education of Minas Gerais (PEFD - CEFET/MG) on Projects for Learning Environments and the implications of this knowledge for school education, and in particular professional and technological education. The methodology adopted in this research is characterized by a qualitative and exploratory approach. The theoretical framework used was the work entitled How people learn: brain, mind, experience, and school (How people learn: brain, mind, experience, and school), by Bransford et al. (2000). The data collection instrument adopted was the semi-structured questionnaire with essay and multiple-choice questions; 21 collaborators enrolled in the program participated in the survey. The results revealed that most of the trainee teachers recognize the possibility of planning a school environment within the four perspectives (in the apprentice, in the knowledge, in the evaluation, and in the community) but they alleged the lack of knowledge to make such projects viable. Regarding the implications of the concepts presented for school education, it is inferred those future teachers need to experience what it is to learn in environments aligned with the four centers since there is a tendency for people to teach as they learned. It is also considered important to disseminate and reflect on the different ways to implement scientific knowledge in pedagogical practice by teacher training courses. It is inferred that the students teaching showed convergence when recognizing the importance of centers, on the other hand, they demonstrated insecurity and lack of knowledge about how to make projects viable for learning environments.

21
  • NAIARA RAMOS
  • PROFESSIONAL AND TECHNICAL EDUCATION AND ANGLO-AMERICANITY IN THE WRITINGS OF ANÍSIO TEIXEIRA FROM THE PERIOD 1951 TO 1971

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • MARIO LOPES AMORIM
  • Data: 19 août 2021
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  • This dissertation presents as its object of study the elaborations of Anísio Teixeira on professional education and the Anglo-American influences in his writings in the period between 1951 and 1971. The work presents the professional trajectory of Anísio Teixeira, highlighting his main performances in the educational political sphere in Brazil, according to the aforementioned period. The written works, as well as the subjects that Anísio Teixeira dealt with during the period, were categorized by thematic axes, since between 1951 and 1971 he addressed varied subjects related to education. Among the mapped writings, a synthesis was made about the thought of Anísio Teixeira related to professional education and Anglo-American references. The questions that guided the research focused on three points: what are the elaborations on education and work? what are the approaches to professional education and its place in the national education system? and how is the presence of Anglo-American ideas in the composition of the author's thought? The aim of these questions was to analyze the elaborations on school and work, education for work and professional and technical education in Anisian writings from 1951 to 1971, seeking mediations with the pragmatic culture and pedagogy of Anglo-American origins. All material was analyzed from a documentary and bibliographic perspective. Two conceptual bases, from the history of intellectuals and from discourse analysis, were references in the research. Regarding the history of intellectuals, the reference was the Frenchman Jean-François Sirinelli. The discourse analysis references came from Eni Puccinelli Orlandi. Anísio Teixeira, as an intellectual of education, from the perspective of Sirinelli (2003), was a mediator of the educational culture of John Dewey, circulating the ideas of the American philosopher in Brazil in the 1950s and 1960s. The professional political trajectory of Anísio Teixeira analyzed during the research period shows his engagement in public life, which resulted in several political obstacles due to his defense of public schools, of good quality and for everyone. The writings of Anísio Teixeira that were analyzed reveal this notion of public engagement, as his writing was one of the forms of intervention in the educational political debate in the 1950s and 1960s. The texts by Anísio Teixeira published in this period were the materialization of his speech, which was published in several articles in the Revista Brasileira de Estudos Pedagógicos of Inep and later organized and published in the form of books.The results obtained demonstrate that Anísio Teixeira's elaborations on professional education remain in the period from 1951 to 1971, as he continues to defend the integral public school. During this period, he created the Escola Parque, seen as a model to be implemented in the national education system, as it integrated professional training with general culture. The references of his educational ideas are still the United States of America, even though he is a critic of the transformation of Anglo-American society in the imperialist phase, Anísio Teixeira continues to refer to John Dewey's pragmatic pedagogy, which would be the path to the institution of a democratic society in Brazil.

22
  • GIULIANO RICHARDS RIBEIRO
  • ARTIFICIAL INTELLIGENCE APPLIED TO TEACHING PRACTICE IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • JOSE GERALDO PEDROSA
  • ANA MARIA CLEMENTINO JESUS E SILVA
  • Data: 3 sept. 2021
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  • The Professional and Technological Education (PTE) is configured as a crucial means for the construction of paths aiming at regional development. However, it needs to go beyond the limited idea of education only as an instrument of individuals for the labor market, in which it imposes its guidelines. Artificial Intelligence (AI) is characterized as an essential technology to optimize products and services in different areas, improving production processes and the development of other technologies. Active methodologies encompass the use of AI and are defined as activities that seek to insert the student in the context of their learning as the main and fundamental part, participatory with their sensory system, working through kinesthetic, auditory or visual pathways. In this way, the student is no longer an element of passive listening and observation and copying of the teacher, and starts to use his critical reasoning in the study of situations, possibilities, available resources and completion time. The SESI São Paulo (SP) school network is the largest in the system nationwide, comprising 145 schools in a total of 112 municipalities in the state. The focus unit of this study is the SESI 415 Educational Center, located at the Arthur Alvim neighborhood, in São Paulo, which provided (for 995 high school students) in 2017 a virtual platform with AI to complement classroom activities of class. The general objective of the dissertation was to analyze the relevance and possible contributions of Artificial Intelligence in teaching pedagogical practices at EPT SESI 415. This research is qualitative in nature, considering that studies surround the field of human sciences, based on an exploratory study. The participants in this research were the teachers who use AI, as well as the pedagogical coordinator of the course. For data collection a semi-structured interview was used. It was identified that the educational institution's intention to adopt AI was to innovate in teaching processes linked to cutting-edge technology and provide students with a better teaching structure and better preparation for the challenges faced by high school students, such as the Enem. In this context, considering the information obtained by the Pedagogical Coordinator and Teachers, it is identified that the listed relevance was the optimization of the teacher's time in class activities; agility in correcting activities; favoring interaction between teacher and student; the increased interest of the student in the content worked in the classroom and the possibility of improving teaching practice.

23
  • LEÔNCIO D'ASSUMPÇÃO DE SOUZA
  • The perception of students with disabilities about inclusion in High School Technical Professional Education at CEFET-MG - Belo Horizonte

  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • IZAURA MARIA DE ANDRADE DA SILVA
  • MARCO ANTONIO MELO FRANCO
  • Data: 8 sept. 2021
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  • This dissertation is the result of concerns, investigations, readings and discussions about vocational and technical education at the High School level which is offered to people with disabilities. The national scenario of employability of people with disabilities is critical and the numbers reveal that they are totally on the margins of the labor market; occupying very little space in this arena and when they do occupy are mostly basic, elementary, low-paid jobs. The low level of education of people with disabilities has been taken as the cause of this phenomenon due to the fact that 61% of them have no education or only elementary education. Understanding work from an ontological point of view, it has become essential for the inclusion of people with disabilities in society, not simply as a source of income, but linked to feelings and possibilities of taking part in the transformation of oneself and the environment. Therefore, understanding professional and technological education as a proposal for training individuals for life in its various dimensions, placing work as a driving force for social transformations, we sought to investigate if the inclusion of people with disabilities in this perspective occurs and how. For the development of the research, categories such as disability, difference, inclusion, integration and segregation were discussed. Some theoretical and methodological assumptions were assumed, including taken special education in an inclusive perspective. This theoretical standpoint defends that students with disabilities should live and study in regular schools and in common classrooms.  On the same hand the social perspective on disabilities disagrees with the biological and medical perspective on disabilities, and understands that human beings are unique and their interaction with the environment is the main point of analysis. Finally, the methodological choice resorts to the experiences and perceptions of these students who are inserted in the context proposed here, in addition to evaluating documents and information on educational policies aimed at those students with disabilities. The research took place in a school that offers this type of teaching, the Federal Center for Technological Education of Minas Gerais in Belo Horizonte. The analysis focused on institutional documents, inclusion policies; data on admission, permanence, dropout, graduation and on the perception of students obtained through questionnaires. Participants are EPTNM students with disabilities who joined the institution between 2016 and 2019. The survey results reveal that national inclusion policies are robust and comprehensive, however, the policies and actions of the institution in question are still precarious and discontinued. It was identified that students considered as having graduated, in fact, did not complete the technical qualification part, only regular high school. When analyzing the perceptions of students with disabilities, it was possible to identify that, based on their experiences, they believe the Federal Center for Technological Education in Minas Gerais (CEFET-MG), Campus Belo Horizonte, is not all inclusive, especially based on the relationship established with teachers and their behaviors towards the students. These students had a school trajectory marked by integration and segregation, perspectives that are far from inclusion. It appears, therefore, that students with disabilities have not found in the EPTNM of CEFET-MG, a possibility of training that enables them to work in the area intended.

24
  • VINICIUS DA SILVA FIUZA
  • Model Building and Skills Development in the light of Experiential Learning Theory

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • SAULO CÉZAR SEIFFERT SANTOS
  • ALEXANDRE DA SILVA FERRY
  • TEREZINHA RIBEIRO ALVIM
  • Data: 15 sept. 2021
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  • The fragmentation of knowledge that affects Science and Education can lead to a lack of interest and engagement on the part of students, making it impossible for them to have opportunities for effective development of skills and competences, so important to full exercise of citizenship and productive life. Research papers in the field of Science Education allow us to understand that modeling activities are capable of promoting learning, beyond content memorization, related to the ability to integrate and apply knowledge in problem solving, and to develop psychomotor skills. Through this research we seek to understand the process of learning and skills development provided by the engagement of Middle Level Technical Professional Education students in the construction of models carried out in the context of a Science and Technology fair. For this, we collected data through interviews with students who performed this type of work and analyzed the logbooks produced by them during this process. Data analysis was performed using the categorical content analysis method in the light of the Theory of Experiential Learning, by David Kolb. The data revealed that the activities of building the models provided students with opportunities to learn all types of knowledge described in the theory of experiential learning, with a greater tendency towards convergent, adaptive and assimilative knowledge. In addition, the data showed that the activities of building the models contributed to the development of psychomotor skills and that the type of model, in terms of its scientific area, the modeling strategy and individual learning styles, influenced the type of learning and in the development of skills resulting from the engagement of students in the activities of building the models.

25
  • SILVIA COTA MACHADO
  • PERCEPTIONS OF SCIENCE AND MATHEMATICS TEACHERS OF MEDIUM-LEVEL TECHNICAL PROFESSIONAL EDUCATION AT CEFET-MG ON THE INCORPORATION OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES INTO PEDAGOGICAL PRACTICES

  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • GILMER JACINTO PERES
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • NEUSA MARIA JOHN SCHEID
  • Data: 17 sept. 2021
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  • This study aims to understand, from the perceptions of Science and Mathematics teachers (research participants) of High School Technical Professional Education (HSTPE) at CEFET-MG, whether or not the incorporation the resources of Digital Information Technologies and Communication (DITC) in their pedagogical practices to mediate teaching processes and what are their potentials and/or limitations. This master's thesis is part of the Master's Course in Technological Education at CEFET-MG, in research line IV, whose main theme is Educational Practices and Educational Technologies. The theoretical references used were Lévy (1999); Market (1999); Market et al. (2002, 2006); Tapscott (2010); Moran, Masetto and Behrens (2013); Moran (2015); Santos (2016); Bacich and Moran (2018); Carvalho Neto (2019); Huang; Spector and Yang (2019). The methodology of this investigation is characterized by a qualitative approach, with a bibliographic nature, exploratory nature and a case study. The questionnaire instrument was used to collect data online, applied in March 2021 to 23 high school teachers working in the context of HSTPE . The results indicate that research participants positively perceive the incorporation of DITC resources in pedagogical practices and believe that DITC can contribute to the teaching process. Among some of the potentials pointed out by the teachers is that the DITC make classes more interesting, motivate learning and allow for new experiences; in addition to diversifying teaching, it develops creativity, favors visualization, giving meaning to abstract concepts and increases student participation. Among the limitations mentioned were the lack of time due to work overload, precarious physical infrastructure, poor Internet connection at the institution and the need for investments in teacher training to incorporate DITC resources into their teaching processes; in addition to physical and financial limitations on the part of students. It is concluded that the participants recognize their role as a mediator in the teaching and learning processes and the need for active participation, interaction and cooperation of students so that meaningful learning can take place. It was also found that the institution did not prepare professionals to work in technology-mediated education as education demands for the 21st century demands, nor did they adequately train them to teach classes in Remote Emergency Education (REE) during the COVID Pandemic 19. Despite not having the appropriate time to assimilate knowledge, most teachers realized that the experiences related to the use of DITC resources to mediate classes in the REE were positive. Participants believe that they have experienced new possibilities in practice, but consider that continuous and periodic assessment is necessary to improve methodologies for the use of DITC.

26
  • SIMONE ROSA PEREIRA
  • METAPHORS OF THE PROFESSIONAL PRACTICE OF PHYSIOTHERAPISTS: a documentary analysis of the anamnesis
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • FABIANA DA CONCEICAO PEREIRA TIAGO
  • RONALDO LUIZ NAGEM
  • Data: 26 oct. 2021
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  • This research aimed to identify the prior knowledge of Physiotherapists about the concept of metaphors and if, and how, they record the metaphors of the patients' narratives when carrying out the interview in the anamnesis. This dissertation is part of the Master's Degree in Technological Education at CEFET-MG, in Research Line IV – Educational Practices in Science and Technology. The theoretical references used were Lakoff and Johnson (1980, 1999, 2002); Sontag (1984, 1989, 2007); Sardine (2007); Loyola (2007) and Bardin (1977, 2016). The methodology of this investigation is characterized as a case study, with a qualitative approach, with a bibliographic and documentary nature. The data collection method adopted was a semi-structured questionnaire applied online to nine Physiotherapists and a documental study of 19 Physiotherapy patient records from two public institutions, Federal and Municipal. The results indicate that Physiotherapists have previous knowledge about metaphors when they elaborate coherent conceptual units and present examples of metaphors related to the health of patients, in addition to other metaphors in a general sense. Physiotherapists understand that the use of metaphors could be a communication resource that helps patients to express the signs and symptoms of the disease and serve as clues for the physiotherapeutic diagnosis because it is loaded with singularities and subjectivities, and they agree that there is some relationship between clinical and colloquial language. Physical therapists use handwritten anamnesis through standardized forms and consider that the colloquial language used by patients has some relationship with the technical terms used by health professionals. The perceptions presented by the Physiotherapists about the linguistic expressions used by the patients present an approximation with the idea pointed out in the Conceptual Metaphor Theory (CMT) by Lakoff and Johnson. They understand that the metaphorical expressions present in the patients' speech contribute to the interpretation of the physical therapy diagnosis because it is how the patient manages to translate the subjective aspects and feelings that arise from the personal experience with the disease.In the medical records, technical records and potentially metaphorical expressions (metaphorical candidates) were found that allow for an approximation with TMC. It was also found that Physiotherapists used metaphorical expressions to represent the effects of the COVID-19 Pandemic. It is concluded that the expressions used by patients to represent signs and symptoms of diseases have an approximation to CMD, which allows us to infer that the metaphors used in the anamnesis serve as clues for the physical therapy diagnosis, since the subjectivation of the disease and their representations through metaphorical language deserve due attention during the clinical narratives of physical therapy patients.

27
  • LUIS HERNANDES MATOS LEITE
  • Technics, Language, Evolution: André Leroi-Gourhan's anthropological approach at the frontier of French philosophy of Technology 

  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • SABINA MAURA SILVA
  • IVAN DOMINGUES
  • Data: 27 oct. 2021
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  • The main objective of the present work is to demonstrate the importance of the French Philosophy of Technique, which is marginalized in the commonly disseminated narratives about the origin and development of the Philosophy of Technique/Technology. From this, we sought to recognize the original contribution of the multidisciplinary thinking of the French polymath André Leroi-Gourhan (1911-1986), in order to identify an anthropological understanding of the development of the technique. The French thinker apprehends the human phenomenon in a comprehensive way, using the possibilities of different areas of knowledge, in order to understand the existing interaction between technique and language, the relationship between the cultural and natural elements and the conceptualization of the social body as an extension of the anatomical body. These intents culminate in the understanding of techniques as a human undertaking present in all its evolution and its driving force. The locus of this research is located in the following question: “what is the role of technique, from the philosophical-anthropological point of view of Leroi-Gourhan, in the formation and evolution of Homo sapiens?”. In the body of work, it was suggested 1) highlight the different understandings of the terms “technique” and “technology” throughout history; 2) present the main narratives about the origin and development of the Philosophy of technique/technology; 3) rescue the importance of French production for the development of the Philosophy of Technique; 4) understand the concepts of technical means, technical fact, technical tendency and technical set present in Leroi-Gourhan's thought; 5) analyze the main works of Leroi-Gourhan, regarding the evolution of hominids: The Gesture and the Word (Tomes I and II) and Evolution and Techniques (Tomes I and II); 5) distinguish and conceptualize the terms technique and technology, from the point of view of the French philosophical tradition. 6) demonstrate the relationship between technique and human evolution, as well as between technique and language, from the perspective of Leroi-Gourhan. The main contribution of the research concerns the highlighting of different analyzes on technique/technology, in order to rescue the French contributions and the possibility of including the French polymath in the list of authors studied in the professional and technological education curricula, in order to collaborate to promote greater robustness to the epistemological statute of the Philosophy of technique/technology in Brazil.

28
  • ERICK FONSECA BOAVENTURA
  • THE PEDAGOGICAL FORMATION OF TEACHER ENGINEERS OF MID-LEVEL PROFESSIONAL AND TECHNICAL EDUCATION

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • MARIA ADELIA DA COSTA
  • WASHINGTON LUIZ VIEIRA DA SILVA
  • Data: 1 déc. 2021
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  • The engineering graduation courses prepare professionals to work in diverse areas: food, mechanical, electrical, production, and others. It is known that some of these professionals who graduated in engineering become teachers in the courses of Professional and Technological Education (EPT). However, they are not prepared to work as teachers in their graduation degree, since the majority of the engineering courses, different from some other degrees, are not focused on pedagogical formation and for teaching. Searching for better understanding of the formation of the teacher engineer, the objective of this assignment is to analyze the pedagogical formation of teacher engineers that work in mid-level Professional and Technical Education (EPTNM). Semi-structured interviews had been conducted with eight teacher engineers, who work in the EPTNM and who have done any course of pedagogical formation, in diverse campi of the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG) and of the Federal Center of Technological Education of Minas Gerais (CEFET-MG). For the analysis and interpretation of data, the analysis of content was appealed to and a qualitative approach was used. The results indicated that the interviewed teachers sought the pedagogical formation in graduation courses (degrees) and specialization courses (post-graduation) only after graduating in engineering courses. It was determined that, for the majority of the teachers who participated in the survey, the pedagogical formation has brought significant changes, positively modifying their practice and/or the way they see the educational process. In conclusion, the pedagogical formation has a transforming potential in the way of performing and thinking of the teachers, and it is relevant to the formation of the teacher engineer.

29
  • KELLYNE ANDRESSA AQUINO DE SOUZA
  • CONSTRUCTION AND VALIDATION OF AN INSTRUMENT TO ASSESS TECHNICAL SKILLS OF SECONDARY TECHNICAL PROFESSIONAL EDUCATION STUDENTS IN CHEMISTRY

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • TEREZINHA RIBEIRO ALVIM
  • ALEXANDRE DA SILVA FERRY
  • FLAVIA REGINA DE AMORIM
  • GEIDE ROSA COELHO
  • Data: 7 déc. 2021
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  • Technical skills are among the desired competencies in the Professional and Technological Education, in which students have the opportunity to develop or improve them in the laboratory space. This research, inserted in the research line “Educational practices and Educational technologies”, have investigated the technical skills through the procedures performed by participants in a technique for preparing solutions. The work aimed to contribute to the understanding of the processes of assessment of laboratory technical skills developed by students of Secondary Technical Education. Based on the assumption that technical laboratory skills are latent traits in the training process of the professionalization of subjects, their assessment can be a difficult problem for teachers of technical-professionalizing disciplines, such as those offered in secondary level technical courses, due to the difficulty of measuring an attribute that is not directly visible. However, the possibility of measuring the performance of technical skills through observable variables, indicators of this attribute, is considered, using analysis models that combine qualitative and quantitative aspects, such as the dichotomous statistical model developed by the Danish mathematician Georg Rasch (1901-1980). The work was based on a qualitative-quantitative methodology, for which a checklist-type instrument was developed from a laboratory document of the technical-professionalizing disciplines of the Technical Course in Chemistry at CEFET-MG, called Operational Procedure Standard for preparing solutions and for carrying out mass measurements. The checklist was completed through observation, accompanied by video recordings of classes developed in one of the teaching laboratories of the Technical Course in Chemistry on campus 1 of CEFET-MG. The data generated by filling out the checklist were validated using Rasch's dichotomous statistical model, to build interval measures of technical skills. The instrument proved to be valid for measuring the technical laboratory skills of Secondary Technical Education students in technical-professional subjects. Thus, it is considered that the use of this instrument could constitute an adequate tool to assess the development of this type of skill and, consequently, the student's learning in the school laboratory environment.

30
  • DANUBIA FERNANDES PEREIRA SALVIANO
  • Sexual Division of Labo in Pharmaceutical Industry

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • LUDIMILA CORREA BASTOS
  • ANDREA GRABE GUIMARÃES
  • Data: 10 déc. 2021
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  • The pharmaceutical profession is millenary, going through several historical moments in different social, economic and political scenarios. Currently, due to the numerous changes in its form of organization, it is marked by increasing feminization, with 10 different areas of action, linked to more than 130 specialties, with massive participation by women. This study aimed to analyze the sexual division of labor in the pharmaceutical industry, located in the metropolitan region of Belo Horizonte, State of Minas Gerais, in order to highlight the social relationships of sex that permeate the world of work, notably, the field of Pharmacy. It is a qualitative and exploratory research, structured by Line 3 Formative Processes in Technological Education (PPGET/CEFET-MG), whose case study method was developed in a critical dialectical perspective. For this, bibliographical and documental reviews were undertaken, and field research, in which semi-structured interviews and a field diary were used, and the material produced was analyzed in the light of the theories of the sexual division of work and social sex relations, from the French sociology of work, with a materialist basis. The results point to the double shift exercised in salaried work and domestic work present in the lives of the researched pharmacists as the main evidence of the social relationships of sex that cross the field of Pharmacy, raising in these women, resistance and coping strategies common to the profession dedicated to care and to health.

31
  • RENATO JOSÉ DE MAGALHÃES
  • Pedagogical Potentialities of Modeling-based Museum Objects in Technological Education in Physics

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • ANA MARIA SENAC FIGUEROA
  • RONALDO LUIZ NAGEM
  • Data: 14 déc. 2021
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  • This master's thesis, incorporated in the line of research on educational practices in Science and Technology of the Graduate Program in Technological Education, presents the results of an investigation that analyzed models in the context of Technological Education in Physics. The research intended to answer what are the pedagogical potentialities offered to Science Education, specifically, to the teaching of Physics, in the context of Technological Education, by exposing objects based on modeling in Science centers or museums from the perceptions of Physics teachers in the Network Federal of Professional, Scientific and Technological Education. Therefore, we survey and characterize museum objects in Science centers or museums, associated with scientific dissemination in Physics, identify the contextual purposes and the functions performed by these objects, and analyze the adequacy of the modeling strategies used in the conception and exhibition of these museum objects. Within the perspective of the Structural Mapping Theory (TME), we carried out the structural mapping of the human eye model, with the purpose of identifying the correspondences between elements, attributes and relationships, that is, the potential similarities that constitute the representations. The research, characterized by a qualitative approach, with the objective of an exploratory study, was developed in two stages: (i) Visiting museums to identify and characterize museum objects based on modeling, creation and adaptation of the data collection tool (Grid), visitation to validate the tool, visitation to carry out data collection, structural mapping of the identified model; (ii) Conducting semi-structured interviews in the museum space with the participation of Physics teachers. In the first stage, in 6 museums, 180 objects with pedagogical possibilities for the teaching of Physics were identified in 17 exhibition sets, of which 5 were classified as models, with 1 exhibition set representing the solar system, 2 representing the main components of the human eye (decomposed), and 2 representing the human eye (composite). In the second stage, models were observed by teachers who identified potential uses in non-formal spaces. The study allowed us to identify and describe pedagogical possibilities offered by museum objects to the teaching of Physics, in conjunction with the perception of teachers of this discipline regarding the potential in possible situations of use in non-formal spaces. Although the professors do not directly relate how the use of models can contribute to Technological Education, we emphasize in the teachers' speeches, regardless of the obstacles pointed out, that the exposed models constitute a favorable teaching tool to represent entities of scientific interest, as well how, to facilitate the expansion of scientific and professional concepts.

32
  • ESTER GOMES BERNABÉ
  • WOMEN'S FIGHT! SOCIAL RELATIONSHIPS OF SEX AND SEXUAL DIVISION OF LABOR OF JUI-JITSU INSTRUCTORS

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • GABRIELA CONCEIÇÃO DE SOUZA
  • JOSE ANGELO GARIGLIO
  • Data: 16 déc. 2021
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  • The present research is proposed in Line II: Formative Process in Technological Education of Pos-Graduation Program in Technological Education (PPGET) of Federal Center of Technological Education in Minas Gerais (CEFET-MG), which studies focus on themes related to work-education in socio-economic and political-cultural context, highlighting the historical and cultural processes, the relationships between societal changes, the formal and non-formal professional education and the world of work. It is considered here the broad concept of Technological Education, presented by Manacorda (1966, 2007) e Oliveira (2000), as synonymous with polytechnics. Sports is then presented as a pedagogical tool in itself, with a formative and educational character that contributes, in addition to teaching technique and motor aspects, as a way of educating the social subject in and through the physical activity (BENTO, GARCIA e GRAÇA, 1999). In turn, sports instructors are considered as a professional class of educators in this area. Based on Hirata’s (2002) assertion that the researches cannot be gender-blinded, female jiu-jitsu instructors were chosen as the subject of this investigation. The objective was, through critical analysis of the division of labor between men and women in the teaching of this markedly male sports, to understand the different forms and influences of social relations of sex/gender in this field and in the work of female instructors of this sports, from a dynamic and  all-encompassing interpretation of reality. For that, a qualitative approach was adopted, using bibliographic review and empirical data collection instruments, mined in in-depth interviews with jiu-jitsu instructors who work at sports academies in Metropolitan Regions of Belo Horizonte, in Minas Gerais. The theoretical-conceptual bases for the analysis of these data are based on the theories of the sexual Division of Labor and the Social Relations of sex/gender, derived from the Marxist-based French Sociology of work (KÉRGOAT, 1994; HIRATA, 2002, among others). Through the reported methodologies, we seek to answer the following question: How is the sexual division of work among jiu-jitsu instructors, a markedly “masculine” sport? The results of this study indicate that asymmetries in social relationships of sex/gender, especially in the studied sport, create a hostile environment for women. Factors such as the association of the practice of the modality with characteristics such as strength, violence and masculinity, the perspective that combat sports “masculinizes” the woman, among other factors, oppose the current stereotype of femininity, composing a scenario in which women are seen as out of place.

33
  • DENISSE APARECIDA DOS SANTOS SOUSA
  • The Professional and Technological Education in political-pedagogical projects of pedagogy courses of brazilian federal public institutions

  • Leader : AILTON VITOR GUIMARAES
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • JOSE GERALDO PEDROSA
  • JACKS RICHARD DE PAULO
  • Data: 17 déc. 2021
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  • This research aimed to understand the theme of Professional and Technological Education in pedagogical projects of courses of Pedagogy of Brazilian public institutions considered high- quality formation programs by the National Student Performance Exam (Enade) of year 2017. In order to achieve the proposal, we analyzed 14 pedagogical projects with regard to subjects of Professional and Technological Education. The methodology used was the descriptive and documental research; we adopted the perspective of content analysis to understand the obtained data (we identified and used the following categories of analysis: curriculum structure and course description; extension projects; scientific research projects; interdisciplinarity; internships; student profile). As results we found: two pedagogical projects with subjects of Professional and Technological Education in evidence; in the other pedagogical projects, Professional and Technological Education appears inexpressively or does not appear. We conclude that there is a need for discussions about the initial formation of the pedagogue in order to rethink its structure and capacity to provide students with adequate/high-quality formation, especially with what concerns to  the Professional and Technological Education.

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  • GLAUCIENE DE OLIVEIRA
  • TEACHING IN FASHION COURSES: study on the mobilization of teaching knowledge in technical-practical subjects
  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • MARIA DE LOURDES COUTO NOGUEIRA
  • Data: 17 déc. 2021
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  • This is dissertation is within the scope of the Master’s Degree in Technological Education, at the Federal Center for Technological Education of Minas Gerais (CEFET-MG) and is linked to the research line “Science, Technology and Work: philosophical, historical and sociological approaches”. The theme refers to the mobilization of teaching knowledge by teachers of technical-practical subjects in two higher education courses. It deals specifically with the analysis of how teaching is dealt with by these subjects who come from the market and have acquired experience in factories and other establishments in the fashion area and related areas and who have a bachelor’s degree. The notion of “teaching knowledge” incorporated here comes from Tardif (2014) and is related to the professional training of teachers, more specifically to their identity, life experience and professional history, and to their relationship with students in classroom and with other school subjects. Such knowledge consists of the expertise and abilities that teachers mobilize in their daily lives in classrooms and other learning environments. The objective of the research was to analyze the teaching knowledge, its respective sources and the ways of its appropriation by bachelors and technologists coming from work in the fashion market and who start to work in teaching. We sought to understand the interfaces or points of convergence between the teaching knowledge categorized by Tardif (2014) and the knowledge of this specific group of teachers. For this, six teachers were submitted to an individual focused interview with questions related to teaching knowledge and its sources and modes of acquisition. The interview sought to find the interpretations of teachers about teaching as well as their personal and professional experiences. Each interview gave rise to a narrative, sequenced in the interview script. In line with the proposed objective, the categories of “childish, academic and professional knowledge” were formulated, which are the result of an approximation between the narratives and propositions of Tardif (2014) about teaching knowledge. The results of this research show that the knowledge of the interviewed teachers comes from different sources, including the family, childhood environments, primary and secondary school, the practice of craft in the fashion labor market and in related areas, and, mainly, the teaching practice itself in the workplace. In the teacher’s conception, knowledge is allied and completes each other to a greater or lesser extent. They recognize that the exercise of teaching, in addition to training in a degree or pedagogy, is a form of learning and, therefore, they value the teacher’s experience, acquired in the daily life of the classroom.

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  • FERNANDA GODINHO DE SOUZA AGUIAR
  • PROFESSIONAL EDUCATION ADDRESSED IN THE WRITINGS OF FERNANDO DE AZEVEDO (1894-1974)

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • OLIVIA DE MORAIS DE MEDEIROS NETA
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • Data: 20 déc. 2021
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  • This dissertation focuses on approaches to work, the relationship between school and work and professional and technical education in Fernando de Azevedo's writings published in Portuguese. The research presents the professional trajectory of Fernando de Azevedo, highlighting his main actions in Brazilian education. The works written by Fernando de Azevedo were separated and categorized due to the variety of their thematic repertoire. The primary sources of research consisted of two of his works, Public education in São Paulo: problems and discussions (1937) and The Brazilian culture (1943). Some questions were proposed in order to guide the research: what are the elaborations on education and work? what are the approaches to professional education and its place in the national education system? In this sense, an attempt was made to analyze the elaborations on school and work, education for work and professional and technical education in the writings of Fernando de Azevedo from 1926 to 1943. Regarding the method, the material was analyzed from a documental and bibliographical perspective. . Regarding the treatment of sources, the references were the history of intellectuals, discourse analysis. On the history of intellectuals, the reference was Jean - François Sirinelli. The discourse analysis references came from Eni Puccinelli Orlandi. The research was also based on the notion of intellectual mediator, put forward by Ângela de Castro Gomes and Patrícia Santos Hansen. Fernando de Azevedo, from Sirinelli's (2003) perspective, was an educational intellectual engaged with the process of forming a national education system. Fernando de Azevedo's trajectory demonstrates his intense participation as a public figure, in positions, in movements, associations, writing for newspapers. The results obtained demonstrate that professional education occupied a significant space in Fernando de Azevedo's repertoire of educational elaborations in the two books consulted in this research. Fernando de Azevedo placed professional education in a horizon of expectations that combined industry and the urban as the locus of modern life.

36
  • RODRIGO PIMENTA DA SILVA
  • SUSTAINABLE URBAN MOBILITY AND TECHNOLOGICAL EDUCATION: CHALLENGES FOR THE IMPLEMENTATION OF ELECTRIC BUSES IN PUBLIC TRANSPORT IN BELO HORIZONTE

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • WASHINGTON LUIZ VIEIRA DA SILVA
  • GISLAINE APARECIDA DA SILVA
  • Data: 20 déc. 2021
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  • The progress of clean technologies is increasingly faster, making them more accessible in the world, favoring innovation, the economy and reducing harmful impacts on the environment. To soften the negative effects of traffic and improve the well-being of citizens, it is necessary to rethink the current public transport model and encourage change in the energy matrix. The promotion of mobility sustainability is supported by a new environmental, social and economic perspective. Thus, Technological Education has a lot to contribute, not only in the training of specialized labor, but, mainly, promoting awareness of the various actors involved in the intended change regarding the importance of sustainable mobility and its effects on the quality and preservation of life. A new transport model, the electric bus, has taken a prominent place in this process, becoming a global reality by transforming urban transport systems in cities interested in improving traffic, decreasing pollutant emissions, reducing public spending and mitigating oil dependency. The city of Belo Horizonte has already taken the first steps to implement a pilot project with the new clean technology.  This work aims to understand the challenge faced in implementing the electric bus in urban public transport in Belo Horizonte as a public policy for sustainable urban mobility. More specifically, the study proposes to know the current legislation on sustainable urban mobility and the incentive and promotion policy for the use of clean technologies in public transport in the capital of Minas Gerais, investigating the initiatives of City Hall of Belo Horizonte and BHTRANS for the use of the electric bus. Based on this investigation, a diagnosis of the main difficulties faced, the risks involved and the opportunities that can be seen with the change are drawn up. The results found show that the most sensitive points in this implementation process are: the need to develop an efficient and attractive model capable of making the technology viable in the medium and long term, even with a higher initial cost; raising awareness, changing the culture and changing the behavior of people and institutions, which will only be achieved with investments in environmental and technological education; and public policies and fiscal incentives that guarantee the economic sustainability of public transport.The results found show that the most sensitive points in this implementation process are: the need to develop an efficient and attractive model capable of making the technology viable in the medium and long term, even with a higher initial cost; the awareness, the modification of the culture and the change in the behavior of people and institutions, which will only be achieved with investments in environmental and technological education; and public policies and fiscal incentives that guarantee the economic sustainability of public transport. Therefore, there needs to be an alignment between all the actors involved - governments, operators, financers and technology and energy suppliers - so that the change is beneficial both for the sector and for the quality of life of man and society. Furthermore, it is recommended to involve academic institutions in the city's electromobility project, always considering environmental and social issues. The work points out that, in the contemporary scenario, new paradigms have emerged, leading to changes that require efforts and different professional and social practices to make development sustainable, with decisions based on education at all levels and sectors.

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  • REGIANE CRISTINA DA SILVA
  • EDUCATIONAL PATH OF SELF-DECLARED BLACK ENGINEERS OF THE FEDERAL CENTER FOR TECHNOLOGICAL EDUCATION IN MINAS GERAIS – CEFET-MG – YEAR 2017

  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • JOSE GERALDO PEDROSA
  • POLLYANNA ALVES NICODEMOS
  • Data: 21 déc. 2021

  • Afficher le Résumé
  • This dissertation has as its object of study students from Engineering courses at the Federal Center for Technological Education of Minas Gerais (CEFET-MG). An investigation was carried out that sought to evidence the racial proportion of students, as well as to understand the educational path of black students in Engineering courses at CEFET-MG, who had been admitted in the years 2012-2013, ans graduated in the year 2017. Strategies used for the academic training of black students were analyzed. Through an exploratory study, with qualitative and quantitative methods, the research also had diferente approaches such as documental source and bibliographical review, application of questionnaires and semi-structured interviews. The analysis included successive categorizations of the information collected in order to validate the procedures, instruments and results. With a number of students enrolled in excess of 4,600, 75% of them were distributed among undergraduate courses in Industrial Automation Engineering, Mining Engineering, Environmental and Sanitary Engineering, Computer Engineering, Materials Engineering, Transport Engineering, Electrical Engineering, Engineering Mechanics, Civil Production Engineering, Civil Engineering, Control and Automation Engineering and Mechatronics Engineering. The CEFET-MG showed percentages below 38% among self-declared black students enrolled in these courses. The ethnic-racial disparity is evidenced by the average concentration of engineers/race, being white (77%), brown (19.9%) and black (3.1%). Based on the data analysis, it was possible to conclude that black students who graduated in Engineering in 2017, at CEFET-MG, were in smaller number. Even with the implementation of the Affirmative Action Law, inequalities persist regarding Engineers who had graduated rom CEFET-MG in 2017. More than that, the research sugests that, despite academic training and performance in the labor market, there is a tendency to reproduce income inequality between black graduates. The non-alteration of this profile, as far as engineering students are concerned, possibly contributes to the perpetuation of a historical inequity. The non-recognition of this inequity, widely rooted in Brazilian society, would aim to delegitimize the struggle of the black population for educational, political, cultural, social, economic and labor equality.

38
  • FERNANDA MICHELLE NICACIO SILVA GOUVEIA
  • COMMERCIAL, INDUSTRIAL AND AGRICULTURAL CONGRESS: Representations about work and the worker (1928-1930)

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • CAROLINA MOSTARO NEVES DA SILVA
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • Data: 22 déc. 2021
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation has as its object of study the speeches of the Minas Gerais elites or producing classes at the Commercial, Industrial, and Agricultural Congress of Belo Horizonte, held in 1928. At the Congress, the theses about the increase the involvement of the State were discussed, in which Professional Education figured as a debated thesis. To identify and analyze the representations about work and the worker, in these speeches, the documentary research methodology was used. As such. It took as sources the newspapers of trade associations, newspapers of the time, as well as the minutes of the directors and records of the trade associations from Belo Horizonte and Juiz de Fora, organizers of the Class Congresses in the period in question. To analyze the discourses of the producing classes, the theoretical-methodological intersection of Cultural History with the History of Education was proposed. Thus, an analysis of the sources was developed, associating the notions of representations, by Roger Chartier, and strategy and tactics, by Michel de Certeau, to capture such notions present in the discourses of economic and political elites. Therefore, it is documental and bibliographic research. As a result, it was found that in the 28th Congress, professional education was used as a strategy, employed by the producing classes, to radiate a new representation of work, linked to Taylorism and Americanism. It was also verified the tactics of the producing classes and their versatility to aggregate the discourse of the engineer and sanitarian to infiltrate the state bureaucratic and political apparatus and thus minimize the direct conflict with workers to make their interests prevail through the State.

2020
Thèses
1
  • REJANE CASSIANO VIEIRA MENESES
  • TEACHING KNOWLEDGE: PROFESSIONAL REPRESENTATIONS OF TEACHERS THAT TEACH IN THE NORMAL COURSE DISCIPLINES FOR WHICH NOT HAVE SPECIFIC TRAINING
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • MARCIA GORETT RIBEIRO GROSSI
  • EDUARDO HENRIQUE LACERDA COUTINHO
  • Data: 10 févr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The Normal High School Course is designed to train teachers for Early Childhood Education.
    It is considered that this qualification is an exception provided for in the Law of Directives
    and Bases (LDB) no 9.694 / 1996, since the training of teachers to work in basic education
    must be at a higher level, in a full degree course, admitted as training. minimum for the
    exercise of teaching in early childhood education and in the first five years of elementary
    school, the one offered at Medium Level, in Normal mode. In the 1970s, the Normal Course
    was extinguished through Law No. 5692/1971, which guided the professional training of
    teachers to work in the initial grades of the first degree through a qualification of 2nd degree -
    the Specific Qualification of 2nd degree for the Magisterium. With the enactment of the Law
    of Guidelines and Bases (LDB) No. 9.394 / 1996, and the Teaching Course extinct,
    professional training courses for early childhood education and for the first grades of
    elementary education became the competence of the Normal Higher Course (BRASIL, 1996).
    However, although this LDB determines that the training of teachers to work in basic
    education must be carried out at a higher level, with a full degree, for the exercise of teaching
    in early childhood education and in the first five years of elementary school, provision will be
    allowed at the level medium, in normal mode. Although the Normal Course is a Medium
    Level Course, of a professional nature, as set out in CEB Resolution No. 2/1999, it is not
    considered a medium technical vocational education course (EPTNM), as it is not included in
    the National Catalog of Technical Courses (CNCT). That said, this research aimed to
    understand how the teachers in the Normal Course build professional representations, in
    relation to the identification with the disciplines taught for which they are not qualified. This
    is a qualitative research with a descriptive approach, and as a technical bibliographic
    procedure. The empirical data collected at a public institution in the state of Minas Gerais
    through a case study and a reflective analysis of curricular content, teaching plans and
    bibliographic references, as well as semi-structured interviews will constitute the exploratory
    path in order to to identify the possibilities offered by the institution so that these high school
    professionals can build their professional identity: being a teacher of Early Childhood
    Education. In view of this, we consider, from the normative documents of the Minas Gerais
    State Secretariat of Education, that there are gaps that distort the purpose of inserting in early
    childhood classrooms of only teachers with specific training and qualification for teaching at
    this stage of education. formal education. Therefore, this theme allows and calls for research
    that can bring out the weaknesses, niches and investment possibilities in the career of teachers
    of early childhood education in order to make it attractive and valued as it should be.

2
  • FABIANE ANGÉLICA DE AGUIAR
  • THE APPLICATION OF THE SPACING EFFECT IN DISTANCE EDUCATION: CASE STUDY OF A TECHNICAL COURSE IN CEFET-MG
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • GUSTAVO ALCANTARA ELIAS
  • MARCIA GORETT RIBEIRO GROSSI
  • MARIA ADELIA DA COSTA
  • Data: 10 févr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • In recent years, the Brazilian Federal Government has sought to expand access to education in the country, with an increase in the supply of hours through distance education. However, despite its growth, the Analytical Report on Distance Learning in Brazil in the year 2016 (EaD.BR Census 2016) reveals that quality indicators show that there is a need to improve student performance, and that such a need comes up against several factors, the main challenge being innovation in pedagogical approaches. Areas such as Neuroscience and Experimental Psychology have been dedicated to seeking to understand the learning process, and memory is an important factor in this process. Thus, forgetfulness is undesirable and should be minimized through revisions or spaced repetitions: the spacing effect. From these notes, it comes to the question of the application of the spacing effect in DE. The general objective of the present dissertation, then, was to analyze the instructional design of the Computer Science Course for Technical Education of Middle Level at a distance (EPTNM-EaD) from CEFET-MG, in order to identify the presence of the spacing effect in the activities of review of the different subjects of the course. To achieve this objective, a qualitative research methodology of an exploratory and descriptive type was used, through bibliographic research and case study. The research was carried out in 5 stages: in the 1st stage, a bibliographic survey of the theoretical contribution underlying the theme was carried out. In the second stage, non-participative online observation of the dynamics of interaction and postings carried out in the virtual learning environment was carried out, in order to survey the pedagogical review activities available in the Informatics Technical Course for High School Distance Education (EPTNM) -EaD) of CEFET-MG. In the 3rd stage, the pedagogical revision activities available in the course in question were checked one by one, taking into account the frequency with which they appeared, in order to understand whether they met the Spacing Effect precepts. In the 4th stage, in order to verify the perception of the pedagogical body about the spacing effect, a questionnaire was applied. As the last stage of the research, it was pointed out which resources are most used for content reviews, comparing them with those selected by the teachers in section four of the online questionnaire. The results found allowed us to conclude that there is a spacing effect in the review activities present in the observed module, although not all teachers are familiar with the concept. It was also possible to verify that the review activities used were divided into implicit or explicit, and controlled and non-controlled. Finally, it was also noted that the educational resources used, in their majority, had low interactivity and that in the VLE the interactions were almost nonexistent. 

3
  • RICARDO RODRIGUES BALBIO DE LIMA
  • JOHN ZIMAN AND THE SCIENTIFIC ETHOS
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • SABINA MAURA SILVA
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • YURIJ CASTELFRANCHI
  • Data: 21 févr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research investigates the theoretical production of the philosopher and science
    sociologist John Ziman, with a focus on the concepts of scientific ethos developed by him,
    coined as "Academic Science" and "Post-Academic Science." Therefore, the main works were
    covered and, through an immanent analysis of the content, we sought to explain the
    conceptions, concepts and categories that support the author's thinking, understanding the
    evolution of his ideas and what are the links existing between these concepts. Present on this
    research is the relation introduced by Ziman between science, technology and techno science,
    as they are increasingly inseparable, having the same roles in society, being performed by the
    same people, in the same organizations. Our author's idea was compared with those presented
    by authors of the science philosophy, namely Michael Polanyi, Karl Popper, Thomas Khun,
    as well as the concepts coined by other authors and used by Ziman, such as: Postnormal
    Science (FUNTOWICZ; RAVETZ, 1993); Finished Science (BÖHME et al., 1983); Method
    2 (GIBBONS et al., 1994).

4
  • RENATA RAQUEL COSTA
  • BEING A WOMAN AND A TEACHER IN BASIC EDUCATION: WORK MULTIPLE TO BURNOUT SYNDROME
  • Leader : CARLA SIMONE CHAMON
  • MEMBRES DE LA BANQUE :
  • CARLA SIMONE CHAMON
  • CLÁUDIO EDUARDO RESENDE ALVES
  • MARIA ADELIA DA COSTA
  • RAQUEL QUIRINO
  • Data: 27 févr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The present research is inserted in the "Line II: Formative Processes in Technological
    Education" of the Graduate Program in Technological Education (PPGET) of the
    Federal Center for Technological Education of Minas Gerais (CEFET-MG), whose
    studies focus on themes related to work-education in the socioeconomic and political-
    cultural contexts, highlighting historical and cultural processes, the relations between
    corporate changes, diversity, formal and non-formal professional education and the
    world of work. This research problematizes the relationship between being a woman
    and a teacher, the multiplicity of activities performed by her in salaried and domestic
    work and the consequent occupational illness caused by the Syndrome of Burnout. For
    this purpose, we sought reflections of empirical data collected in the light of the theories
    of the Sexual Division of Labor originated in the Sociology of French work of
    materialist basis. From a documentary survey conducted in the Medical Expertise sector
    of the Server Health Management (GESER) of the Municipal Public Education Network
    of Belo Horizonte, an overview of the removals for health reasons of teachers of
    education was elaborated Basic. In continuous act, semi-structured interviews were
    conducted with eleven teachers of the Network, selected by accessibility and indication,
    about their multiple tasks such as teachers and housewives, mothers and wives; their
    difficulties and limits, as well as the strategies of struggle and resistance that make use
    of physical and psychic exhaustion, disenchantment with the profession and the
    consequent professional illness. The reports made it possible to analyze, if and how, the
    sexual division of labor - with its unfoldings: the organizing principles of separation and
    hierarchy, the crystal maze and the multiple work - contributes to the involvement of
    teachers by the Burnout syndrome. The interviewees' reports reverberate the voices of
    many women teachers who, undersumive in a patriarchal society and exercising a
    precarious and economically devalued profession, resist what has historically and
    culturally been attributed to them both in salaried and domestic work. The findings
    reveal that the physical overload of multiple tasks, as well as disenchantment with the
    profession, make teachers more vulnerable to exhaustion and illness by Burnout
    Syndrome. Give voice to women and foster reflections about the precariousness of
    teaching work, the burden to which women teachers are subjected and the consequent
    illness resulting from this phenomenon, as well as to increase advances in gender social
    relationships and division of work between the sexes, from the finding of the
    inequalities present in this division and to cast a look at the work of the teacher woman
    is what aims for the present research.

5
  • ANDRÉ NOGUEIRA SILVA
  • WHEN AN EDUCATIONAL RESOURCE USED IN EDUCATION DISTANCE CAN BE CONSIDERED A LEARNING OBJECT: A 
    CASE STUDY AT CEFET-MG
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • GUSTAVO ALCANTARA ELIAS
  • JOSE GERALDO PEDROSA
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 27 févr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • With the evolution of Digital Information and Communication Technologies (TDIC) and its
    use in Distance Education, new teaching and learning tools and strategies have been used as
    pedagogical support in online teaching. Among the tools used in the educational process,
    Learning Objects (OA) collaborate positively as a support in the construction of knowledge.
    Therefore, the analysis of OA is important, because the object can be determinant in the
    student's learning. But an analysis of an OA goes far beyond looking at how technologies are
    used or its failures; it is necessary to look at the attributes that demonstrate the convenience
    and feasibility of their use. Thus, a question arises, which was listed in this master's
    dissertation: How to know if a digital resource used in online classes can be considered a
    learning object in Barbosa's perspective (2014)? To answer this question, the general objective
    of this research was to analyze whether the OA present in the online learning platform of
    Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), in the technical
    course of Environment offered online, shows the characteristics used by Barbosa (2014) so
    that these OA can be classified as educational resources to support learning. For this purpose,
    a qualitative research was carried out, which according to the objectives was descriptive; as
    for the technical procedures, a case study was carried out at CEFET-MG, at the technical
    course of Environment offered online. Based on the results, one can consider the importance
    of evaluating OA through its characteristics, since the possession of prior knowledge of the
    resources of these objects it is possible to identify them as an educational resource to support
    learning. For this to become understandable, the qualitative approach used sought to identify
    the characteristics of these OA, based on the categories registered by Barbosa (2014). 15 OA
    were analyzed so that their resources are compared with those of Barbosa (2014), showing the
    features of each object as a result, understanding that there is no standard for each type of OA,
    but rather predominant features that can collaborate directly for the improvement of teaching
    and learning processes.

6
  • ELIZABETH MARIA PINTO
  • THE PROFESSIONAL GESTURES OF THE TEACHER OF TECHNICAL PROFESSIONAL EDUCATION OF MIDDLE LEVEL

  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • MARIA ADELIA DA COSTA
  • VICENTE AGUIMAR PARREIRAS
  • Data: 27 févr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This thesis presents the study on the professional gestures of a teacher at the time of
    educational practice, in a mechanical laboratory, during the assembly of an engine by
    students. In the context, the teacher guides the students in the performance of their tasks,
    moment when the manifestation of his professional style, his history, which is
    characterized by his professional gestures. This revelation is important for the quality of the
    relationship established with students and for the teaching and learning process. The
    research was conducted in a qualitative approach, being a case study, in a
    phenomenological perspective (MERLEAU-PONTY, 2011), having as a theoretical basis
    studies, developed in France, on professional gestures and professional action in
    professional gestures (JORRO, 1998, 2004, 2006, 2010, 2018, 2018a, 2018b, 2018c). AT
    To this end, the bibliographical review of the French literature on the subject made it possible to
    continue studies. A survey, of studies in Brazil, was carried out, and it identified a
    lacking on the subject in the script of the publications until the moment, which made it possible to
    new perspectives and foundations for research. In the theoretical-methodological approach, a cross-checking of techniques was organized, taking into account the
    subjectivity that makes up action. We used observation and filming of the courses, thus
    than the simple self-confrontation interview (ANTIPOFF; LEAL; LIMA, 2018), which were
    fundamental to support and identify verbal and non-verbal languages, gestures,
    corporeality and singularities in the context of a teacher's performance in a
    practical activity with the students. The data was organized in a script for analysis
    simple and semi-structured self-confrontation interviews, with the help of bringing together
    techniques defined in the methodology. The simple self-confrontation interview reinforced
    points and made it possible to identify the teacher's perception in his verbalizations, which
    clarified some fundamental points for the organization and categorization of data. The
    data were analyzed taking into account the directions of the actions of the teacher, and, being
    enter the professional actions, according to the established categories, the acting departments and the
    matrix of professional gestures (JORRO, 1998, 2004, 2006, 2010, 2018, 2018a, 2018b,
    2018c). We have established as gestures in practice: body posture and corporeality
    in doing the teacher's job. It has been observed that the perception of
    the teacher on the identification of actions and their gestures is important in the dimension
    subjective, in the interweaving of speech, thought and action in the practice of
    teaching work, in a social environment for the training of students
    EPTNM. The capture of professional gestures in action allowed the teacher to know
    the extent of his practice, his profession in a teaching and learning context. The
    presence of subjectivity and identity casts a glance which goes beyond his prescribed work, which
    considers the action, the body in perception and expresses itself in professional gestures
    interaction with the student, in intersubjective relationships in a situated world, in the
    sense of the other, which promote teaching and learning in their actions, gestures,
    speech, history, knowledge and social networks. And this shows the relevance of the studies
    in the Brazilian academy, as well as research to broaden the discussion on
    professional gestures as a possibility of capturing professional practices and presentation
    of the actor's subjectivity in these social practices.

7
  • RODRIGO ZOLA BAHIA

  • SEXISM WITH ADVERSES? MEN TEACHERS IN CHILD EDUCATION ON THE NET MUNICIPAL PUBLIC OF EDUCATION OF BELO HORIZONTE

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • JOAQUIM RAMOS
  • ALEXANDRE GOMES SOARES
  • Data: 28 févr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The current research is inserted in “Line II: Formative Processes in Technological Education”
    of the Post-Graduation Program in Technological Education of CEFET-MG, in which studies
    focus on themes related to work-education in the socioeconomic and political-cultural
    contexts, pointing out historical and cultural processes, the relations among society changes,
    diversities, education and the world of work. Specifically, this research seeks to understand
    how the sexual division of teaching work takes place, problematizing the performance of male
    teachers in Early Childhood Education in the Public Municipal Education of Belo Horizonte
    (RME/BH) and verifying to which extent these teachers suffer sexism and gender prejudices
    for working in a predominantly female area and profession. This work takes the liberty of
    referring to the gender prejudices suffered by men, as “inside out sexism” because it is a
    category that is almost always analyzed from the perspective of women. Semi-structured
    interviews were conducted with teachers who work, or worked, as teachers in Municipal
    Schools of Early Childhood Education (EMEI) at RME/BH. Supported by the theoretical
    basis of the Sexual Division of Labor, Symbolic Violence and the construction of
    Masculinity, an exegesis of excerpts from the research subjects' speeches was carried out in
    order to evidence permanences, setbacks and advances of such theories in the professional
    practice of teachers, according to their personal perspectives. The findings reveal that the
    sexual division of labor, with its organizing principles, is evidenced in the teaching work in
    early childhood education, mostly by the discreet male presence in this educational segment,
    still markedly feminized. There was also a rejection of the presence of teachers by their fellow
    teachers, the board and the school community in general.The symbolic violence, sexism and
    gender prejudice occur through mischief, embarrassing questions, insinuations about one’s
    sexuality and sexual orientation, as well as personal harassment and prohibitions on childcare.
    The reactions and strategies of resistance and confrontation reported by the teachers are
    present, however different, in face of the similar hostile scenarios in which they operate. It is
    concluded that, although in society, sexism, prejudices and symbolic gender violence, are
    strongly directed towards women and the LGBTQI + population, when men, regardless of
    their sexual orientation, transgress the status quo and risk acting in areas dominated by
    women, are also bound to conditions of oppression. It is expected that in bringing this theme
    to the academic debate, this research will contribute to the expansion of reflections and
    discussions on the division of labor between the sexes in different professional contexts and
    from the perspectives of different subjects.

8
  • ELAINE GARCIA REZENDE

  • KNOWING TEACHERS OF ENGINEERS WORK SAFETY ACTING AS TECHNICAL COURSE TEACHERS

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • ALEXANDRE DA SILVA FERRY
  • DANILO FERREIRA PINTO
  • Data: 6 mars 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The technical courses in workplace safety in Brazil are mostly taught by teachers whit a
    background in workplace safety engineering, acquired through postgraduate studies, for
    those who have completed a bachelor’s degree in some engineering or architecture. This
    research aimed to analyze the construction of teacher’s teaching knowledge with this
    formation in work safety engineering and working in the technical course in work safety,
    at the Federal Institute of Minas Gerais (IFMG – Ouro Preto and Governador Valadares
    campuses). To achieve the proposed objective, semi-structured interviews were carried
    out whit these teachers, from which it was identified which teaching knowledge they have
    and what the origin of that knowledge was. The research was based notably on the studies
    of Maurice Tardif, Lee S. Schulman, Clermont Gauthier and Selma G. Pimenta, which
    allowed to draw a conceptual design of what is currently understood as “teaching
    knowledge”, as well as to discuss its origins and ways of construction. The research
    revealed that the group of these teachers faces difficulties in the construction of their
    teaching knowledge, motivated both by the lack of a base of pedagogical content, and by
    the insufficiency of a deepening in the technical content, arising from the original training
    as Occupational Safety engineers. The teacher’s participating in the research also did not
    present knowledge about programs, methods and legislation related to education,
    therefore, the construction of curricular knowledge among the interviewees was not
    evidenced. It was possible to conclude, in this research, that the teaching knowledge of
    these teachers who do not have teacher training are built over time, mainly through their
    experiences in the educational environment, in practice in the classroom and whit the
    other agents of education, being that knowing how to teach is continuous and empirically
    acquired, through “trial and error”. Based on the analysis of the reports, it was found that
    the professional education teacher could improve his performance if his academic training
    added the technical knowledge of the profession and his practical experience to a quality
    teacher training.

9
  • RENATA GIORDANE SILVA DINIZ

  • “TRAINING OF CIVIL CONSTRUCTION WORKERS: a learning device for young engineering students?”

  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • IVO DE JESUS RAMOS
  • JOSÉ PEREIRA PEIXOTO FILHO
  • RENATA BASTOS FERREIRA ANTIPOFF
  • Data: 9 mars 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • Inserted in “Line 1: Science ,technology and labor” of the Post Graduation Program in
    Technological Education the Federal Technological Education Center of Minas
    Gerais (CEFET-MG), which phocuses on studies in the area of labor and education in
    the philosofical, historical and sociological contexts, this dissertation sought to
    understand whether a classroom for construction workers may be a learning device for
    young engineering students at CEFET-MG. In this sense, the study aims at uncovering
    what the Engineering , Society and Technology Program trainers (PROGEST),
    engineering students,learn from construction management students, most of them
    construction workers. The demand of the study comes from the perception quite
    widespread among trainers that the PROGEST experience adds much to their
    professional lives in terms of apprenticeship but this perception needs to be better
    aimed. The methodology used in this paper was the Activity Analysis which , inside
    the research program of the course of action francophonic ergonomics , is concerned
    with analysing the activity in action. The methodology used for data collection and
    analysis was self confrontation,a technique involving an intervew based on the
    theoretical and methodological subsidies of Activity Ergonomics. The research results
    show that the interactions among trainers and engineering students as well as students /
    construction workers ,often started from practical examples from the latter,generate new
    apprenticeships for the engineering students who get to know a given reality ,its
    ploys,nuances and variabilities ,which are needed to their insertion in the labor market.
    Therefore, PROGEST, throughout its sixteen years of operation inside CEFET_MG has
    been proving itself to be a training model that differs from the traditional molds, that is
    , those in which the teacher is the one who transfers his/her knowledge and the student
    is the one who absorbs such knowledge in a passive way. Thus, we can conclude that
    PROGEST is a practice that provides apprenticeship to the future engineer, about the
    field of civil construction and its practices. For that matter, the contact with the
    knowledge about the worker´s practice provides the trainees new technical learnings
    such as knowledge of a new language, real and varied situations and, apprenticeships
    that go beyond technique such as: empathy, altruism, solidarity, values which are so
    necessary for quality formation, critical and human.

10
  • VIVIAN EMANUELLE ALVES DE AGUIAR

  • PROFESSIONAL TRAINING OF LINE AND NETWORK ELECTRICIAN AERIALS: skills development

  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • RAQUEL QUIRINO
  • GERALDO MÁRCIO ALVES DOS SANTOS
  • RENATA BASTOS FERREIRA ANTIPOFF
  • Data: 10 mars 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The objective of this dissertation is to analyze the professional formation of electrician of
    lines and aerial networks of Companhia Energética de Minas Gerais, in a course composed of
    theoretical and practical classes, aimed to verify the effectiveness of this model in the
    development of competences. The changes in the world of work, since the height of the
    industrial capitalist model, have generated discussions on the role and the impact of
    professional formation for the development of competences for the work. It is evidenced that
    professional formation in Brazil comes from a tradition focused both on theoretical learning,
    without learning spaces on its use in real situations, as well as on formation based on rules
    and procedures restricted to the workplace environment. The latter is generally shallow
    content training, which is not intended to deepen the understanding of the concepts behind the
    technique. Furthermore, it does not offer conditions for the construction of other knowledge
    and expansion of cognitive strategies that can help workers to act in a more conscious and
    reflective way in relation to the conceptual aspects of the activity, and in the most diverse
    practical situations. These formation models do not match the changes in the world of work at
    the end of the twentieth century, characterized by globalization, increased competitiveness
    and technological development, which begin to demand workers who sufficiently dominate
    the area in which they intervene and who know how to identify problems, understand their
    reasons and origins, so that they can safely decide when and how to intervene. This poses a
    challenge for professional formation, which must prepare technical professionals to act safely,
    understanding the logic behind the phenomenon, one of the key points to be competent. This
    study highlights that the formation which enables the intertwining of theory and practice for
    problem solving, mediated by an experienced professional, seems to be an effective model for
    the development of these competences. The qualitative methodology used was the Activity
    Analysis, which is based on the analysis of the action of the subjects in activity, and its
    methods consist of observation and interview in self-confrontation. Two case studies of the
    practical classes allowed the analysis of problem-solving situations. The results demonstrate
    that theoretical knowledge, operational rules, verbal cues in the classroom are important for
    effective, conscious and reflective action, showing the need for this type of learning in the
    technical formation of professionals, especially when it is accompanied by learning in the
    practice and by practice. The tasks performed in the field with colleagues and with the
    mediation of the trainer is the moment for learning the use of theoretical and technical
    knowledge, where doubts, errors, the sense of rules and procedures appear, in addition to the
    education of the body's senses. This model of theoretical-practical learning, which aims at
    learning and developing scientific concepts and practical knowledge, proved to be effective in
    the development of essential competence for professionals in the electricity sector. The
    analyzed cases demonstrated how UniverCemig's professional formation complies with these
    requirements, contributing satisfactorily to the effective action of workers.

11
  • DAIANA MARIA DA SILVA
  • Museological Route History of Women: Voices and Silences”: look at an experience in teacher education 
    at the Belo Horizonte Municipal Education Secretariat
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • ALEXANDRE DA SILVA FERRY
  • MIRIAM HERMETO DE SÁ MOTTA
  • LETICIA JULIAO
  • Data: 29 avr. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research is about the analysis of the reflective experiences of five professionals in the Rede Municipal de Educação de Belo Horizonte (RMEBH) that participated in the Percurso Museológico História de Mulheres: Vozes e Silêncios, in 2014. The museological spaces are catalyzers for possible reflections about the contribution of women and man along the history, allowing as a consequence, discussions about the social gender relations for the patrimonial selection, the curation and for the resignification of collections and institutions. The experience of the subjects in question brings up the singularity of the fruition in the museums and how it is powerful for the formation of the citizen's critical consciousness, once it allows the democratization - in a certain way - of the human knowledge, as it allows connections between the affective and cognitive dimensions so that the learnings can be built. Therefore, the reflective practice of the continuing education must be an instrument to transform society based on the ideals of justice, respect for diversity, solidarity and right's equality. Diverse methodology was used in this research, as bibliographic research, semi-structured interviews and Content Analysis. For the theoretical fundamentation, three research fields were considered, being a) teacher's formation; b) gender relation and education and c) sociomuseology of gender, a recent discussion on the academic scope and in the museological practice. The research has shown that for the RMEBH to became a formation network of its professionals, especially when it comes to debate gender relations, a lot of disputes and negotiations were made. It has shown also that although the teaching autonomy was considered by the SMED/BH in the proposition of a project that could connect the school to the museum to problematize gender relations, such autonomy found its limits on school bureaucracy, on the incompatibility between the times in schools and museums and on the nowadays context of setbacks and political conservatism that has been causing a lot of tensioning when it comes to the discussion of the gender and sexuality thematics in the Rede. Besides that, the discussions made in the work relation scope appear in the speeches of the professionals, from the debate about being an artist or an artisan to the challenges - even the silences - of women in certain spaces in the work field, or even the discussion that goes through de challenges of the teaching profession.

12
  • THIAGO FIUZA DE SOUSA CRUZ
  • A DIGITAL TV AS A TECHNIQUE APPLIED IN THE EXPANSION OF EAD IN CEFET-MG
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • MARCIA GORETT RIBEIRO GROSSI
  • MARCOS PRADO AMARAL
  • Data: 2 mai 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The digitalization movement of human relations in recent decades has given rise to the term
    cyberculture, characterized as the era of connection, driven by the development of mobile
    computing and the new Digital Information and Communication Technologies (TDIC). The
    information society, derived from cyberculture, is characterized by the absorption of new
    means of communication and information as the TDIC is developed, driving the growth of
    virtual environments and new human relationships. Among the new human relationships
    affected by the development of new virtual environments, education, especially Distance
    Education (EaD), has been showing a continuous growth in student enrollment and courses
    offered in recent years, including the online courses offered at CEFET- MG through a
    Virtual Learning Environment (VLE) available over the internet. In this context, this
    research aimed to analyze, taking into account the advent of Digital TV (TVD) in Brazil,
    what are the possibilities and challenges for the creation of an AVA for TVD, as a way to
    expand CEFET-MG distance courses, thus applying t-learning. To achieve this objective, it
    was used a methodology of qualitative research with a descriptive and exploratory nature,
    through bibliographic and documentary research, without the intention of being generalized.
    The research was carried out in five stages: in the first stage, there was a presentation of the
    characteristics of the AVA used by CEFET-MG to offer its distance courses via the internet.
    In the second stage, there was a survey of the digital learning tools that compose the
    CEFET-MG AVA. In the third stage, the necessary requirements to establish a technical
    path for the development of an AVA for TVD were verified. In the fourth stage, the CEFETMG AVA compatibility check was carried out with the requirements presented in the 3rd
    stage, specifically on the questions of the technological requirement through development
    models. Finally, in the fifth stage, it was carried out the classification of levels of
    interactivity of the functional characteristics of the tools presented in the 2nd stage for the
    TVD environment. The results found allow us to conclude that there are several
    requirements and resources available to implement
    t-learning in the institution, with
    emphasis on the technological requirements, mainly a software layer of the Brazilian Digital
    TV System (SBTVD), the Ginga
    middleware, and for the available resources for the
    development of applications for the DTV environment in the form of digital learning tools.
    It is also necessary to have a provider of interactive services that support the multiplatform,
    allowing interactive resources to run in environments that go beyond the use of the Internet.
    It should also be noted that the lack of practical pedagogical experiences regarding the use
    of TVD in education makes it impossible to reach a conclusion about the effectiveness of
    teaching and learning in consistency with the normative parameters of Distance Education
    and Technological Professional Education (EPT), which increasingly use TDIC in the
    educational environment.


13
  • BRUNO ALVES RODRIGUES

  • THE EDUCATIONAL PRINCIPLE OF WORK IN THE PHILOSOPHICAL ETHICS OF HENRIQUE CLÁUDIO DE LIMA VAZ

  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • LUIZ MOREIRA GOMES JÚNIOR
  • JOSE GERALDO PEDROSA
  • SABINA MAURA SILVA
  • Data: 16 juin 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The research is centered on the search for the existing correlationality between the
    Philosophy of Work and Philosophy of Education in Henrique Cláudio de Lima Vaz,
    respecting the Hegelian matrix that guided the development of his Ethics, focusing on
    specific cut in The texts of this philosopher deal with the dynamics of manifestation of
    the consciousness of being, inextricably correlated with the manifestation of ethos in civil
    society, a theoretical framework that supports the hypothesis that the historical, ethical
    and cultural process of human self-formation in society occurs.from the dialectic of
    recognition effected by work. The work, seen as the axiogenic human action par
    excellence, presents itself as the primary inducing element of the dialectic of recognition
    within the civil society (subjective dimension of ethical acting), playing a structuring role
    for the consolidation of a universality (axiological dimension of ethical acting),
    objectification of the values freedom and equality by the work value). From this
    processuality, the essence of the educational principle of work is phenomenologically
    manifested, as a value that promotes the mediation of being towards its concept in
    freedom, in the permanent construction of the conceptual triad history-culture-ethos,
    which occupies the centrality of Hegelian ontology and of Lima Vaz.

14
  • ANDREA CRISTINA MAGGI
  • Reflections on the use of discursive genres in classroom practices: a case study on the pedagogical practice 
    of teachers of the Bachelor of Business Administration from CEFET-MG
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • LUIZ ANTONIO RIBEIRO
  • MARCIA GORETT RIBEIRO GROSSI
  • PAULO FERNANDES SANCHES JUNIOR
  • Data: 16 juin 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research work was carried out within the scope of Research Line IV:
    Educational Practices in Science and Technology as part of the Master’s program of
    Technological Education of CEFET-MG due to its investigative character in the area
    of education aimed at the job market. This research has as its general objective the
    understanding of how professors of the Bachelor Business Administration Course
    at CEFET-MG, having not majored in Languages, and without any specific training
    related to the area of languages, deal with the discursive genres in their pedagogical
    activities. The specific objectives defined were: to identify the professors’ perception
    of concepts of text and discursive genre; to verify how professors select texts used
    as a theoretical contribution to the teaching of the contents of the subjects they
    teach; to analyze whether the professors privilege any discursive genre in their
    pedagogical practices, focusing on the Administrator's professional practice. The
    adopted methodology consisted of a qualitative approach characterized as study
    case (exploratory-descriptive) in which content analysis was used to analyze data
    and built relationships between the categories. The research points out that even
    though participants conceive the text from a perspective of written and formal verbal
    structure, they recognize discursive genres as verbal and non-verbal forms of
    communication having different structures and purposes. According to the results
    obtained, in one hand the participants recognize the importance of teaching
    discourse genres aimed at the Administrator's professional practice in the world of
    work. On the other hand, this research shows that the privileged discourse genres,
    in the pedagogical work of the professors participating in the research, are reduced
    to texts which are specific to the academic semantic field, such as scientific articles,
    abstracts and reviews. Data indicates that there seems to be a gap to be filled in
    regard to establishing a relationship between the courses these selected professors
    teach and the discursive genres that they privilege in teaching, as well as the
    discursive genres that the Administrator should deal while working.

15
  • MARIA BARBARA DE CAMPOS
  •  

    RETIREES AND LIFELONG TRAINING
  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • IVO DE JESUS RAMOS
  • RENATA BASTOS FERREIRA ANTIPOFF
  • Data: 22 juin 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research aimed to learn about the training activities carried out and understand the meaning it has for retirees who belong to a group of literacy volunteers for young people and adults of a citizenship committee in Belo Horizonte. This group consists of 29 participants, 25 women and 4 men. To carry out the research, the theoretical constructions of “Lifelong training” were used, with the main references of authors: MEIRIEU (2005), LIMA (2007) and TOMASI and FERREIRA (2013). A descriptive research was carried out, with a qualitative approach and the procedures for data collection were a questionnaire sent to the 29 participants and an individual semi-structured interview with a sample of 6 questionnaire respondents. The data were treated using the content analysis technique and the most relevant topics were grouped into categories and subcategories of analysis. Six categories were identified: 1: Training before retirement; 2: Training for retirement; 3: Training after retirement; 4: Training project for the future; 5: Difference between training before and after retirement. During the analysis, other recurring themes were noticed among the interviewees and then created another category 6: Other aspects presented about retirement. From the analysis of the results, it was found that retirees are interested and seek to carry out training activities after retirement. The most cited activities were of various types, such as graduation, master's, language, complementary therapies, dance, singing, musical instrument, dressmaking, voluntary activities, among others. The meaning of training for them is to resume dreams that were not possible to be realized while working or that were planned for this stage of life. The results pointed to a profile of more active and dynamic retirees who value the training trajectory and, now, have more autonomy to make their choices according to their interests and desires and continue the training trajectory, both personal and professional. There is evidence that is changing the concept of retirement from “return to the quarters” and “inactivity” to a more active life, of people who participate in training, socialization activities and seek to live longevity with more autonomy. This research contributed to the advancement of studies between retirement and lifelong education, in addition to enabling new reflections. It should be noted that this study addressed the choice of a single segment of activity, employees of a financial institution, and the majority live in a capital, Belo Horizonte and the metropolitan region, have a good academic and professional background and belong to the middle class. Therefore, it is suggested to carry out future studies the expansion to other social classes, mainly the less economically and socially favored class, with little or no educational background, in addition to other professional categories and other Brazilian regions.

16
  • LUCIMARA MOREIRA DA SILVA
  • WOMEN'S PLACE IN THE WORLD OF WORK: engineer, teacher, or teacher engineer?
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • KELY CÉSAR MARTINS DE PAIVA
  • LUCIANA APARECIDA SILVA DE AZEREDO
  • LUDMILA DE VASCONCELOS MACHADO GUIMARAES
  • MARIA ADELIA DA COSTA
  • RAQUEL DE OLIVEIRA BARRETO
  • Data: 4 août 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation aimed to understand how the labor trajectory of female engineers, who made
    the transition from engineering career to teaching took place. Based on the theoretical basis and
    assumptions of Clinical Sociology, Social Relations of Sex and the Sexual Division of Labor,
    two female engineers graduated of the Special Program for Pedagogical Teacher Training
    (Programa Especial de Formação Pedagógica de Docentes - PEFPD) that made this transition
    and that are currently teachers in Basic Education had their life stories collected. As a support
    for the stories gathering, the theoretical-methodological approach of Life History was used,
    along with the Parental Project (GAULEJAC, 2004), the Analysis of Social Trajectories
    (GAULEJAC, 2004) and the Interviews with Mediation (GUIMARÃES, 2014) in order to
    expand the possibilities of noting family strengths, remarkable events and the social and
    historical characteristics that influenced the stories of the interviewees. The stories structuring
    was guided by the Personal Map, a contribution of this research to assist researchers on the
    organization of the collected material. The transcription and organization of the stories
    highlighted the social construction of the feminine and, the transversal reflections, leaded to
    common elements to both stories and which affected their work trajectories. It was observed
    that, despite the fact that the professional trajectory is affected by female socialization, the
    construction of these women's careers was strongly influenced by their subjective choices, their
    family history and political and socio-economic context to which these women are subjugated.
    It was perceived that the way the career is built goes beyond the possibilities of choice, and that
    it is necessary to merge a diversity of factors in a broad context. It is hoped that this study may
    contribute to the development and advancement of discussions in the field of Clinical Sociology
    and Feminist Epistemologies.


17
  • ADRIANE DE CASSIA CAMARGOS PORTO
  • LEARNING ENVIRONMENTS IN TRAINING ENGINEERING AUTOMATION IN THE TECHNOLOGICAL SOCIETY UNDER THE 
    FOURTH INDUSTRIAL REVOLUTION
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • Data: 19 août 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This master’s dissertation Technological Education area aims analyzes the formation and performance of egresses the Automation Engineering course of the Federal Center of Technological Education of Minas Gerais – CEFET/MG – Decentralized Education Unit (UNED) – Araxá, in the search to understand the relations technological education and learning environments in the context of the Fourth Industrial Revolution (FIR) known as Industry 4.0, to enable an appropriation of specific knowledge in alignment with the technological moment, as well as the formation a critical and reflective professional. This research follows a qualitative approach, as its primary intention doesn't remain the numerical quantification of the results found. In addition qualitative approach, the emphasis is the exploratory approach, since it sought to tread a narrow path into the object to investigate and the contemporary technological moment of society. In the search for answers to the research questions, the questionnaire was used as a data collection tool. The professional training offered the Automation Engineer, participant this research, in the face the demands of the technological society, is based on a structure that propitiates his performance in several segments in the world of work. Regarding the skills and knowledge considered to his training to act in the world of FIR, we verified a necessity to debate that takes the possibility of discussion to the new content. Regards to the importance of learning environments favoring the appropriation of specific contents and contributing to the formation of a critical and reflective professional, as well as the professional requalification of the Automation Engineer, we verified that several environments compete for the engineer to build a professional profile with substantial knowledge and questioning posture, as the stimulus to promote his formation. And, finally, the challenges that Automation Engineers face, in the face of the multiple demands coming from FIR, reveal the urgency of updating new technologies and constant monitoring of trends. We understand that the training of the Automation Engineer in the context of FIR requires a constant search for updating and insertion in diverse learning environments where the approach to new technologies and trends, also discussions and debates pertinent to the subject, has a significant role in developing skills and critical posture for satisfactory professional and social positioning.

18
  • ANA PAULA DA SILVA
  • THE MORALITY OF TECHNICAL ARTICLES: Reflections on Technological Education from the Dutch School
     of Philosophy of technology
  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • BRUNO VASCONCELOS DE ALMEIDA
  • GILMAR EVANDRO SZCZEPANIK
  • Data: 27 août 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research means to associate the concepts of "morality", "technical artifacts" and
    "technological education" under the theoretical perspective of the Dutch School of
    Philosophy of Technology. In a particular way, the intention of this work is to
    investigate aspects in which this Philosophical School contributes to Technological
    Education. This qualitative and bibliographic research focuses on the description of a
    case study about the development of an alcohol meter at the Federal Center of
    Technological Education of Divinopolis in Minas Gerais. A new chapter in the
    philosophical reflexion on artifacts, especially with the research program “The Dual
    Nature of Artifacts” conducted by the Dutch School of Philosophy of Technology has
    emerged in the 21st century. The Dual Program detailed the functional-structural
    aspect of the artifacts and pointed to how the technical objects would be, essentially,
    materializations of intentionalities. The Dutch philosophers question the neutrality of
    technology by arguing that morality can also be in “things”, thereby assigning morality
    to technical artifacts and developing an internalist approach to them through the
    development of responsible design. On the whole, the artifact morality thesis
    advocates a connection between design and ethics, which in turn implies a
    reorientation in understanding the common view that technical artifacts are neutral
    and engineers are mere artifact producers. Accordingly, it is possible to establish a
    dialogue between the Dutch School of Philosophy of Technology and the field of
    Technological Education.

19
  • NÚBIA SILVA SCHMIDT
  • PEDAGOGICAL IMPLICATIONS OF THE USE OF ANALOG MODELS IN TEACHING CHEMISTRY TO VISUALLY DISABLED STUDENTS

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ADRIANA GOMES DICKMAN
  • ALEXANDRE DA SILVA FERRY
  • FATIMA DE CASSIA OLIVEIRA GOMES
  • Data: 8 sept. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation addresses the analysis of the probable pedagogical implications of the use of analog models in the context of Science Education for visually impaired students of Technological Professional Education. The analysis was performed by means of a model made from an analogy contemplated in the textbooks of the National Didactic Book Program for the triennium 2018, 2019 and 2020, specifically of content for which visually impaired students had learning difficulties. The participants of this research are four visually impaired students and a teacher from Technological Education High School. The research was carried out in five stages: (1st) identification of the Chemistry content for which students with visual impairment present learning difficulties; (2nd) structural analysis of analogies and models used as a didactic mediation resource in the teaching of topics of Chemistry content, of which these students would present difficulties; (3rd) elaboration of analogical models based on these Chemistry contents; (4th) interview with the professor of Chemistry visually impaired, mediated by the presentation of the prepared analog model, (5th) interviews with students, mediated by the presentation of the analog model. The results demonstrated that the use of the analog model is a facilitator as tactile resources, providing students to assimilate scientific concepts. The research also revealed the lack of analog models in teaching chemistry to visually impaired students.

20
  • LUCIANA PAULA DE ASSIS
  • Pedagogical Potentialities and Limitations in the Use of Analog Models for Teaching Stoichiometry in Technological Education

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • MARCEL THIAGO DAMASCENO RIBEIRO
  • ALEXANDRE DA SILVA FERRY
  • TEREZINHA RIBEIRO ALVIM
  • Data: 16 sept. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This master's thesis, inserted in the line of research on educational practices in Science and Technology of the Graduate Program in Technological Education, presents the results of an investigation that analyzed analogies and models in the context of chemical stoichiometry. The guiding research question was: what are the pedagogical potentialities and limitations of analog models designed for the teaching of Chemistry, in the context of stoichiometry, from the perceptions of teachers of Technical Education in High School? Within the perspective of the Structural Mapping Theory, we conceive analogies as relational comparisons, that is, with a focus on the correspondence of relationships between a base domain, known, and another target domain, unknown. The models were conceived as partial representations of entities of scientific interest developed with specific pedagogical objectives. Therefore, the study investigated aspects of the processes of creation, development and appropriation of models based on analogies for teaching stoichiometry in the context of Technological Education, and analyzed the perception of teachers regarding the potential and limitations of these mediational resources in eventual usage situations. For this, the research, characterized by a qualitative approach, with the objective of an exploratory study, was developed in three stages: (i) Analysis of the analog potential of comparisons in the context of stoichiometry present in Brazilian Chemistry textbooks, through structural mappings; (ii) Elaboration of an analog model, based on structurally consistent, systematic and pragmatic analogies; (iii) Presentation of analog models for Chemistry teachers from CEFET-MG, through focus groups. In the first stage, 19 distinct resources were adopted as comparisons by the textbook authors, of these, 16 were classified according to the theoretical framework: 11 analogies, 4 abstractions and 1 relational metaphor. Only 3 were classified in other categories: 1 emerging category (comparison by contrast), 1 conventional model and 1 analog model, due to the non-classification of their characteristics in any of the other types of comparison provided by the theoretical framework. In the second stage, a consistent, systematic and pragmatic comparison inspired the development of the analogue model "balance of equations" with the aim of representing a chemical equation based on the analogy with a two-plate scale. Finally, analog and conventional models were analyzed by Chemistry teachers who identified potentialities and limitations in their uses. Although teachers do not directly relate how the use of models can contribute to a Technological Education, we highlight in the speeches of the participants, regardless of the limitations identified, that the models are an advantageous teaching tool to represent entities of scientific interest, as well as, to facilitate the applicability of students' professional and everyday concepts and procedures.

21
  • DANIELE LEONOR MOREIRA GONÇALVES
  • .

  • Leader : CARLA SIMONE CHAMON
  • MEMBRES DE LA BANQUE :
  • CARLA SIMONE CHAMON
  • JOSE GERALDO PEDROSA
  • MONICA YUMI JINZENJI
  • Data: 30 sept. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation aims to analyze the struggle of representations of the feminine, between the traditional and the modern, present in the education of the Higher School of Domestic Sciences - ESCD, created in 1952, in the city of Viçosa. Located in an inland city of Minas Gerais, ESCD arose from the partnership between the United States and Brazil, aiming to training young women to act as extension workers, acting together with rural communities, guiding the female public towards a more scientific and rational administration of the home. The principles and practices of the rationalization of American domestic knowledge reached Brazil in a post-war context. After the Second World War, there was a strong dispute between capitalist and socialist nations for world sovereignty. Heading the capitalist block, the United States has intensified its influence throughout Latin America through economic treaties and policies. In the meantime, Home Economics, a North American program to expand the knowledge and habits of the domestic universe, became strategic for the performance of the United States civilization project among the female population of the so-called underdeveloped countries. In Brazil, the North American civilization project met the demand for greater female education. Since the war period, economic transformations have expanded the possibilities of women's work, as well as cultural transformations have opened space for greater demand and an increase in the women’s educational level. The confluence between the North American civilization project and the demand for expansion of schooling and female work resulted in the establishment of the Higher School of Domestic Sciences, in the city of Viçosa, Minas Gerais. In order to investigate this historical process, it was used educational legislations that mentioned the domestic economy throughout the 19th and 20th century, State Law No. 242 of 1948, the curricula produced by ESCD, the student newspapers O Bonde e A Paineira, and the speeches of the related subject teachers. With the help of aforementioned texts and under the historiographical orientation of the concepts of representation by Roger Chartier and Joan Scott’s gender, the proposal was to understand the representations of the feminine from the domestic economist.

22
  • EDMAR DE OLIVEIRA SOUZA
  • THE POLITICAL SPEECH OF THE COMMISSION FOR PUBLIC INSTRUCTION OF MINAS GERAIS ON PROFESSIONAL EDUCATION 1896 - 1906

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • VERA LUCIA NOGUEIRA
  • Data: 27 nov. 2020
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation reports the result of the research that aimed to understand the main currents of republican thought that influenced the public instruction commission   with regard to professional education, in the discussion of three Minas Gerais state draft bills, namely: No.169 of 1896; No. 168 of 1896; and No. 119 of 1904. The three draft bills address issues related to professional education in the State of Minas Gerais. The analyzed speeches refer only to the deputies who were part of the Commission for Public Instruction and Civilization of Indians. To carry out the analysis, two authors are used as a methodological theoretical framework: Patrick Charaudeau, observing the Semiolinguistics Theory of Discourse Analysis; and John Pocock, author of the Linguistic Contextualism.  The sources used are the Annals of the Legislative Power, in which the draft bills are presented. This work comprises a bibliographic and documentary research. Through the analysis of the three draft bills, it is possible to understand that the main currents of republican thought that influenced the Commission for Public Education in the speeches about the draft bills are American liberalism and French positivism.  

2019
Thèses
1
  • CAROLINA NASCIMENTO PASCHOAL BADARÓ
  •  

     

     

    CONCEPTUAL METAPHORS IN THE LAW OF EDUCATION GUIDELINES AND BASES BRAZILIAN AND THE LAW OF REFORM OF MIDDLE SCHOOL: A PERSPECTIVE IDEOLOGICAL
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • Data: 14 févr. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research aims to identify and analyze the conceptual metaphors in the laws of the
    guidelines and bases of Brazilian education, highlighting the law that reforms high school and
    chapters of the law related to professional education. The certain novelty is due to considering
    the relevant topic for the political-economic and sociocultural moment for Brazilian
    Education and opportune for the possibilities of dialogues between the areas of Education and
    Studies of Language (-ens) in the academic environment. For this, the theoreticalmethodological orientation is based on the Conceptual Metaphor Theory proposed by Lakoff
    and Johnson (1980) and in the Systematic Analysis of Metaphors proposed by Schimitt
    (2017). It is also based on questions about Discourse Analysis in Pêcheux (1988, 1990),
    Orlandi (2008, 2013), among others. In order to understand the effects of meaning and the
    possible ideological representations, it is based on Marx and Engels' theory of ideology
    (1998). The corpus includes: Law Nº. 9.394 of December 20, 1996 and Law Nº. 13.415 of
    February 16, 2017. The interest in carrying out this study is to attest to the importance of
    metaphorical processing in the construction of sentences and in the understanding of the
    dimension policy of the use of language and the functionality of discourse under analysis as a
    strategy of action and social intervention. The hypothesis is that the reality of each culture, in
    which the subject plays a role and acts socially, is defined by the way of conceptualizing a
    term.

     

     


2
  • Guilherme Alcântara Gonçalves
  •  

     

     

    COURSE OF DELEGATION OF FIELD OFFICIALS OF MILITAR MINAS GERAIS FIRE FIGHTERS: A CURRICULAR ANALYSIS
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • SABINA MAURA SILVA
  • EDUARDO DE PAULA LIMA
  • Data: 18 févr. 2019
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    GONÇALVES, G. A. Officers Qualification Course of the Military Fire and Rescue Department of the State of Minas Gerais:a curricular analysis. 2019. 109 f. (Master in Technological Education) – Post-Graduation Program in Technological Education, Federal Center of Technological Education of Minas Gerais, Belo Horizonte, 2019.

     

    This study analyses from the perspective of curriculum theory the professional training of junior officers (lieutenants) coming from the Officers Qualification Course (CHO) of the Military Fire and Rescue Department of the State of Minas Gerais (CBMMG). The theoretical framework that has underpinned the data analysis comes from Marxian and Gramscian notes on professional education centered on critical, personal and professional development, culminating in a dialogue among critical, post-critical and traditional curriculum theory, by means of studies such as Sacristán (2000; 2013), Arroyo (1999; 2013), Silva (1999; 2013), Lopes e Macedo (2011), Teitelbaum e Apple (2001), Kuenzer (1999), Kliebard (2011), Apple (2006), Freire (1987), as well as normative documents that form the basis of the CHO´s curriculum (the curricular matrix and the political-pedagogical project). In addition, we have looked for the profile of officers coming from the CHO in the Project of Professiograhic Analysis and Skills Mapping (2016), which contains a scientific study of the rank of lieutenant in the CBMMG. This study has attempted to make use of the methods and techniques of social research, taking as the main reference the precepts of qualitative research, which was also supported by quantitative techniques as a contribution to the qualitative method. The main technique used for data collection was the application of semistructured questionnaires to teachers and lieutenants coming from the CHO. 130 lieutenants and 30 instructors responded to questionnaires, corresponding to 81.8% and 100% of the respective populations. Questionnaires had the objective of extracting from subjects their conceptions of the relationships between the course curriculum and their work activities (in the case of lieutenants) and their perceptions of the formative activities that were developed during the course (in the case of instructors) to understand how they evaluate the educational actions that were developed. The research worked on three categories of analysis: relation between professional and human formation, relationship between the course taken and the professional practice and curriculum components. From the analysis, it can be said that the professional formation of lieutenants coming from the CHO, while promoting a citizen formation and directing them as subjects of their own formation, does not respect dialogically their action. Military behavior builds, in a certain sense, the identity of these lieutenants and this fact leads us to believe that military ideology influences the formation of firefighters in their critical, professional and personal development. In its curricular dimension, it was verified that the formative process in the CHO should be directed towards administrative activities since in practice the vast majority of CHO graduates currently work in this area. It can be concluded, in short, that military firefighter act, to some extent, as producers and reproducers of the military ideology to which they were subjected in their formative process. However, it cannot be said, on the basis of this study, that militarism per se is in opposed to the critical formation of firefighter.

     


     

3
  • Gissele Quirino Herculano Xavier
  •  

     

     

    THE SEXUAL DIVISION OF WORK IN PROFESSIONAL EDUCATION: ACADEMIC-PROFESSIONAL TRAJECTORIES OF EGRESSES OF CURSOTECHNICS IN BUILDINGS
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • RAQUEL QUIRINO
  • JULICE MARIA RESENDE MACHADO
  • Data: 27 févr. 2019
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    In the "Line II: Formative processes in Technological Education" of the PostGraduation Program in Technological Education of CEFET-MG, which focuses on
    studies in the area of work and education, in the economic, social, political and
    cultural contexts, this study seeks to unveil and to analyze the professional academic
    trajectories of the graduates of the 1996 Technical Course in Buildings of the then
    Federal Technical School of Ouro Preto, in order to understand the influences of the
    sexual division of labor in their academic and professional choices, as well as the
    challenges, difficulties and resistance strategies to enter and ascend professionally in
    the technical and technological areas. For the accomplishment of this work we
    resorted to the theoretical bases of the Sociology of the French Work, of materialistic
    base that comprise the Social Relationships of Sex derived from the Sexual Division
    of the Work. Empirical research was carried out with the graduates and the core of
    the research was categorized into three assumptions: (i) the influence of the Sexual
    Division of Labor on the academic and professional trajectories of these graduates,
    (ii) productive and reproductive work, (iii) the limits, strategies of resistance,
    challenges and possibilities of professional ascension. Through the dialogue between
    these assumptions and the proposed theory, the results of the data analysis pointed
    to the understanding of the limits of the sexual division of labor, confrontations and
    barriers of these women, but, in the long run, revealed that these women
    transgressed the status quo imposed on women. them by the society that carries
    great patriarchal clues. The graduates, subjects of the research, are examples of
    women who with much claw have advanced in the search of their space in the world
    of the work.

4
  • Bruna de Oliveira Gonçalves
  •  

     

     

    SYMBOLIC GENDER VIOLENCE IN ENGINEERING: case study at CEFET-MG
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • MARIA ROSA LOMBARDI
  • RAQUEL DE CASTRO SALOMAO CHAGAS
  • RAQUEL QUIRINO
  • Data: 28 févr. 2019
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  •  

     

     

    The present research is inserted at “Line II: Processes of Formative Technological Education”,
    of Technological Education Post-Graduation Program of CEFET-MG. Studies on this area are
    focus on work-education issues in socioeconomic and political-cultural contexts, highlighting
    historical and cultural processes, the relation between societal changes, education and world of
    work. From the theories of the Work Sexual Division and Gender Symbolic Violence, this
    assignment has as its research objetive to be unveiled the gender symbolic violence in the
    CEFET-MG’ Mechanical Engineering course by the female students' perspective; in order to
    be comprehend the motivations, strategies of resistance, the challenges and difficulties faced
    by women to maintain theirselves in the chosen course. For this, it was carried semi-structured
    interviews with the female students of Mechanical Engineering of CEFET-MG at Belo
    Horizonte and supported by the studies of the French's Work Sociology, beyond the symbolic
    violence studies, research subject’s speech excerpts were utilizes, approaching, in this way, the
    study’ categories to the analyse’ object. This research highlighted the symbolic violence
    happens in different ways, including through “self-violence”, and it is another way to
    reestablish what is already set, that is, the status quo. However, facing the sutil, invisible and
    insidious violence, the female students shown to mobilize many resistance strategies, which
    aim Work Sexual Division displacement and transgressions. Theses students featured their own
    history and make dialectics of what is set with the antithesis wich their lives represent.

5
  • Normando Martins Leite Filho
  •  

     

     

    POLITIQUES ÉDUCATIVES ET COURS DE HAUTE TECHNOLOGIE DU CEFET-MG


  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • SALUSTIANO ALVARES GOMEZ
  • WANDER MOREIRA DA COSTA
  • Data: 12 mars 2019
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    POLITIQUES ÉDUCATIVES ET COURS DE HAUTE TECHNOLOGIE DU CEFET-MG

6
  • Mara Fernandes Costa
  •  

     

     

    USING THE NEW MEDIA IN THE THEATER AND ITS CONTRIBUTIONS FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION
  • Leader : DEBORA PAZETTO FERREIRA
  • MEMBRES DE LA BANQUE :
  • DEBORA PAZETTO FERREIRA
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • CLAUDIA GOMES FRANCA
  • Data: 22 mars 2019
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  •  

     

     

    This research aimed to perform an analysis of the use of new media in the theater, having as
    main bibliographic basis the book Digital Performance: the history of new media in theater,
    dance, performance art and installation, authored by Steven Dixon. The research also
    supported other contemporary theorists who developed conceptions about the use of new
    media in this artistic modality, such as Izabela Pluta (2016) and Julia Goray Zambonni
    (2013). Based on the work of the authors previously mentioned, with the aid of the
    bibliographical research methodology, the aim was to trace out a course of analysis and
    comprehension that mainly involved the historical aspects and practical examples related to
    the new media, so that it was possible to elaborate dialogues with the Professional and
    Technological Education (EPT) in CEFET-MG. This way, by relating the practical
    experiences to theory we provide a more interdisciplinary learning process to students,
    highlighting the extension project from CEFET-MG, Trincabotz: extension project linked to
    the Open Laboratory of Science, Technology, Education and Art (LACTEA), with the goal of
    building robots for combat. To perform the research in Trincabotz, we chose the documentary
    research method, supported by the bibliography of Antonio Carlos Gil (2008). Therefore, the
    use of the new media as an object of study allowed, according to the definition of Dixon
    (2007), to think of the intersection of theater and technology, bringing visibility to the
    interdisciplinarity that permeate EPT.

7
  • CAMILA GONCALVES GUIMARAES
  •  

     

     

    EDUCATION OR COMPUTING? TRADES OF WOMEN MASTERS OF CEFET-MG IN HUMAN AND TECHNOLOGICAL AREAS
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • RAQUEL DE CASTRO SALOMAO CHAGAS
  • RAQUEL QUIRINO
  • Data: 2 avr. 2019
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  •  

     

     

    The research aims to analyze the academic-professional trajectories of women graduated as
    Masters in Technological Education and Computational Mathematical Modeling in the
    Federal Center of Technological Education - CEFET-MG, from 2005 to 2016, in order to
    reveal the difficulties, sexism, the gender stereotypes and markers present in their academic
    and professional choices, as well as the resistance strategies developed. Reflections on the
    permanent cleavage between the sexes in the areas of knowledge and work considered
    "human and social" and others of a "scientific and technological" character are discussed on
    the theoretical basis of "the guiding principles of the sexual division of labor" proposed by
    Hirata and Kérgoat (2007), in which there are works destined to women and works destined
    for men, and that the work of the man, in all the known societies until the present day, has a
    greater social and economic value than the one of the woman. The sexual division of labor, as
    the form of social division of labor resulting from social relations of sex, modeled historically
    and socially, starts from the assumption that the place of man is in the productive space and
    that of woman, in the reproductive or domestic space. Thus, despite the advances made by
    women in the academic and professional fields, their insertion and promotion in the areas of
    Science and Technology (S & T) still face many obstacles. It is evident that the technology is
    conjugated in the masculine and to the women are destined areas of action that appear like
    extensions of the domestic activities, like the area of education. The academic trajectories of
    the graduates of both masters in the period between 2005 and 2016, as well as their
    experiences and evolutions in the labor market, are examined. We present a survey of data
    and the profile of the Masters, performing the exegesis of excerpts from semi-structured
    interviews. The findings suggest that the trajectories of the women who participated in the
    interviews were marked by difficulties and resistance strategies, so that these women reached
    a high rise in their careers due to the commitment and dedication in order to obtain a
    breakthrough towards a higher professional qualification, overcoming prejudices, difficulties
    to study due to triple paid work, household chores, childcare, family and studies. In the face
    of this reality, these women corroborate the literature that preaches "horizontal segregation"
    (OLINTO, 2009) and the phenomenon of the "crystal maze" (LIMA, 2013), concepts used to
    describe the barriers faced by women to succeed in being certain areas of knowledge and
    work, segmented by sexism and gender stereotypes.

8
  • Camila Macedo Chamon
  • HYBRID EDUCATION: analysis of educational potential in a private school network teaching
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • GUSTAVO ALCANTARA ELIAS
  • IVO DE JESUS RAMOS
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 11 avr. 2019
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  • In a context of constant technological evolution, children and young people are born and grown
    submerged in a digital environment, marked by the search for immediate information, and
    constantly demanding new technologies. In education, Internet Generation (GI) students have
    forced an intense resignification in teaching and learning processes. From these considerations,
    Hybrid Teaching, or Blended Learning, emerges as a potent alternative to (re) creating teaching
    and learning relationships by valuing the convergence between Digital Information and
    Communication Technologies (TDIC) and traditional school education. Since the students'
    thoughts already arrives at the classroom structured for technology handling, the search for new
    teaching methodologies that make themselves desired has become an imperative. In this sense,
    this master's dissertation sought to understand Hybrid Teaching more deeply as a new
    educational methodology. Therefore, this research aimed to analyze the educational potential
    of Hybrid Teaching as a new educational modality in a private school in the city of Belo
    Horizonte - Minas Gerais. To achieve this goal, a qualitative, descriptive and exploratory
    research methodology was used through bibliographic, documentary and case study research.
    The research was carried out in three stages: in the first stage, the bibliographical survey of the
    theme followed. In the second stage, it was made a research about the history of the school,
    analyzing the Pedagogical Proposal and documents that deal with the structure of the Hybrid
    Teaching in the researched institution. In the third stage, the observations were made through
    the monitoring of the selected classes, identifying the harmonious presence of digital
    technologies in convergence with the traditional teaching, in addition to paying attention to
    which hybrid practices are performed in the classroom and, subsequently, analyzing the data
    collected during the observations. The research allowed the identification and analysis of the
    theoretical and practical aspects of Hybrid Teaching as a new teaching methodology. The
    results led to the conclusion that when talking about hybrid education, it means assuming there
    isn’t just one way of learning and, consequently, not just one way of teaching. It was observed
    that digital technologies are not only a prop of the educational dimension, but an enhancer of
    new connections and knowledge. In this perspective, even without the possibility of having the
    presence of technological equipment, transforming Education into Hybrid Education is
    connected to the construction of meaningful learning. It is also emphasized that teachers need
    to be aware to the reconfiguration of their role as mediator of the process of knowledge
    construction, and no longer as the sole holder of the content to be deposited with students. Also
    noteworthy is the personalization of the education, which allowed the elaboration of activities
    of different levels, working the difficulties presented in certain points and retaking other points
    not yet consolidated by the students. Finally, it was concluded that Hybrid Education emerges
    as a potent methodology, that is able to respond to the educational needs of an increasingly
    technological society

9
  • Andreia Carvalho de Souza
  • SCHOOL COURSES, PROFESSIONALS AND FUTURE PROJECTS YOUNG BLACK POPULAR LAYERS
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • JOSE EUSTAQUIO DE BRITO
  • JULIANA BATISTA DOS REIS
  • Data: 30 avr. 2019
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  • The present research addresses the educational and professional trajectories of young black women workers, living in Belo Horizonte and Contagem – MG (Brazil), who have taken part in a training course for a job offered by an NGO in Belo Horizonte. The problem of this study arose from the observation that young black persons face inequalities in educational and professional contexts, which get worse when it comes to young black women. Moreover, reviewing the literature about the topic, it came out that there are some gaps in the field of youth studies and its intersection with gender and race, especially in researches that address the life paths and projects of young black women. Therefore, this study aimed to understand how young black women experience their educational and professional pathways, intersecting it with race and gender issues, and how they project their professional and personal future. For this purpose, narrative interviews have been conducted, revealing significant aspects of their paths. Based on the narratives about their experiences with respect to racial and gender issues and their perceptions about them in family, school and professional environment, it turned out that these women went through racial discrimination situations, especially in school, and have perceived and been attentive to processes that generate gender inequalities from an early age. With regard to the world of work, the training course has been fundamental for them to reach opportunities of protected job that could favour the formative dimension. As to future projects, they are, generally, related to further education and the desire to enter into the world of the work to exercise chosen professions. It has also been observed that the identity-building process of these young women is influenced by their relationships with work and corporal aesthetics, highlighting the body and hair. This kind of studies can therefore contribute to a better understanding of the fields of youth, race and gender in professional and educational environments. We consider necessary to propagate the voices of young people, that are not considered most of the time, but that reveal important issues about the reality of young black women in Brazil.

10
  • Vinícius Campos de Oliveira
  •  

     

     

    TEACHING OF THE AIM FUNCTION FOR EDUCATION STUDENTS MEDIA PROFESSIONAL PROFESSIONAL WITH THE USE OF GEOGEBRA SOFTWARE
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • JOSE GERALDO PEDROSA
  • GILMER JACINTO PERES
  • Data: 20 mai 2019
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  •  

     

     

    This study aims to investigate a way to use GeoGebra software in teaching and
    learning process of Linear Function with the participation of the students from
    Technical Professional High School Degree Education from an institution of Public
    State Education Network of Minas Gerais in order to promote teaching. The research
    was initiated through the bibliographic study that delimits presented proposals of the
    conceptions of teaching and learning process and David Ausubel’s fundamentals of
    Significant Learning Theory. A study was conducted to explore educational software
    in the teaching of Linear Function, distinctively GeoGebra software. In this aspect, we
    tried to apply a significant didactic sequence of Linear Function through the use of this
    program and, thus, to understand if the teaching of Linear Function by this tool allows
    evolution in students’ learning. The choice of GeoGebra software was preponderant
    because it presented favorable characteristics to teaching of functions, according to
    the literature. The program provides the learners actions development such as:
    manipulate, observe, visualize, experiment, infer and verify. Finally, a report was made
    about the experience of a group of students from the first module of the Technical
    Administration Course from a State Public Education School of Minas Gerais, who
    were submitted to the application of a didactic sequence of Linear Function by
    GeoGebra software. The conducted study and the analysis of data related to
    classroom research allowed the verification of the feasibility of GeoGebra software use
    as a didactic resource in the Linear Function teaching

11
  • KELLY DE SOUZA RESENDE
  • WOMEN IN MALE PROFESSIONS: DIVISION TRANSGRESSION SEXUAL JOB? - CASE STUDY WITH FUEL STATION FRENTERS -

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • LUDIMILA CORREA BASTOS
  • RAQUEL QUIRINO
  • YUMI GARCIA DOS SANTOS
  • Data: 23 mai 2019
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  • The sexual division of labor is characterized by the performance of men in so-called male

    professions, exercised in public spaces, and the assignment of women to housework, in the
    private space, or in wage-earning activities in which such an extension predominates. However,
    in the contemporary world, women are increasingly entering areas and professions that
    challenge this logic imposed by society historically. Thus, the present research reveals the
    existence of a “transgression” in this organizing principle of the sexual division of labor, from
    the analysis of the social relations of gender / gender present in the social practice of women
    who work as gas station attendants in the city of Belo Horizonte - MG. Starting from a
    bibliographical review, document analysis and an exegesis of reports of these women, we
    discuss the paths taken by them to enter this profession, the challenges experienced,
    professional training, the double workday performed in the productive and domestic
    environment, in addition to sexual harassment and gender-based violence with which they live
    daily. The data gathered and the results obtained reveal that such women are making their career
    choices due to their low qualifications, economic need and taking advantage of the opportunities
    that the market offers them. Such analysis raises reflections about the vicissitudes of the world
    of work, contemporary sex / gender relations and the new forms that the sexual division of labor
    has presented in the face of a cultural and economic scenario that determine women's
    professional choices.

12
  • Jackson Almeida Leal
  •  

     

     

    Continuing Training and Ethnic-Racial Diversity in the Network COUNCIL EDUCATION COUNCIL / MG (2012-2016): repercussions on the pedagogical practices of teachers of Basic Education
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SANTUZA AMORIM DA SILVA
  • SILVANI DOS SANTOS VALENTIM
  • VITÓRIA RÉGIA IZAÚ
  • Data: 18 juin 2019
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  •  

     

     

    The present study aimed to analyze the repercussions of the continuing education course for
    ethnic-racial diversity, "Working Groups Education for Ethnic-Racial Relations" (GTERER) in
    the pedagogical practices of the teachers of the Municipal Counseling Education Network in
    the period from 2012 to 2016. This course was proposed by the Municipal Secretary of
    Education of Counting (SEDUC) in the modality of work groups to support the proposal and
    elaboration of activities and intervention projects in the ethno-racial subject in the school units
    of Contagem. The questions that led to this study were: How did this continuing training course
    for ethnic-racial diversity organized in the form of working groups contribute to the formative
    process of teachers? Do the conceptions and proposals of activities provoked by the GTERER
    course still make sense for teachers? How did the teachers who participated in the GTERER
    course develop their pedagogical practices currently in the classroom? The research had with
    methodological reference the qualitative approach and as methodological strategy the case
    study. The instruments used for data collection were: documentary analysis, questionnaire,
    semi-structured interviews and non-participant observation. The data were analyzed based on
    the principles of the Content Analysis of Bardin (20110. The obtained results showed the
    relevance of the GTERER course for the interlocutors teachers of this study, since the format
    of work groups made possible the interaction, a network of exchange of information, knowledge
    and experiences, allowing them to redefine knowledge that resulted in pedagogical practices.
    in the ethnic-racial theme. Another important element that the study reveals is that even in the
    face of some difficulties in dealing with the ethnic-racial theme in school units, the training
    process contributed to the participants' teacher education, providing personal and professional
    development, and the knowledge built in the course. GTERER enabled teachers to reflect upon
    their context and school reality, as they are currently developing anti-racial pedagogical
    practices in the classroom.

13
  • ALDO GERALDO SIMOES
  •  

     

     

    PROJECT OF A FUTURE OF YOUNG PEOPLE OF TECHNICAL PROFESSIONAL EDUCATION OF MEDIUM LEVEL OF THE FEDERAL NETWORK OF PROFESSIONAL EDUCATION SCIENTIFIC AND TECHNOLOGICAL ACTIVITIES ATTENDED BY LAW No. 12.711 / 2012 (LAW OF QUOTES)
  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • MARCIA HELENA BATISTA CORREA COSTA
  • Data: 26 juin 2019
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  •  

     

     

    This dissertation is dedicated, in the realm of public policies of social inclusion, to the theme of the reserve of positions in the education, regulated by the Law number 12.711/2012 to the admission to the federal teaching institutions that belong to the Federal Network of Scientific and Technological Professional Education (RFEPCT), a subject that has gained prominence mainly after the normalization by the Brazilian State. It deals specifically with the analysis of the project for the future (Gilberto Velho) of the young people who are benefitted by this Law and attend, in an integrated way, the Technical and Professional Education at the High School level (EPTNM). The purpose was to understand the relationship between the possibilities and the experiences these young people live since their admission to the EPTNM and the projects for the future and expectations at the horizon (Reinhart Koselleck), considering their admission to the RFEPCT as a new field of possibilities. To do so, semi-structured interviews with 9 teenagers who study in one of the units of the RFEPCT, which is located in the interior of MG, were conducted to gather qualitative data. Concerning the investigation subject, it was defined as the young students who fitted all the established criteria to have the right to the reserve of positions, and who were admitted to the institution in the year of 2016 and, therefore, were close to the end of their course at the EPTNM. At the end of the investigative process, it was concluded that the students who were benefitted by the law of reserve of positions already arrive to the RFEPCT with projects and perspectives of long lasting school life. However, such projects are enhanced even more through their experience at the EPTNM. To corroborate this, there are the statements of these young students of overcoming some factors which are common to their development and continuation of their practices in the medium and long term. Among those factors, it can be highlighted the academic level, the professional qualification, and even subjective ones such as confidence, autonomy and responsibility. One of the conclusions of this study is that the young students who are admitted to the RFEPCT through the reserve of positions are deserving of those, and that the elementary public schools, for many reasons, have shown that they are falling short of their capacities and interests. It was noticed that, even when they are inserted in unfavorable environments and social conditions, the young people who are attended to by the reserve of positions recognize the school and the good quality of the education as a window of opportunity. Even though the reserve of positions is only a palliative policy, it has shown effective, in face of the incapacity to guarantee the access to an elementary education of excellent quality, to promote to its admitted students reasonable conditions to compete in other areas and fields of possibilities. Thus, the actions that have been taken towards broadening the young students’ horizons have shown to be important in the development, among others, of the character, critical thinking and full exercise of citizenship.

14
  • José Teixeira Horta Júnior
  •  

     

     

    RICHARD STALLMAN'S FREE SOFTWARE PHILOSOPHY: technical, ethical and pedagogical aspects
  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MARCO ANTÔNIO SOUSA ALVES
  • Data: 27 juin 2019
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  •  

     

     

    With the development of computing technologies and the popularization of computers
    since late 1990s, several sectors of society were influenced by it and started to make
    use of them in their activities. Education, for example, is increasingly making use of
    technological devices, as students and teachers are highly impacted by them.
    Consequently, the increase in the use of technologies in schools that, as opposed to
    nourishing intellectual development and creativity, submit the individual to an
    automation process which makes it necessary to rethink the use of certain
    technologies in detriment of others. Therefore, this dissertation proposed a study on
    how technologies can be beneficial to the educational environment, aiming at an
    education that is emancipating and leads to individual freedom of thought as well as
    to the development of a sense of community. In order to understand the theses of
    Richard Stallman, (founder of the GNU Project and the Free Software Foundation),
    books, articles, lectures, and content analysis method were analyzed focusing on the
    philosophy of free software and relating it to professional and technological
    education. It was also sought to verify whether the free software represents a
    philosophy which believes that freedom of distribution and the use of software are
    crucial for the development and freedom of a human being. Furthermore, we
    investigated whether the use of proprietary software in education could limit students
    to fulfill their potential and transmit values that may harm society. Technology can
    contribute to the improvement of education and to the promotion of individual
    emancipation. However, technologies that cause dependencies must be avoided in
    such environment. This research led to the realization that the use of free software in
    education can add to a good development in this area as well as grant individual
    freedom, creating ways in which a human being can become independent but also
    cultivates civic education and collective knowledge.

15
  • ADRIANO BOAVENTURA CRUZ
  •  

     

     

    THE CRITICAL TRAINING OF THE JOURNALIST: AN ANALYSIS OF THE EDUCATIONAL AND UFMG and PUC-MG curricula
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • SABINA MAURA SILVA
  • LEOVEGILDO PEREIRA LEAL
  • Data: 28 juin 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    The present work is the result of research performed in the Post Graduation Program in
    Educational Technology, from the Technological Educational Center of Minas Gerais
    (CEFET-MG), within the line of Formative Processes in Technological Education. It aims to
    analyze pedagogical and curricular projects from the journalism courses of PUC-MG and
    UFMG. It sought to analyze how they organized themselves based on the National Curricular
    Directives (DCN), as per established by the CNE-CES 1/2013 Resolucion, providing a
    journalists’ formation, both in the technical and pedagogical sense, as determined by the
    aforementioned document. The theoretical instrumentation that supported this investigation
    were the curriculum theories, more precisely the critical theories, to which we have observed
    if the pedagogical and curricular components of the aforementioned courses avail the required
    formation of UFMG and PUC-MG journalism students. Of a qualitative nature, the
    methodological proceedings used for the development of this study were the bibliographical
    research, the documental research and the making of semi-structured interviews. The
    treatment of data came through the analysis of their contents. By the end of this research, one
    concludes that, in accordance to the DCN fixed in the CNE-CES 1/2013 Resolution, the
    pedagogical and curricular projects of UFMG and PUC-MG avail, considering the technical
    formation necessary for the office of journalism, a critical formation, offering students a mesh
    of disciplines that problematize the social relations within the reality to which they are
    inserted, within the capitalist society, enabling graduates of the journalism courses to fixate
    criteria for the critical exercise of their profession.

16
  • Priscila Brito de Farias
  • BLACK AND POOR STUDENTS: FROM THE EXPERIENCES TO ACCESS TO MEDICAL COURSE OF THE FEDERAL UNIVERSITY OF MINAS GERAIS
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • ANA AMÉLIA DE PAULA LABORNE
  • ECIO ANTONIO PORTES
  • Data: 4 juil. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    This research aimed to investigate, describe and analyze the school trajectories of four black and poor students until the access to the Medicine Course of the Federal University of Minas Gerais (UFMG). Taking into account the social, racial and gender origins of the study's protagonists, the elements that enabled the construction of these routes were investigated, once the Brazilian population to which the surveys belong is recognized for the time or no tradition in the school system, especially when we consider access to a highly selective and socially overvalued course, such as medicine. The problematic established here was based on the following question: What elements, present in the school and social trajectories of the investigated, favored in the construction of routes different from those produced by the great majority of black, poor and peripheral women? In order to answer the question presented, according to the theoretical-methodological orientations of the field of study, the biographical reconstruction attempt was used, based on data collected in the questionnaires and semistructured interviews. The analysis of the material privileged: a) the cultural and economic conditions of the families that propitiated the trajectories; b) forms of personal, parental, support and / or parental mobilization in the constitution of school itineraries. c) Expectations for the future. In order to define the above mentioned indicators, the work already produced in the field of study was again looked at, in the direction of the specificities of this research, that is to say, the condition of the black, poor and peripheral woman, who has been occupying spaces historically directed towards white men and women. In the present work the results obtained in the analysis of the results obtained in the study of the results obtained in the study, the quotas policies in the universities, the reference person and, above all, the personal effort were analyzed. Without them, there would probably be little opportunity for the protagonists to resist the oppressions and, consequently, sufferings from the stigmas related to their social, racial and gender status, which have pierced and still traversed the lives of all interviewed. 

17
  • HELTON LUIZ DIAS FERREIRA
  • Structural Analysis of Analogies in Chemistry Textbooks of the 1990s and Contemporary

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • IVINA PAULA DE SOUZA
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • Data: 13 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The present research, inserted among the studies on the use of analogies in Science Education, deals with comparisons taken, at first, as analogies in teaching Chemistry, used by authors of new and former textbooks. These comparisons were taken from the Chemistry textbooks approved by the Brazilian National Program of Didactic Books (PNLD) for the period from 2018 to 2020, and from books analyzed by Monteiro and Justi in their research (2000). In this context, the research was developed from the following question: how do the comparisons used by authors of contemporary Chemistry textbooks, taken at first as analogies to teach scientific concepts, differ from comparisons used in older textbooks for the same purpose? This questioning is in line with our research line, "Educational Practices in Science and Technology", in which we understand that textbooks play a fundamental role in the construction and dissemination of scientific knowledge to the student. For analysis of potentially analogical comparisons, the research was based on the Structure Mapping Theory, by Gentner (1983) and Gentner and Markman (1997), and the Multiconstraint Theory, by Holyoak and Thagard (1989). As a methodological reference, the research was based on the works of Ferry (2016, 2017 and 2018) on structural analysis of analogies in Science Education. Our analysis revealed: (i) to which subtopics the content of Chemical Kinetics the use of analogies has been more common; (ii) which have been the most frequent base and target domains in the establishment of comparisons in the context of Chemical Kinetics; iii) for what purposes these comparisons have been employed; (iv) how authors of Chemistry textbooks use comparisons as a means of mediation; (v) the main contributions or recommendations given by researchers dedicated to investigating how analogies are used in Science textbooks; (vi) how the use of analogies in more recent textbooks differs from the way in which this didactic resource is approached in older books. In summary, our analysis allowed us to understand how the authors present their comparisons, how they discuss their limitations and, with the aid of structure mapping, we identified whether the proposed comparisons are analogies or not.

18
  • NIVEA MARIA TEIXEIRA RAMOS

  • INDUSTRIAL EDUCATION THINKERS IN BRAZIL: Francisco's performance and ideas Montojos in the period from 1927 to 1949.

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • IRLEN ANTONIO GONCALVES
  • FLAVIO RAIMUNDO GIAROLA
  • Data: 19 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation is the result of a research inserted in the elaborations of the history of
    professional and technological education, in a particular way, of the history of industrial
    education and, even more, of the history of industrial education thinkers in Brazil. It focuses
    on the intellectual Francisco Montojos (1900-1981) as a thinker of industrial education, his
    performance and ideas in the period from 1927 to 1949, marked by significant events in
    general education, professional education and industrial education. These events include
    intense disputes involving different interest groups and projects around the conception,
    structuring and expansion of national education system. Montojos was an engineer and
    educator who joined the Federal Government in 1927 in Professional and Technical
    Education and in 1934 he began to work directly in Industrial Education. He was Director of
    Industrial Education and also superintendent of the Brazilian-American Committee of
    Industrial Education (CBAI), having served in these organs for two mandates, being in both
    of them the first to hold the position and the one that remained in it for the longest time. One
    of Montojos's concerns was the defense of a national education system. The general objective
    of the research was to elaborate the trajectory of the intellectual Francisco Montojos, situating
    his performance and his ideas regarding professional education and, in a particular way, the
    Brazilian industrial education in the period of his exercise. Four specific objectives were
    pursued: (1) to focus Francisco Montojos as a thinker of industrial education by identifying
    his itinerary, his generation and the spaces in which he transited; (2) situate his position in
    relation to the Anglo-American ideas that circulated in Brazil; (3) identify his ideas about the
    relationship between regular education and technical-professional education; (4) identify his
    participation and position in disputes between industrial entrepremeurs, intellectuals and men
    of the government in relation to the constitution and institution of the new industrial
    education. As a method, the documentary and bibliographical research was conducted in
    terms of the history of intellectuals. Through the analysis of the documents, which were an
    essential source of study for this research, it can be considered that Montojos, by political
    action and by the set of his writings, is an intellectual thinker of professional education that
    was important in the constitution and institution of national systems in the period in question.
    His ideas were related to the causes that he defended, to the integral formation of man, to the
    civic worker or the citizen worker and to the formation of teachers.

19
  • RAÍSA DE ABREU NEVES NOVAES SALABERT
  • Metaphorical representations in environmental education: analysis of
    construction of environmental concepts in Biology textbooks

  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • FABIANA DA CONCEICAO PEREIRA TIAGO
  • FERNANDA CARLA WASNER VASCONCELOS
  • IVO DE JESUS RAMOS
  • RONALDO LUIZ NAGEM
  • Data: 20 août 2019

  • Afficher le Résumé
  • This research proposes the identification and analysis of conceptual metaphors in
    content on sustainable development in Biology textbooks
    approved in PNLD 2018. The survey results reaffirm the importance of
    studies on conceptual metaphors in education. Furthermore, they look to the
    importance of an environmental education aimed at building thinking
    critical and emancipatory, contemplating the complex and multidimensional understanding
    of the human-environment relationship. It is expected to contribute to a better
    understanding of the role of metaphors in the construction of conceptions
    environmental.

20
  • POLIANA BELMON DE CARVALHO FELIX
  • Environmental knowledge of senior students in engineering courses Environmental in two federal institutions of 
    Minas Gerais
  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • IVO DE JESUS RAMOS
  • CRISTIANE CARVALHO GUIMARAES
  • Data: 21 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This master degree thesis is the result of a research realised within the scope of the
    Master in Technological Education, from the Federal Center of Technological
    Education of Minas Gerais (CEFET-MG) and bound to the research line "Science,
    Technology and Work: philosophical, historical and sociological approaches". The
    subject is related to the role of knowledge in the environmental education, in the
    instruction of future environmental engineers in two federal colleges in the Minas
    Gerais state. This thesis presents Environmental Education as a knowledge to
    overcome the crisis and as a possible reflection for the construction of environmental
    knowledge in the environmental engineer education. The work used the literature
    review within the themes engineering education, environmental knowledge and
    engineering teaching. The empirical research was constructed through semistructured

    interviews with eight students from the referred courses, four from each
    college. The aim of the research was to clarify the relationship between Engineering
    Education and Environmental Education from the environmental knowledge reported
    by the last year students from the Environmental Engineering degrees. The notion of
    environmental knowledge cames from Enrique Leff's researches which consists in
    the construction of a critical, reflective and complex thinking about the natural, social,
    political and cultural order, without an standardised idea but valuing the multiplicity
    that integrates the society. In the environmental engineer formation, this knowledge
    pretends to promote a holistic and complex approach about the environmental
    issues. As the most relevant evidence, we emphasis the distancing of some students
    from the principles and values of the environmental education knowledges, once the
    answers were built on conservative aspects of the environment notion.


21
  • WILBERT VIANA BARBOSA
  • ANALYSIS OF ANALOGY SYSTEM IN CONTEXTS OF EDUCATION AND RESEARCH IN SCIENCE EDUCATION
  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • GILMAR PEREIRA DE SOUZA
  • HELDER DE FIQUEIRÊDO E PAULA
  • MARIANA DE LOURDES ALMEIDA VIEIRA
  • Data: 22 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This essay is the result of a Master's degree research in Technological Education conducted in the field of studies on the role of analogies in Science Education, in the context of a research line on Educational Practices in Science and Technology. Its research object is the systematicity of analogies as a structural constraint related to the way the sets of relations mapped in each domain are similarly interconnected, so that knowledge about a familiar domain can be inferentially projected onto a unknown or little known domain. The systematicity, therefore, manifests itself in analogies through a matching system of relations mutually connected between the two domains. In this context, this research was oriented from the following research question: how the systematicity of an analogy can be characterized in order to allow us to use it as a parameter of analysis of its suitability in teaching and research contexts in Sciences Education? Given this, according to Structure-mapping Theory (SMT), analogies can be understood as comparisons between two domains, the base domain (the familiar) and the target domain (the domain to be explained/understood), in which they prefer the relations between elements and their attributes, and the higher order relations, in order to confer structural consistency, relational focus and systematicity to the analogies. Thus, the methodological path of this work unfolded in two parallel and complementary sequences: (i) the theoretical one, conducted around the meanings attributed to the concept of systematicity in the context of the SMT, which allowed the development of an algorithm capable of estimating systematicity factors for each correspondence to be mapped in the structural analyzes, which was incorporated into a web system called Structure-mapping System for Analogies (MAPES System), conceived in this research from a set of methodological orientations and symbolic notations for the representation of correspondences during the structural mapping of analogies; and (ii) the empirical one, which, after the development of the algorithm, culminated in the structural analysis of five comparisons taken as analogies for teaching the dynamics of reactions in chemical balance, and in the content analysis of the discussion transcripts promoted in two focus groups consisting of teachers of Chemistry, which allowed us to raise their opinions, ideas and perceptions about the use of analogies generally in science teaching, and, in particular, about the five comparisons for teaching Chemical Balance. The results of the investigation allowed the characterization of systematicity as a structural constraint capable of influencing teachers' choices by rich and comprehensive analogies to be explored in teaching situations, as well as an analysis parameter for investigations on the implications of the use of analogies in Science Education. 

22
  • Cintia de Oliveira Teixeira Sousa

  • WHEN BODIES GO TO SCHOOL: CONTRIBUTION OF MERLEAU-PONTY PHILOSOPHY TO RETHINK BODY IN TECHNOLOGICAL EDUCATION

  • Leader : DEBORA PAZETTO FERREIRA
  • MEMBRES DE LA BANQUE :
  • DEBORA PAZETTO FERREIRA
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • OLGA VALESKA SOARES COELHO
  • Data: 23 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The present work is based on the phenomenology perspective of Maurice Merleau-
    Ponty to rethink the sense of body within technology education, thus indicating signs

    for new reflection on educational models. The objective is to investigate the idea of
    body under a new perspective, distinct from the dualistic understanding of the
    Cartesian heritage. We started from Merleau-Ponty’s criticism of Descartes’
    philosophy, especially regarding the difference between the substances – res cogitans
    and res extensa – incorporated into modern thought with the aim of making clear that

    the body is understood as instrumental and objectified. On the perspective of Merleau-

    Ponty’s philosophy, the body is neither a thing nor an abstract idea, it is a perceptive

    subject, inserted in the world. Named in the merleau-pontyan phylosophy as own body,
    we present its main dimensions emphasizing the motility and spatiality that evidences
    that there is a bodily knowledge that dismantles the idea of an automated learning by
    the body. This new understanding of the body as sentient, moving, intentional creates
    possibilities to consider its relationship with technology in the sense of a systemic
    formation of perception. In order to do so, the theoretical contribution of Don Ihde will
    be used, particularly his concept of embodiment. In that sense, we have understood
    that the concept of own body allows us to rethink bodies within schools, presenting
    new possibilities to consider pedagogical practices on technology education.

23
  • MARCELA DE LIMA MAGALHÃES
  • The occupational safety engineer: knowledge in action for the health and safety of workers
  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • ALEXANDRE DA SILVA FERRY
  • DANILO FERREIRA PINTO
  • JOAO BOSCO LAUDARES
  • Data: 23 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • It is object of this dissertation the analysis of the inherent knowledge to the profession of the
    Occupational Safety Engineer (OSE), in his work for the health and safety of workers. To
    understand the built knowledge, necessary and required in the practice of this professional, a
    qualitative field research was conducted through semi-structured interviews with five
    professionals, research subjects of this work, who work in the market, and were selected
    randomly and based on availability of time to answer questions related to the topic. The
    theoretical references used in this research concern education, vocational training and work,
    addressing work as an educational principle, and the relationship between education and work
    as a process of production and reproduction of knowledge, which goes beyond the school
    environment and involves work environment. Since the beginning of formal engineering
    education, changes have occurred in the form of education, performance and legal regulation
    for the training of engineers, including what regards the Occupational Safety Engineer. After
    identifying the implications of changes in the legislation that regulates the Occupational Safety
    Engineer's profession and training course, were identified the knowledge required for the OSE
    to perform their duties as well as the relationship between knowledge and the performance of
    these professionals. In addition to addressing the theoretical knowledge and those built in
    professional practice, the knowledge required and necessary for the professional to be hired and
    to perform his function was also analyzed, and this knowledge was extracted from the
    descriptive of sixty job vacancies. It is observed that knowledge is built throughout life, in a
    socio-historical-cultural and temporal perspective. Thus, the knowledge acquired in
    professional practice is fundamental, contributing to add skills that enable professionals to
    mobilize this knowledge, when unforeseen situations occur that require workers' actions to
    correct or improve their skills or ongoing activities.


24
  • ELTON BASILIO DE SOUZA
  •  

     

     

    EXPERIENCED TRAINING OF POLICE RESEARCHER: study on professional practice and training within the Civil Police of Minas Gerais
  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • DIOGO LUNA MOUREIRA
  • JOSE GERALDO PEDROSA
  • Data: 26 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    The present dissertation has as main question the process of professional training of the police
    investigator linked to the Civil Police of Minas Gerais. It is assumed that the understanding of
    the police officer's training is naively entrenched in the understanding of a given police culture.
    Based on this assumption, the concept of experiential formation was adopted as theoretical
    reference of this dissertation, in the perspective proposed by the Portuguese educator Carmen
    Cavaco. This work was guided by the following specific objectives: to analyze the police
    culture installed within the scope of the Civil Police of Minas Gerais; to identify the formal,
    non-formal and informal knowledge mobilized by the police subject in their professional
    practice and to point out the experiences of the police officer in the course of police training.
    Using as a research strategy the case study, a semi-structured interview was conducted with a
    civilian police officer at a homicide station in the metropolitan area of Belo Horizonte / MG.
    The analysis of the empirical data collected showed that the professional training of the police
    officer is much more complex and broad than the training received at the police academy. More
    than providing better training or training, a true police education project requires that the public
    security professional be treated with the same dignity that is required of him in the exercise of
    his activity. Respect for the dignity of the police also permeates the recognition and legitimation
    of their experiential knowledge.

25
  • ANA ISABEL SILVA LEMOS

  • THE STUDENT ORGANIZATION IN FACING MACHISM AND SEXISM: HOW FEMINIST AND LGBT COLLECTIVES QUESTION INSTITUTIONAL CULTURE AT CEFET-MG

  • Leader : DEBORA PAZETTO FERREIRA
  • MEMBRES DE LA BANQUE :
  • DEBORA PAZETTO FERREIRA
  • MARIA ADELIA DA COSTA
  • CAROLINA RIENTE DE ANDRADE PAULA
  • Data: 26 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The present research aims to demonstrate how machismo and sexism are institutionalized in the division of courses and knowledge by analyzing the creation of feminist and LGBT groups in the Centro Federal de Educação Tecnológica de Minas Gerais (Cefet-MG). Cefet-MG was chosen as the locus of the research because it is a centenary federal institution of technical education for high school level, traditionally directed to courses registered as masculine in the sexual division of labor. The school institution was analyzed as an ideological apparatus of the state and as a place to disciplinate bodies in order to produce and reproduce patterns and gender stereotypes and control of sexuality. To link the two different agendas of groups organized by students of the institution, a post-structuralist view of gender was taken as the historical-social construction of femininities and masculinities and the intentional hierarchization of this differentiation. To expand the theoretical scope, the separating of the areas of knowledge and jobs were analyzed based on the theory of the Sexual Division of Labor and the construction of technology as a predominantly male area. Therefore, semi-structured interviews were conducted with former students who actively participated in the creation of collective Cefet das Mina and LGBTIA, in the Belo Horizonte campi of Cefet-MG. The findings indicate that students, even though they were mostly teenagers, perceived a direct correlation between the hierarchization and valuation of certain careers, the division of courses and how this differentiation was artificially produced to maintain the hegemony of white, cisgender and heterosexual men in professions of higher social status and greater social value added. Despite being used as a space for surveillance of the norm and of gender relations, the school is also a space of fight against oppression and in favor of equity and, therefore, a field of dispute and resistance. The collectives analyzed in this research are presented as one of the sides of the resistance that has as protagonists young people who faced macho and sexist cultural norms and caused real changes in the institutional making. 

26
  • Natália Luize Pereira da Conceição

  • PROFESSIONAL EDUCATION IN WRITING ALMEIDA WRITING: A study on “Public Instruction in Brazil (1500-1889): History and Legislation”, from 1889

  • Leader : CARLA SIMONE CHAMON
  • MEMBRES DE LA BANQUE :
  • CARLA SIMONE CHAMON
  • JOSE GERALDO PEDROSA
  • CARLOS EDUARDO VIEIRA
  • Data: 26 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The main objective of this dissertation was to discuss professional education in the writings of
    José Ricardo Pires de Almeida, at the end of the Empire of Brazil. This intellectual graduated
    Medical, worked as a medical hygienist, a vaccination commissioner at the Court, an adjunct
    of the Hygiene General Inspectorate and a doctor on the Paraguayan War. He also worked as
    an archivist for the Municipal Chamber of Rio de Janeiro and as an archivist and librarian for
    the Hygiene General Inspectorate of the Court. He also participated in the commission
    responsible for choosing the new capital of Minas Gerais. In addition to his significant
    professional contribution, he was also a member of important association, such as the Brazilian
    Historic and Geographic Institute (IHGB). From 1870 on, the doctor-historian not only
    produced written works, but also discussed the teaching of professions on Rio’s newspapers.
    Some notable ones include the French newspaper in Rio “L’Estafette du Brésil: Journal
    Politique, Littéraire et Commercial” (1874) for which he was editor-in-chief, the written works
    “Officina na escola” (1886), “Instrução Pública no Brasil (1500-1889): História e Legislação”
    (1889), “Agricultura e Indústrias no Brasil” (1889), the last two being written in French. For
    this dissertation, the work “Instrução pública no Brasil (1500-1889) História e Legislação” was
    analyzed, which was to be presented in the Congress that took place in the 1889 Paris Universal
    Exposition. Dedicated to the Count of Eu, this work seeked to present the imperial efforts in
    favor of public instruction from Independence to the current days of 1889, including
    professional education. At the time Pires de Almeida wrote it, the country was experiencing
    social, economical and political transformations and a strong intellectual effervescence, as
    Alonso shows, and both education and professional education were a theme in the political
    debate. The aim was to understand in which way the author, upon writing “Instrução Pública
    no Brasil (1500-1889): História e Legislação”, inserts himself in this public debate,
    demonstrating his arguments in favor of professional teaching.

27
  • RENATA RODRIGUES FERNANDES
  • LEARNING IN COURSE STUDENT FINANCIAL MATHEMATICS TECHNICIAN IN ADMINISTRATION OF A STATE
    PUBLIC SCHOOL BY MEANS A CONTEXTUALIZED EDUCATION
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • IVO DE JESUS RAMOS
  • JOAO BOSCO LAUDARES
  • LEILA SADDI ORTEGA
  • RONALDO LUIZ NAGEM
  • Data: 26 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The object of study of this research is the learning of Financial Mathematics by
    students of a Business Administration technical course in a public school through
    contextualized learning. From the moment when the educator brings to the
    classroom situations with which learners identify, she/he accomplishes one of the
    fundamental conditions for learning to take place: contextualization. This is the
    starting point to analyze how the contextualized teaching of Financial Mathematics
    contributes to the learning of the students.
    The research begins with a bibliographical study which outlines proposals of how the
    contextualization of teaching takes place in the school environment. After that, data
    was collected through questionnaires and activities based on the Relating,
    Experiencing, Applying, Cooperating and Transferring methodology (REACT). This
    methodology presents five teaching strategies that characterize how close teaching
    can get to the students‟ reality. Supported by some theories of the Psychology of
    Learning, the main theory considered is Ausubel‟s Meaningful Learning Theory. The
    author understands that in order to effective learning to take place, it is instrumental
    that students have previous knowledge, besides preparation and disposition of
    strategies provided by the teacher in order to mediate the teaching and learning
    process.
    This study allowed us to analyze the contribution of the contextualized learning to the
    learning of Financial Mathematics, presenting possibilities and limitations.

28
  • Eduardo de Araujo Luiz
  •  

     

     

    THE INSTITUTIONALIZATION OF RAILWAY EDUCATION IN SOLO MINING: 1937-1946
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JAMES WILLIAM GOODWIN JUNIOR
  • JOSE GERALDO PEDROSA
  • Data: 27 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    The objective of this dissertation was to explain the creation a high school
    institutionalization of railway schools installed in the state of Minas Gerais between
    1939 and 1946. For that, the conditions created by the Vargas government that gave
    origin to those schools were reassembled and favored the organization of the teaching
    that anchored vocational training. The notions, representations and expectations that
    were created about the professional schools came to be instruct, qualify and train the
    technician for the railway industry were presented. With the intention of historicizing
    and remounting the emergence of a set of schools that formed workers for the railroad,
    this work was referenced in the History of Educational Institutions. Methodologically,
    we opted for an interpretation of the content of newspapers of the 1940s to unveil the
    significance of the decrees-law produced by the State bureaucracy, in order to impose
    its professional training proposal. In the analysis and interpretation of the sources
    emerged a school installed in the neighborhood of the repair workshops, in which the
    spaces established for the learning kept traces of similarity with the industrial work
    environment. It was verified that in the institutions dedicated to the formation of the
    worker, a teaching related to the technical specificities of several trades was offered.
    Based on the notion of institution formulated by Weber, in the reading of the documents
    it was possible to identify the bureaucracy's performance as an active actor in the
    formulation of a public policy focused on the professional training of the railroad. With
    the notion of institution, a characterization of the bureaucracy as an instrument of the
    Vargas government was established, with the aid of a basic legislation, to institute a
    control and state dominion over the formation of the railway worker. Finally, this
    research was anchored in documents available in the National Library newspaper, in
    the pages of the National Executive and Legislative and in an extensive bibliography.

29
  • ELISANGELA GONCALVES BARBIERI
  •  

     

     

    Technological Education: a concept in question in the Master in Technological Education of CEFET-MG.
  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • IVO DE JESUS RAMOS
  • WANDER MOREIRA DA COSTA
  • Data: 27 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    The increasingly intensive implementation of science and technology has brought about major changes in jobs, work processes and, especially, the workforce. Thus, in view of the consolidation of this technological industry and with it of technological education, this research aims to describe, analyze and compare the concepts of technological education presented in the dissertations defended in line 2: Formative Process in Technological Education, of PPGET of CEFET-MG, defended and approved form 2007 to 2017, in order to understand the concept of Technological Education and to identify a possible evolution on change of direction in the concept, according to research in this area of knowledge, as well as to identify which are the main theorists. Used by these researchers to conceptualize Technological Education. During the period, a total of 289 dissertations were defended and approved, of which 91 presented to line 2 chosen for analysis in this study. To answer, what is technological education? A documentary research is carried out, in which the object of the research is the dissertations of the program. To understand the concept in question, a bibliographic survey on education, technique and technology was conducted, exposing the conceptual clash around education and technology, seeking to understand technological education. However, it was observed that conceptualizing technological education is not an easy task. The results have pointed to a concept of technological education based on scientific researches which provide basis aiming at the education of the individual inserted into the culture and into the society of its time, and on the changes, it is collectively believed to be reached. The technological education keeps a strict relationship with the education and with technology, but, not only with those, it is an interdisciplinary and multidisciplinary subject which aims at the education of the individual with traffic on the several sectors of the society.

     

30
  • MARCELA PEREIRA FREITAS LEMOS
  • HISTORY OF THE LAVRAS AGRICULTURAL SCHOOL: PROTESTANTISM AND FIELD WORKER EDUCATION (1908 -1938).
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • JULIANA CESÁRIO HAMDAN
  • Data: 27 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This thesis has as purpose to present a study about the Lavras Agricultural School history, a
    private confessional Institution, North American, located in Lavras city, Southern Region of
    Minas Gerais. The Lavras Agricultural School, object of our work, was founded in 1908 by the
    North American missionary Samuel Rhea Gammon and directed by the North American
    agronomist Benjamin Harris Hunnicutt. The Institution had as pretension, evangelize through
    the school, qualify field individuals for their professions exercise and enable the local society
    formation. Thus, the objectives of this study are: comprehend how the Lavras Agricultural
    School was implemented based on the missionaries' initiatives; inventory the knowledge that
    circulated in the school, emphasizing the proper knowledge of the protestant and American
    reality; examine how was the spatial and temporal organization of the school; identify the
    school individuals and analyze the school's trajectory in the selected period, in the aspects of
    its formality and in the practices experienced by the individuals involved. The period under
    study comprises the year 1908 until the year 1938. However, we were not restricted only to the
    chronological period studied. In this work, was significant to demonstrate the project of
    agricultural education in Minas Gerais, which had as main objective to professionalize the field
    worker. Thus, deserved prominence the several laws and decrees that were enacted between the
    years 1906 and 1911, which treat of the creation and regulation of the agricultural education
    Institutions in the Minas Gerais State. We prized in this study the relevance of the School
    Institutions History, consequently, to produce this work, we used the sources that were accessed
    at the Gammon Pro-Memory Institute, at the Bi Moreira Museum and at the Library of UFLA,
    all located in Lavras city.

31
  • JAQUELINE MARIA DA SILVEIRA E SILVA
  • HISTORY OF THE INSTITUTION THAT EDUCATES FOR TRADE: FROM LYCEU MINEIRO (1927) 
    TO COLÉGIO PADRE CURVELO (1957)
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • VERA LUCIA NOGUEIRA
  • Data: 27 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation brings a historical research that is inserted in the context of the History
    of Professional Education, which is a subfield of the History of Education. This is a
    research report on commercial education, understood as an expression of modernity,
    whose focus is the history of an educational institution named, in 1927, Lyceu Mineiro,
    having its name changed in 1957 to Colégio Padre Curvelo. The general objective of the
    research was to produce the history of the institution that educates for commerce -
    Lyceu Mineiro, in the period between 1927 and 1957, highlighting permanences and
    changes that occurred throughout its life cycle, which characterized its development and
    its historical identity. , from the question: “why a school of commerce for Curvelo, and
    how was it constituted in that locality?” From the assumptions of historiographical
    knowledge according to historian Justino de Magalhães, we sought the
    institutionalization and reinstitutionalization that characterized the cycle of life and
    development of the institution, producing its historical identity.
    The research is bibliographic and documentary, and takes place in the public sources of
    the school archive, in the museum of the Archdiocesan College of Curvelo - FAC and in
    the newspapers circulating at the time and which are in the Reference Center of the
    Museum of the School of Humanities of Curvelo - FACIC, as well as iconographic
    sources found in the environments, having as contour the legislation of the Commercial
    Education. The historiographical knowledge of the educational institution revealed that
    the association of the act of educating is “deeply marked by its inscription in the local
    historical conjuncture”, being linked to the development of the city and the pedagogical
    and political formation of the subjects that permeate the educational activity. building
    the memory and uniqueness of the school culture. After all, each school or educational
    institution is part of a broader whole which is the educational system, but it is
    constituted as a whole in its own right through the construction of a unique and
    determinant school culture.

32
  • Juliana Caroline Dias Pereira
  • A SCHOOL WITHIN SCHOOL: Analysis of an alternative learning experience of students from CEFET Engineering - MG
  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • JOSE GERALDO PEDROSA
  • JOSÉ ANTÔNIO ARAVENA REYES
  • Data: 27 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This research aimed to understand an alternative learning experience in the engineering
    context in order to broaden the debate about education in the sense of overcome the exhaustion
    of traditional models for the construction of a school that makes sense for the students
    themselves. In order to do so, this study investigated elements of the CEFET-MG students'
    learning experience called the CEFAST Formula. It is a team that builds Formula-type cars to
    compete in annual competitions organized by SAE Brazil. The theoretical basis of this work is
    based on recent debates about engineering andtechnological education as well as its emergence
    and its exhaustion. Having as a guiding principle the assumption that students are able to
    intervene in their own formation, to propose and create innovative situations in the education
    context, this research demonstrated elements that are capable of making a learning experience
    meaningful for the students themselves. Such a study may open the door for new theoretical
    formulations about engineering education in the sense of breaking paradigms of traditional
    educationmodels.


33
  • ELIZÂNGELA REGINA DE SOUZA
  • READING AND TEXT PRODUCTION CLASSES: INCLUSION PRACTICES WITH ICT IN THE LIGHT OF 
    MULTILETRAMENTS
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • SABINA MAURA SILVA
  • VICENTE AGUIMAR PARREIRAS
  • Data: 28 août 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This study aimed to identify the skills required by the student for a multiliterate development.
    For this purpose, it was analyzed the concept of multiliteracy with a view to its contribution to
    the teaching and learning process of Reading and Text Production, from the perspective of the
    democratization of web usage, as well as the emergence of demands of learner and educator,
    which admit the transformation in the way of producing and consuming media. This is the result
    of a descriptive, qualitative research, which involved analysis of dissertative-argumentative
    written productions of students from the 2nd and 3rd grades of High School, evaluated under
    the parameters of the Reference Matrix of National High School Standardized Examination
    (ENEM). The methodology followed the precepts of the action research and was chosen, for
    the treatment of the data, the content analysis, as proposed by Bardin (2009). In the theoretical
    framework, it was presented the themes of language, reading, literacy and multiliteracy,
    presenting conceptual aspects under references such as Ana Elisa Ribeiro, Grupo Nova Londres
    - GNL; Lucia Santtaela; Pierre Lévy; Roxane Rojo and Paulo Freire. For this research, three
    categories of analysis were chosen, the ICTs, multimodality, multiliteracy and the inclusion of
    the student as a consequence of this. The research project was submitted to the Research Ethics
    Committee of CEFET-MG and approved under CAAE number: 04073518.0.0000.8507, with
    opinion 3.159.141/2019. Thus, all ethical aspects for human research applicable to the
    Humanities and Social Sciences addressed by CNS number 466/12 and 510/16 were followed
    and safeguarded. The bibliographic research carried out literature surveys on multiliteracy,
    ICTs and other related themes, such as multimodality, reading and text production, VLE, LO
    and inclusion. It was revealed that the multiliteracies can intensify the development of the
    individuals’ language skills and enhance the reading and writing learning conditioned to a
    previous reading ability. The ability to use ICTs is related to certain skills that must be
    developed in advance by people. From what was analyzed, it can be said that it was found that
    the digital resource inhibits spontaneous expression in educational discussions, since the ICT
    resource in the reading and text production class presented a significant decrease in the
    interaction of the research subjects. After evaluating the final result, this study pointed out, as
    the main skills required for a multiliterate development, the ability to select, relate, organize
    and interpret information, facts, opinions and arguments, as well as knowledge of the linguistic
    mechanisms for message comprehension and general guidelines. In addition, it was found that
    there is no rupture in the interpretation of information with the use of Learning Objects,
    although it is not a mere extension of conventional reading, comprehension is conditioned to
    the previous reading ability that the student presents, so that their level of literacy will be crucial
    in the use of ICTs


34
  • ALANNA CRISTINA LANDIM SOUZA
  • Teacher professional training and the practice of active learning methodologies in professional and technological education
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • EDUARDO HENRIQUE LACERDA COUTINHO
  • ANDRÉA LOURDES RIBEIRO
  • Data: 27 nov. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation is the result of a research linked to Line II - Formative Processes in Technological
    Education, of the Graduate Program in Technological Education of CEFET-MG. The theme is the
    professional teacher training and the practice of active learning methodologies in vocational and
    technological education, which aimed to identify, in the formation of teachers of CEFET-MG, how
    this training occurred, the contributions or not of the educational institution and the perceptions
    about pedagogical practices with teaching strategies that provide the protagonism of the student.
    The research presents a theoretical and historical basis on the themes of teacher education in
    professional and technological education and on Active Learning Methodologies. The empirical
    research took place with the interview of a pedagogical coordination representative and three
    teachers of the technical courses of campus II of Belo Horizonte to meet the specific objectives
    and, later, there was data analysis through the content analysis method. The interviews presented
    reflections on the teaching practice, the importance of the pedagogical coordination, the challenges
    faced for the teachers formation and the professional updating, in the singular context of the
    professional and technological education. As expressive results, it should be noted that the teachers
    interviewed, despite not having similar training, understand that professional education itself
    provides innovative teaching practices. They are similar in relation to the autonomous pursuit of
    training in their area of expertise and the understanding that professional practice assists classes;
    agree that active methodologies favor student learning, but there is isolation and lack of integration
    between campus departments; They believe in the importance and necessity of continuing teacher
    education, but it needs to be planned differently from what is usually done.


35
  • LUCIANA RODRIGUES DA SILVA
  • EDUCATION AND DIVERSITY: AN ANALYSIS OF THE USE OF SOCIAL NAME IN CEFET-MG FROM THE PERSPECTIVE 
    OF TRANSEXUAL AND TRAVESTIVE SUBJECTS
  • Leader : DEBORA PAZETTO FERREIRA
  • MEMBRES DE LA BANQUE :
  • CLÁUDIO EDUARDO RESENDE ALVES
  • DEBORA PAZETTO FERREIRA
  • MARIA ADELIA DA COSTA
  • Data: 12 déc. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • In Brazil, according to data from the National Association of Transvestites and
    Transsexuals (ANTRA), a transsexual or transvestite person is killed every 48 hours
    simply because it does not fit the binary gender norm, 99% of this population does not
    feel safe in a country where violence comes from all walks of life and seems to have
    been naturalized. Affected by prejudice, this minority group ends up excluded from the
    social fabric that daily denies them the basic rights such as health, education and the
    right to life. In view of this scenario, the State proposed, through Decree 8.727 / 2016,
    the public policy that authorizes the use of the social name in all public agencies in the
    country, in order to promote access, permanence and inclusion of this population in a
    more egalitarian. In this sense, the objectives of this research are to analyze the

    effectiveness of this policy starting from a bibliographical analysis about the historical-
    political-social process that produced sexuality and gender in a heterosexual logic and

    how these structures have been perpetuating effects that cause exclusion,
    marginalization of people. transsexuals and transvestites in the academic environment.
    In addition to analyzing how public policies aimed at the social insertion of this
    population interfere in this process of exclusion. At the same time, empirically analyze
    the effectiveness of the social name supported by Decree 8.727 / 16, as a governmental
    and strategic measure of inclusive education, in relation to the inclusion of this group in
    the academic community of CEFET-MG. The method used was qualitative research.
    For data collection, we used documentary research and semi-structured interviews, from
    which we extracted experienced situations, a sense of belonging to the academic
    environment and other experiences that the participants wanted to record. The material
    was submitted to Discourse Analysis which revealed, among many things, the
    incompleteness and inefficiency of the social name as a tool for recognizing the
    experienced gender, in addition to subjecting the LGBTTAIQ population to precarious
    citizenship. It is believed that disclosing the way gender constructive techniques have
    interfered in the social relationship of transgender and transvestite people, and how this
    practice has prevented the academic, professional and human formation of this minority,
    will allow the opening of discussions and actions that emphasize the importance of
    recognizing the rights of this audience and respecting gender diversity.

36
  • UÉVERSON LUIZ MELATO DE MORAES
  • CYBORG CONCEPT POTENTIALITY TO THINK ABOUT THE BODY IN TECHNOLOGICAL EDUCATION
  • Leader : DEBORA PAZETTO FERREIRA
  • MEMBRES DE LA BANQUE :
  • DEBORA PAZETTO FERREIRA
  • ADMARDO BONIFACIO GOMES JUNIOR
  • BRUNO VASCONCELOS DE ALMEIDA
  • Data: 13 déc. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation deals with the contributions about the cyborg concept, built by Donna in his
    work the Cyborg Manifesto, for the technological education. Haraway's cyborg is a hybrid of
    human and machine that represents a technological body in contemporary times. This myth of
    fiction and social reality incorporates technological artifacts that are capable of transforming
    the human and his relationship to the world, thus creating a notion of a body that is a symbol of
    a potentially technological society. From fiction to reality the cyborg is present in social spaces
    and its existence is marked by activities, previously seen as purely human, through politics,
    social relations, work, subjectivity, education, etc., becoming the new ontology. The research
    methodology adopted to answer about the possible contributions of the cyborg to the
    technological education, was the bibliographical revision through the state of the art, where the
    researches that took place in Brazil whose central theme was the cyborg of Donna Haraway,
    and the From there collect information that could be brought from the perspective of
    technological education. Technological education, in turn, has been observed to re-signify
    education as it itself brings technology as its principle of study. Thus, it was pointed as a result
    of this research, analyzes of how the body, seen as cyborgs, represents contemporary society,
    incorporates technological artifacts, modifying itself, and at the same time provokes questions
    that impact on education. These changes in bodies lead to the proposal of a remuneration that
    teaches the concept of cyborg to think about bodies, students and teachers, and that corresponds
    to a learning Cyborg.

37
  • SERGIO RIBEIRO PEREIRA
  • TECHNICAL IMAGES AND PHOTOGRAPHIC GESTURES - AN ANALYSIS FLUSSERIAN OF ASTROPHOTOGRAPHS
     OF GEDAI CEFET / MG
  • Leader : DEBORA PAZETTO FERREIRA
  • MEMBRES DE LA BANQUE :
  • DEBORA PAZETTO FERREIRA
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • BRUNO VASCONCELOS DE ALMEIDA
  • Data: 13 déc. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This project results from a reflection on astrophotography, considering its intersection

    between Art, Science and Technology in astronomical dissemination, from the work of Czech-
    Brazilian philosopher Vilém Flusser. The main objective of this study was to analyze

    astrophotography through Flusserian concepts of technical images and photographic gestures.
    In this essay, concepts of technical images and photographic gestures are going to be important
    to analyze the use of astrophotography in astronomical dissemination, as well as technical and
    methodological aspects used in the production of astrophotographic images – both for coding
    and transcoding processes involving photographer-device complex, as well as deciphering and
    interpreting articulated concepts on astrophotography imagery surface from receivers. During
    the development of this research, astrophotographic image qualities mediation were identified
    for the transmission of scientific, aesthetic and technological knowledge. Thus, during the
    performance of this work, it was verified in what ways astrophotography establishes itself as a
    convergence between art, science and technology for astronomical dissemination, considering
    its interconnections with technical images and photographic gestures concepts, theorized by
    Flusser. It is expected to contribute to researches in the Scientific Dissemination area, in
    connection with Aesthetics and the use of technologies In this perspective, it seeks to
    collaborate with the expansion of interdisciplinary / transdisciplinary approaches of Astronomy
    in science public communication processes and to contribute to learning and teaching of
    Professional and Technological Education (PTE), aiming to extrapolate technical and scientific
    aspects, fostering debates on the importance of perception and sensitive experiences – aesthetic
    dimension – for the construction of knowledge. Hence, it is intended to expand the possibilities
    of reading in astrophotography for various audiences, including those who are not directly
    involved in these areas.

38
  • LÍCIA FLÁVIA SANTOS GUERRA
  • TRANSFORMING PEDAGOGICAL PRACTICES: between curriculum and metamorphism in the daily routine of 
    Professional Education Medium Level Technician
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • MATUSALEM DE BRITO DUARTE
  • Data: 16 déc. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This paper was presented to the Graduate Program in Technological Education of the Federal
    Center of Technological Education of Minas Gerais (CEFET-MG) and is the result of
    research linked to Line II: Formative Processes in Technological Education. The dissertation
    presented has as its central theme the construction of the concept of “Transformative
    Pedagogical Practices”. To this end, the research locus chosen was the Federal Institute of
    Minas Gerais (IFMG), Itabirito Advanced Campus. The target audience was students and
    teachers who work in Technical Vocational Education at Middle Level (EPTNM), in an
    integrated way, specifically in the Technical Course in Industrial Automation. The guiding
    objective of this dissertation was to analyze the effectiveness of the integrated curriculum
    through the actions performed by the teachers, considering the transformative pedagogical
    practice as a parameter of analysis. At first, a bibliographic survey was made, as well as the
    conceptual construction of the terminology “Transformative Pedagogical Practice”. The
    research participants were the teachers and students of the Industrial Automation Technician
    course. Data collection was performed through online forms. The analyzes were performed
    from Bardin (2011), specifically regarding the categorization of discourses. Thus, it was
    found that there is a need to adapt the reality of teaching activities to what is prescribed in the
    curriculum and the pedagogical project of course, because there was a contradiction between
    the formal curriculum and the pedagogical practices developed by teachers.

39
  • TAMARA SIMOES SILVA
  • CYBERCULTURE AND ITS RELATIONSHIPS WITH KNOWLEDGE SCIENTIFIC: A CASE STUDY IN THE ENGINEERING
     COURSE COMPUTER OF CEFET-MG
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • ADELSON DE PAULA SILVA
  • JOSE GERALDO PEDROSA
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 16 déc. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The rapid advancement of tools from the digital world has enabled significant changes
    in social relations and daily actions. The twentieth century, for that matter, was marked by
    important events, especially in the third industrial revolution, in which digital was conceived
    and became increasingly present. In this scenario, the internet was created, standardized and
    made available worldwide on many different devices. In this regard, digitization and
    deterritorialization allowed much more information to be transmitted, regardless of the
    distances previously imposed. So, the internet is part of what Lévy (2010b) calls cyberspace,
    being more than a worldwide network, but a means of communication in which it’s contained
    not only the technique, but society, once it uses said techniques, updates it and generates new
    information. The ways of life practiced in times of cyberspace are also discussed, by the same
    author, as cyberculture. Practices associated with education have also undergone significant
    changes with cyberspace, with new techniques been created and been increasingly used, such
    as Virtual Learning Environments and Learning Management Systems, to support learning
    within or outside of school environments. It is also noteworthy that these techniques motivated
    the discussion of other pedagogical modalities, such as Distance Education (DE), Active
    Learning (AL) and Project Based Learning (PBL). However, it is important to verify how the
    digital impacts the relations that involve education, even with different ways of practicing it,
    which aim to provoke the investigative impetus of the students, necessary to society. Thus, this
    research sought to analyze the implications arising from the use of digital technologies, present
    in cyberspace, in the learning process of students belonging to the four professional axis of the
    Computer Engineering course of CEFET-MG. For this purpose, the following methodological
    course was followed: qualitative evaluation, with exploratory and descriptive researches; Case
    study as a technical procedure and with the following collection tools: document analysis,
    involving the Pedagogical Project of the Course (PPC) and institutional hypertexts, available
    on the World Wide Web; unstructured interviews with teachers from four disciplines, one of
    each professional axis, duly chosen through their proximity with the proposed theoretical
    framework; and semi-structured questionnaires with students enrolled in these same four
    subjects. The results showed that digital tools are used with focus on the learning process, since
    the teaching practices showed that these tools are chosen for the classes in a planned way,
    according to the learning objective to be achieved. However, it is noteworthy that the previous
    knowledge that students have about digital tools, or Digital Information and Communication
    Technologies (DICT), is assorted, and this should be considered by teachers, considering that
    previous experiences had by students can influence their learning processes.

40
  • CINTHIA PAOLLA RODRIGUES MENDES
  • A AFETIVIDADE NA EDUCAÇÃO: UMA ABORDAGEM NEUROCIENTÍFICA NA FORMAÇÃO DOCENTE
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • THANIA APARECIDA GOMES DA SILVA BARBOSA
  • EDUARDO HENRIQUE LACERDA COUTINHO
  • MARIA ADELIA DA COSTA
  • Data: 17 déc. 2019
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation is the result of a research linked to Line II - Formative Processes in
    Technological Education, of the Postgraduate Program in Technological Education of
    CEFET-MG. Its general objective is to know, through a neuroscientific approach, how the
    perception of affective manifestations in the classroom can contribute to the professional
    development of teachers in formation. This is a qualitative empirical research, associating
    literature review and field work, being the object of study the students of the CEFET-MG
    teacher training course. Data collection occurred through the application of questionnaires and
    focus group. The theoretical basis has been supported by authors who, over the years,
    contribute to the discussion that approaches the affect of education, namely: Wallon (1971),
    Piaget (1997), Vygotsky (1991), Relvas (2011), Damásio (2004), Cosenza and Guerra (2011)
    among others addressed in this study. These authors clarify that educating is not an easy task
    and that affection is an ally in the learning process. This study showed that for cognitive
    neuroscience, learning is the key to the progress and development of modern education, which
    implies the need to effectively guide teachers in their formative process, encouraging them to
    know the human brain with their interfaces in the teaching-learning process. Thus, studies of
    affective bases related to the intellectual development of the individual, propose that it is up to
    teachers to observe the momentary emotions of their students, in order to seek the
    establishment of a positive affectivity between the subjects, because this favors learning. It is
    worth mentioning the richness of the experiences narrated by the students (future teachers),
    leaving no doubt that they recognize the affection established in the teacher - student
    relationship as quite significant, suggesting that the education system rethinks its
    methodologies to make them more appealing and challenging, in order to make learners more
    prepared for future life, which will naturally include living citizenship.

2018
Thèses
1
  • Renata Rodrigues de Araújo Cruz
  •  

     

     

    DEVELOPMENT OF COMPETENCES IN ENGINEERING TRAINING IN PROGRAM OF STUDY IN ENGINEERING, SOCIETY AND TECHNOLOGY
  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • ANTONIO DE PADUA NUNES TOMASI
  • NIVAL NUNES DE ALMEIDA
  • Data: 16 févr. 2018
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    Since the early premises of engineering, there has been an intellectual desire aimed at bringing together theoretical knowledge and scientific knowledge, or, in other words, at conciliating concept and practice. The thrust of technological development together with the new communication technologies boosted by economic globalization, have made possible for engineers the creating of technology focused on the production of goods and services, demanding from these professionals relevant economic and social roles. The formation of engineers is not limited to a solid scientific and technological knowledge acquisition. Once faced with new worldwide scenarios, social, economic and cultural changes, it proves to be of the essence the creation of new knowledge building opportunities in the formation of engineers who would be capable to promote a more critical, humanized and reflexive formation, reaching the construction of citizens who would know how to convene with the present world. It is in this scenario that the challenge of preparing engineering students for integral formation through programs arises. In the present research, extension programs that will allow the development of competences that will enable students to soar emotionally and intellectually, both in the field of labor and in society as well.


2
  • Adriana do Carmo Silva Rocha Couto
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    Civil construction: the path taken by young workers
  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • JOSE GERALDO PEDROSA
  • RENATA BASTOS FERREIRA ANTIPOFF
  • Data: 26 févr. 2018
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    The present work is based on an inquiry made by the French sociologist François
    Dubet "Comment devient-onouvrier?" "How do we become workers?" How does the
    young Frenchman become a factory worker? This young man enters the working
    class with a lot of resistance. It resists the industry, the tiresome and underpaid work,
    but they enter in spite of everything, because this future presents itself as a "destiny".
    Transporting us to Brazil, to our reality, very specifically for the civil construction,
    work space that we carry out the research, we are interested then to know, from the
    inquiry of François Dubet, how the construction worker becomes a factory worker. On
    the road traveled by this worker, what factors weighed more in the conduct of his
    destiny? Was it school? Was it family? Are the multiple social relations and cultural
    experiences? Are other factors found in the workers themselves? In the search for an
    answer to this question, we rely on studies about school and the different approaches
    to school failure. The family and studies about their role and their relationship with
    the professional perspective of the children and the studies about the individual and
    their social relations. We conducted interviews and applied questionnaires to the
    students of the Engineering, Society and Technology (PROGEST) Program in which
    we built the profile of students in the Work Management course of the second
    semester of 2016 and the first and second semester of 2017. In this research, whose
    objective was to understand the factors that led them to the workers' destiny, their
    school and family lives and their professional perspectives and their social relations
    revealed that, in the life trajectory of these individuals, despite the family effort to
    keep them in school, the precarious conditions in which they were when young,
    contributed heavily to a school trajectory marked by ruptures and abandonments,
    that pushed them early to the construction sites of the civil construction. For them,
    the working condition in which they find themselves is due more to an absence of
    opportunity or to a failure of the situation in which they lived than to a school failure.
    Far from any sense of failure, they return to school after adults, if they say they are
    intellectually capable and, in order to better position themselves socially and in the
    labor market, they fuel expectations of continuing their studies, even at the higher
    level.


3
  • Mislene Aparecida Gonçalves Rosa
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    THE SEXUAL DIVISION OF WORK IN THE TEXTILE INDUSTRY: INTERLOCUTIONS WITH ERGONOMICS
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • ANTÔNIA VITORIA SOARES ARANHA
  • LUDMILA DE VASCONCELOS MACHADO GUIMARAES
  • RAQUEL QUIRINO
  • Data: 27 févr. 2018
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    The present research is inserted in the "Line II: Formative Processes in Technological Education " of the Graduate Program in Technological Education of CEFET-MG, which focuses on work-education issues in socioeconomic and political-cultural contexts, highlighting historical processes and cultural relations between societal changes, education and the world of work. In this context, it seeks to unveil the interplay between the sexual division of labor and ergonomics in the textile industry, and from there it demonstrates the importance of the sex / gender variable in studies on work and ergonomics. In order to do so, we used the theoretical constructions of the Sociology of French Labor, present in the concept of the sexual division of labor as the material basis of the social relations of sex / gender, as well as in the Ergonomics approaches. The field research was carried out in a textile company located in the metropolitan Region of Belo Horizonte, State of Minas Gerais. All the quantitative and qualitative data were collected and analyzed from the documents made available by the company, the on-site observations and semi-structured interviews with the managers of the operational areas. The research was categorized into three aspects: (i) the sexual division of labor in the textile industry; (ii) the relationship between productive work and reproductive work in the domestic sphere; and (iii) Ergonomics. The articulation of these categories of analysis made possible the approximation of the object of study: the interlocution between the sexual division of labor and ergonomics in the textile industrial sector. The analysis of the results reveals a marked segregation by gender in the company with a larger contingent of women in the spinning, auxiliary and operator positions, while the men stand out in the processing / finishing and maintenance sector, as well as in the positions of leadership and command. It was found that in the conception of the company and workers there is work of man and work of woman, that require different aptitudes. Women are required for tasks / functions that are considered "light" and require manual skills, such as dexterity and perfection in the execution of details or to operate machines, in a simple and repetitive work. Patience, docility, and discipline are also considered positive elements of the female workforce. The preference for male workers for other tasks / functions is justified by arguments in which the need for physical strength often appears. However, even in the spinning sector, mostly female, the men are the ones who hold the most qualified positions and functions and are in charge of the tasks that demands, besides physical strength, technical knowledge and command. Women are more accepted in tasks that require greater care and attention, especially cleaning activities and compliance checking in detail. The results pointed to a silencing of gender relations in the textile industrial sector, especially when analyzing the ergonomic conditions of the activities in the perspective of a sexual and active subjectivity, which makes this interlocution difficult.

4
  • Livia de Cássia Silva
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    CURRICULAR STAGE SUPERVISED IN A MEDIUM-LEVEL TECHNICAL COURSE IN THE DISTANCE MODE: study on an experience of CEFET-MG
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • SABINA MAURA SILVA
  • VICENTE AGUIMAR PARREIRAS
  • Data: 1 mars 2018
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    Distance Education (EaD) has been offered in a lot of institutions around the world. In Brazil, the legal bases of this modality of education were established by Law No. 9,394 of December 20, 1996. According to this legislation, the EaD may be offered in different stages and modalities, including in the Technical Professional Education of Secondary Level (EPT). Electronic-learning began with the creation of the Open Technical School Program of Brazil (E-Tec Brazil Network) and was implemented by several institutions, such as the Federal Center of Technological Education of Minas Gerais (CEFET-MG) which in 2008 became qualified to implement the EaD through this program. At EPT, one element that guides the teaching and learning process is professional practice. Thus, the aim of this research was to analyze the process of performing the supervised curricular internship in a CEFET-MG technical course offered at a distance, via E-Tec Brazil Network. This research was carried out as a qualitative approach. Based on the aim outlined, the chosen sorts of research were exploratory and descriptive, which involved the bibliographical and documentary survey, interview and questionnaire. From the data collected and subsequent analysis, it was verified, for the institution, the internship is considered an educational subject, organized in four stages. This internship model is based on the formal commitment involving the trainee, the educational institution and the company, and it might understand that the institution intends to cover it as an educational act. It was also found that, although it is considered an educational subject, it is not contemplated in the course curricular matrix analyzed and there is no definite prediction in the different modules for it to be concreted. Then, the internship is carried out by the students in a disconnected manner with the other course subjects, making this professional activity more a moment to practice than to bring together theory and practice. Finally, when analyzing the students' perceptions, it was realized that they consider the accomplishment of the important stage, so they might approach closer to the workplace reality in which they may act and also to obtain a practical qualification. However, they pointed out that they have had difficulty to find out available companies to carry out the internship. The students also consider the process of internship very bureaucratic and they have not been adequately oriented by the institution. Furthermore, it was found that students have few opportunities to perform other professional practices besides the curricular stage.

5
  • Daniela Teixeira Rezende
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    WOMEN IN TI: VISIONS OF ENGINEERING COURSES COMPUTING ABOUT THE AREA
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • ADELSON DE PAULA SILVA
  • KECIA ALINE MARQUES FERREIRA
  • RAQUEL QUIRINO
  • Data: 5 mars 2018
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    This research, with a qualitative and descriptive approach, aims to unveil the visions (motivations, expectations, fears and concerns) of students of the Computer Engineering course of the Federal Center for Technological Education of Minas Gerais (CEFET-MG), in relation to the labor market in the area of Information Technology (IT). It is inserted in the "Line II: Formative Processes In Technological Education" of the Post-Graduation Program in Technological Education of CEFET-MG, which aims to study the formative processes in the area of Technological Education, in an omnilateral perspective, both in the areas of educational and organizational institutions, and in the exercise of one's own work. This dissertation (1) presents a historical rescue on the participation and contribution of women in IT; identifies the courses that form these professionals and the number of women enrolled and graduating in each course in the last ten years; (2) discusses gender relations in the areas of Science and Technology (S&T), problematizing the barriers and obstacles faced by women for insertion and performance in this scientific-professional field; (3) shows that although women's participation in universities is growing in recent years, women's participation in the production of scientific and technological knowledge is inferior to that of men, indicating that S&T areas are still a hegemonically male center. The results of the analysis of the reports collected from students of the CEFET-MG computing course on the IT job market suggest that they are prepared for the job and are aware of the difficulties and challenges they will face. This work expects to contribute to the reflection about the gender relations, both in the area of professional training and the performance of the IT professionals, in order to encourage an equal participation of the gender in this area.



6
  • Meiriane Freitas Dias Oliveira
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    THE KNOWLEDGE OF A FAMILY RIBEIRINHA PARAENSE: A study on Arapiraanga Island, Pará
  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • FABIO WELLINGTON ORLANDO DA SILVA
  • RENATA BASTOS FERREIRA ANTIPOFF
  • Data: 9 mars 2018
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    This study is about the investigation of the knowledge that is part of the life of a family
    of riverside residents on Arapiranga Island, Belém region in the state of Pará. It was
    sought to know the knowledge that promote the maintenance of these people through
    their activities, mainly of açaí production. The methodological option of the study is
    based on the qualitative research, in which a field research was carried out based on
    the Oral History assumptions, as investigative techniques were used the participant
    observation and the interview with the family. The theoretical assumptions of Paulo
    Freire and Foucault on knowledge were used; and the approaches around the
    "knowing" with the vision of authors like Schwartz, Trinquet, Stroobants; concomitant
    with other references that investigate the knowledge about riverine communities. The
    results of the study pointed to the evidence that the riverside family in question is able
    to acquire their means of subsistence through their knowledge and transmitted from
    generation to generation; with its activities of production of açaí, responsible for greater
    source of income, shrimp capture and fish fishing. It was also verified that there are
    the knowledges, such as the nature and food inherent to these riverside people, which
    are significant and necessary for the stay on the Island.

7
  • CAIO CESAR BITENCOURT DE FREITAS
  • LEARNING ENVIRONMENTAL TEACHER: analysis of the knowledge of teachers who teach in a Technical Course of Middle Level in the Environment of the Federal Professional Education Network Scientific and Technological
  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • AILTON VITOR GUIMARAES
  • DORALICE BARROS PEREIRA
  • Data: 2 avr. 2018
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  • This dissertation is part of the Master's Degree in Technological Education of the Federal Center of Technological Education of Minas Gerais (CEFET-MG) and is linked to the research line "Science, Technology and Work: philosophical, historical and sociological approaches". The theme, in turn, associates environmental knowledge with the teaching knowledge of teachers who teach in a Technical Course of Middle Level in the Environment in an institution of the Federal Network of Professional, Scientific and Technological Education. The notion of "environmental knowledge" is defined in the terms proposed by Leff (2015) and consists of critical and complex thinking that integrates processes of a natural, technical and social order without unifying them, valuing the multiplicity of experiences and practices of each culture. This knowledge structures the environmental rationality by proposing a new way of thinking and acting that denies the logic of the commodification of nature and proposes a set of meanings, values, senses, and sociocultural actions that promote sustainability. On the other hand, the notion of "teaching knowledges" incorporated here is from Tardif (2014), and is related to the professional formation of the teacher, more specifically to his identity, his life experience and professional history, and also, with their relationship with students in the classroom and with other school agents. Such knowledge consists in the information, know-how, skills and abilities that teachers mobilize in classrooms and other learning environments. The objective of this research was to understand the interfaces or points of convergence between the environmental knowledge of teachers who teach in a Technical Course of Middle Level in Environment and the teaching knowledges of them. For this, ten teachers were submitted to a half-structured interview with questions that showed the interpretations of the teachers about the environmental complexity; their personal and professional involvement with environmental thematic; and the teaching experiences in the taught subjects. In addition, in line with the proposed objective, the concept of “environmental teaching knowledge” was formulated as fruit of the convergence and influence of environmental knowledge on the teaching knowledges. This fact, when the environmental knowledge becomes associated with the development of the teacher, there is the environmental teaching knowledge, a knowledge in constant formation that can foster changes in the way teachers exercise and think. The expectation of this knowledge is that it is an inducer of didactic-pedagogical practices (teaching and learning environments) that prioritize for sustainability, interdisciplinarity and the integration between technology, science and society. However, the results of this research show that not all teachers of the technical course in Environment are committed to the principles and values proposed by the environmental teaching knowledge. 

8
  • Aline Passos Araujo
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    INSERTION OF EFFECTS OF SUBSEQUENT TECHNICAL EDUCATION IN THE WORLD OF WORK: A look from the professional training in Hosting.
  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • SABINA MAURA SILVA
  • DANIEL BRAGA HUBNER
  • Data: 2 avr. 2018
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    This research aimed to identify and understand the process of professional insertion of graduates of a Tourism, Hospitality and Leisure (THL) course, in the subsequent modality, at a Federal Institute of Education, Science and Technology in the extreme south of Bahia. The methodology was an exploratory qualitative approach, using bibliographical and documentary research and data collection from the application of questionnaires, focus group and semistructured interviews. In the context of the research, it was sought to characterize the profile of the egress, also identifying their desires when revealing the relationships that establish between the school, the profession and the world of work. When it is verified that there are few studies in the academic production that approach the technical training of secondary level in the subsequent modality, related to the THL axis, the theoretical reference that served as base for this study brings, initially, a brief approach on the history of Professional Education in Brazil, drawing attention to the place that the subsequent modality has been occupying in this trajectory. The historical context is directed to training in tourism and therefore to discussions about work in the service sector and the characteristics of the class of those who live from work in tourism. The results pointed out that, contrary to what can be expected, these youngsters and adults do not aim to find only employment opportunities with the new profession, and recognize that the formation brought about changes in the perception of the world and in relation to work. They also present, in general way, a critical view on the relations between training, market and work in the sector.


9
  • JANE MOREIRA
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    TEACHING-PEDAGOGICAL EXPERIENCES AMONG TEACHERS OF SABARÁ AND OBUASI / GHANA PUBLIC SCHOOLS
     AND THE STRENGTHENING OF AFRICANITIES

     
     
     
     
     
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • SILVANI DOS SANTOS VALENTIM
  • JOSÉ ANTÔNIO MARÇAL
  • Data: 3 avr. 2018
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    This qualitative exploratory study analyzed the didactic-pedagogical experiences experienced
    by teachers from Sabará / MG, Brazil and Obuasi / Ghana who participated in the Olhares
    Cruzados project in the years 2015-2016. The research aimed to understand African history and
    culture from a dialogue between the teachers of Obuasi and Sabará, to strengthen Africanities.
    The process of implementing Law 10.639 / 03 in the Municipal Network of Sabará has occurred
    in a fragmented way, due to the lack of an agenda for joint actions for the entire municipality.
    In this sense, it can be said that a structured and solid practice was not observed for the teaching
    of African and Afro-Brazilian History in the educational institutions of this municipality. Data
    collection was performed using ethnographic and virtual communication resources, such as:
    emails, messages via the Whatsapp application and social networks such as Facebook. Based
    on analyzes and interpretations of data from digital media, it can be inferred that Sabará's
    teachers, who are participants in the research, use other pedagogical resources besides the
    didactic material such as the importance of masks, traditional games such as the game aware /
    mancala and corporal expressions such as capoeira, short stories, among other activities, with
    the objective of offering its students an egalitarian school contemplating racial diversity and
    strengthening the effectiveness of Law 10.639 / 03. Likewise, the Obuasi teachers, who are
    participants in the research, are also committed to providing tribal cultural contributions, such
    as literacy of children in the language of origin and preservation of the group's craft, favoring
    the establishment of a space for dialogue for the construction of a more egalitarian society,
    through education. It was also understood that the subjects of the research were influenced by
    micro and macro cultural aspects of their respective cities, as evidenced during the exchange of
    experiences about the cultural experiences of both groups. The final considerations showed that
    the exchange with Obuasi was only a contribution, limited to the country of Ghana, given the
    cultural immensity that is the African continent, provoking other possibilities of research for
    the strengthening of Africanities.

10
  • SÍLVIA DANIZETE PEREIRA BARBOSA
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    THE PROFESSIONAL EDUCATION OF ADOLESCENT GIRLS IN MEASURE SOCIOEDUCATIVA DE INTERNAÇÃO IN THE STATE OF MINAS GERAIS
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • RAQUEL DE CASTRO SALOMAO CHAGAS
  • ELIONALDO FERNANDES JULIAO
  • Data: 6 avr. 2018
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    The recent research has as main target the professional education to young and female teenagers
    in socio-educational measure fulfillment of confinement in the state of Minas Gerais, and
    objective unveil how it is offered the professional education to these young and teenagers, as
    well how to identify the perceptions of the inmates about the offered courses and their
    expectations about work after confinement period. Inserts in “Line II: Training processes of
    technology education” from the program of Post-Graduation in Technology Education CEFET
    – MG which has as an objective study the training processes of the Technology Education area,
    in a omnidirectional perspective, so as among the educational and organizational institutions,
    as in the exercise of its own work. It is about a qualitative research, which the review of the
    literature pass through studies about the youth in social vulnerability, the history and legislation
    of the brazilian socio-educational system, the professional education inside socio - educational
    measures and the gender relations in the sócio - educational measures. Knowing that there are
    few studies that talk about this theme, several researches on specific themes have been used to
    reach the legislation that regulates educational practices in socio-educational measures,
    highlighting studies of Castro and Abramovay (2002, 2006), Jeloás and Ferrari (2013),
    Constantino (2001), Costa (2006), Fialho (2016) and Julião and Abdalla (2013). The
    methodology used to data collect was composed of semi-structured interviews with three
    managers of the socio-educational center: São Jerônimo –the only one which keeps youngs and
    teenagers females in the state – and a section focus group with five kept teenagers. The data
    were analyzed using content analysis technique and reveal the expectative of the inmates related
    to the professionalization and work (jobs) are modest, reflecting their trajectory of life full of
    violence and social vulnerabilities. In its turn , the manage team efforts to offer professional
    courses of short time to the young’s sentenced, but face many hindrances and difficulties to
    meet their real needs.

11
  • CRISTIANE DE PAULA GOUVEIA
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    POTENTIALITIES AND LIMITATIONS OF THE HAPLOID-BOOK DIDACTIC MODEL FOR GENETIC EDUCATION

  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • CHARBEL NINO EL-HANI
  • LEILA SADDI ORTEGA
  • RONALDO LUIZ NAGEM
  • Data: 12 avr. 2018
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    The objective of this research was to analyze the characteristics of the didactic model
    Haploid-book, proposed for the teaching of Genetics in high school, in order to understand its potentialities and its limitations. This didactic model is based on analogy as relations established between a base domain and a target domain. The methodology is based on Structural Mapping Theory, Teaching Methodology with Analogies and the multiple approaches of the concept of gene described in the literature. The methodological procedures consisted of the collection of data made from the following steps: application of a script of activities on the Haploid-book; quiz; workshop and a framework built from the Structural Mapping Theory. The results obtained in the mapping evidenced the correspondences between the Haploid-book and the cariotip, and it was possible to understand its potentialities, by means of 18 described relations and the distinction of 4 boundaries of the didactic model. The analysis of this mapping also showed that the didactic model has relational focus, is structurally consistent and has high systematicity. In addition to the structural mapping analysis, our research discussed the concepts of genes identified in the Haploid-book by the research participants, which were the gene-P, the Mendelian gene and the informational gene. Among these concepts, the gene-P was the most perceived, reinforcing as characteristic of the didactic model the gene as determinant in the manifestation of the phenotype and the focus on genetic transmission. In view of this, we realized that it is necessary for the use of the
    Haploid-book to be accompanied by methodologies that allow for reflection, discussion and criticism of genetic determinism, such as the Methodology of Teaching with Analogies that has stages such as the discussion of similarities and differences, limits of the analogy and also that a discussion of models with a historical-philosophical approach be included so that there is no overlap between classical and current views in teaching. We hope that this research contributes to the teaching of science, especially in the discussion and reflection of the approaches of the concept of gene, in the aid to the systematized use of the analogies and the analogical models used in the teaching of Genetics, as well as in the aid to researches with models based on analogies.


12
  • Fernanda Aparecida de Souza
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    HE PARTICIPATION OF BLACK RESEARCHERS OF STRICTO SENSU PROGRAMS OF UFMG IN THE PRODUCTION OF THE SCIENTIFIC KNOWLEDGE
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • JOSELINA DA SILVA
  • SANDRA DE FATIMA PEREIRA TOSTA
  • Data: 23 mai 2018
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    In this dissertation, we intended to analyze the contribution of black women researches
    to the production of scientific knowledge in
    sensu stricto postgraduate studies at the Federal
    University of Minas Gerais (UFMG), in the perspective of the intersectionality of gender and
    race, in order to give black women more visibility in Science. A research of this type could be
    justified by the fact that the academic-scientific production about black women in Brazil is
    primarily focused on aspects that evidence the condition of subalternity of this group.
    Furthermore, it was verified through the literature review that studies in which are focused on
    the presence of black women professors in high level educational context are incipient,
    especially in postgraduate programs. It confirms the necessity to develop studies to identify
    the presence, but also the contribution of this group on institutionalized places of knowledge
    production. This investigation took to issues as a base: i) the representativeness of black
    women in teaching practice and in research in
    sensu stricto postgraduate studies at UFMG;
    and (ii) their contribution to the production of scientific knowledge. The methodology was
    based, on the one hand, on documentary research since the primary sources to analyze the
    contribution of black women researchers in the production of scientific knowledge were data
    from the CNPq and Curriculum Lattes, and on the other hand, on data collection about the
    gender of black researchers in the UFMG
    sensu stricto postgraduate studies. The results
    evidenced a series of gender- and race-related situations affecting postgraduate researchers,
    and showed the underrepresentation of black women. On the other hand, and in spite of said
    underrepresentation, the results show that the participation of black researchers is in line with
    the normative parameters expected from
    sensu stricto postgraduate researchers. We therefore
    conclude that said underrepresentation, and its segregation in certain areas of knowledge,
    pave the way for a deeper investigation of such phenomena.

13
  • Fernanda Storck Leroy
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    NORRATIVE AS METAPHOR IN HYPERMEDIA RESOURCE: a study of case with trainees of the Project of Distance Training in Social Programs - PELC and Healthy Living
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • Amanda Tolomelli Brescia
  • IVO DE JESUS RAMOS
  • MARIA TEREZA MARQUES AMARAL
  • RONALDO LUIZ NAGEM
  • Data: 7 juin 2018
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    The following research intends to analyze the choices made by the students, relative to
    hypermedia formats introduced in online course "Sports, Leisure and Elderly". After a
    theoretical foundation was produced two hypermedia formats appointed as: "with
    metaphor" that implies the use of metaphor to support the narrative cooperative with the
    basic text and another one appointed the "without metaphor" that considered only the
    basic text without narrative. Both formats were available for the students who made their
    choices during the classes, then answered a questionnaire to justify their choices. As a
    result, most of the students that made part of the research chose "with metaphor" format,
    justifying that the use of narrative with metaphor was attractive, suggestive and
    contributed to the exemplification and comprehension of the didactic contents. The results
    of this research demonstrate how courseware in hypermedia format that uses metaphors
    narrative can contribute in online courses development and students learnship.

14
  • Alessandra Regina Teles Herbig
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    A STUDY ON THE CURRICULUM OF THE TECHNICAL COURSE IN MECHANICS OF A FEDERAL INSTITUTE OF THE SOUTHEAST REGION: A REFLECTION BETWEEN THE PRESCRIPT AND THE REAL
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • EDUARDO HENRIQUE LACERDA COUTINHO
  • PABLO MENEZES E OLIVEIRA
  • Data: 13 juin 2018
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  •  

     

     

    The debate about integrated curriculum in the Professional and Technological Secondary
    Education (EPTNM) foments the discussion regarding the general formation and professional
    education in the field of the Federal Network of Professional, Scientific and Technological
    Education (RFEPCT). Thus, this dissertation focuses on the study of the Technical Course in
    Mechanics, in the integrated modality. In this perspective, we sought to provide support for
    the understanding of the process of organizing the curriculum of the Technical Course in
    Mechanics, developed in an integrated way, in the context of an RFEPCT education
    institution. The focus of the study is related to the repeal of Decree nº 2.208 / 97, to the
    promulgation of Decree nº 5.154 / 04, as well as to the fulfillment of the established goals for
    the general formation and the conditions of preparation for the exercise of technical
    professions, that became recurrent in recent decades. The locus of this research was a campus
    of an educational institution of RFEPCT, which had started its operation recently and had a
    recent history in offering EPTNM courses. The methodological procedures used in the study
    consisted, firstly, of a bibliographical research related to the issue of the EPTNM curriculum,
    which was the basis for our research. Regarding the methodology, a qualitative research was
    developed, in the form of a case study, since the research took place in a specific context, a
    defined locus, the IFMG campus. In the scope of quantitative research, a structured
    questionnaire was applied that aimed to outline the profile of the subjects of this research, also
    addressing issues related to the technical course investigated, providing access to valuable and
    important information. Regarding to qualitative research, we conducted a documentary
    research at the institution and a semi-structured interview. In the process of analysis, treatment
    and interpretation of the data collected, we used the content analysis prescribed by Bardin
    (2011). The subjects of this research were 42 teachers and 01 course coordinator, who
    performed academic activities within the scope of the Technical Course in Mechanics
    (Integrated), at the IFMG campus. The data collected pointed out that, although there was an
    intention and willingness by the Course Coordination, the curricular integration between the
    areas of general training and technical training did not materialize in practice, much less the
    presuppositions of an integral human formation, based on a polytechnic and omnilateral
    formation, designed for integrated education. In addition, it was found that the Pedagogical
    Course Project (PPC), as well as its curricular organization, should be re-evaluated and
    redesigned in partnership with all the professionals who work in the course. The promotion of
    institutional policies that support and encourage the development of integrated education in
    integrated technical courses is also essential, since the challenges and obstacles that arise in
    this process, with the intention of promoting and consolidating integrated education, are too
    complex and conflicting, especially when it comes to the materialization of curricular
    integration between the disciplines of general training and technical training, since the
    contradictions imposed by the prescribed curriculum are present. In this sense, it is very
    difficult to ensure the availability of integrated education.

15
  • Josiane Priscila de Carvalho
  •  

     

     

    PEDAGOGICAL PRACTICE OF THE PEDAGOGY OF ALTERNATION: A study at the Paulo Freire Agricultural Family School in Acaiaca - MG
  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • VICENTE AGUIMAR PARREIRAS
  • FABIO WELLINGTON ORLANDO DA SILVA
  • Data: 22 juin 2018
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  •  

     

     

    The research has as object of study the specific pedagogical practices of the Pedagogy
    of Alternation. It consists of an educational model developed by Rural Family Houses
    and Agricultural Family Schools in France, in 1935, with the aim of resolving the issues
    of evasion and demotivation of young students residing in the countryside. This
    methodology seeks to integrate theory to practice, in which young people alternate a
    monthly period in these rural institutions and the following period remain in the
    properties, applying in practice the knowledge previously acquired. This model
    expanded immediately to European countries, to African continents and South
    American continents. Brazil was the first country on this continent to use this pedagogy,
    which took place in the late 1960s, in the State of Espírito Santo, following the model
    of alternative training model developed in Italy. Currently the Brazilian lands have more
    than 200 educational experiences through the Centers for Training Families by
    Alternation. This study is theoretically based on concepts of the Alternation Pedagogy
    in its relation with studies related to Field Education, by authors like Gimonet (2007),
    Begnani (2003), Silva (2010), Caldart (2004) and Candau (2011). This research has
    been carried out at the Paulo Freire Agricultural School, in the city of Acaiaca, Minas
    Gerais, Brazil. This institution has been chosen because of its prominence as a
    reference in Minas Gerais since 2002. The research is based on the following lines of
    work: Qualitative analysis methodology, exploratory nature from a perspective of
    dialectical hermeneutics with analysis of documents content, participant observation
    and semi-structured interviews with educators and learners. The research allows
    perceive that the pedagogical practices developed in this Alternating School have an
    analysis of dialogic interaction based on action-reflection, and students are
    protagonists in the construction of knowledge, but a public financial policy of the
    government is still expected to make this project more successful.


16
  • Michelle Meneghin Nascimento
  •  

     

     

    STUDENT GRAIN OF CEFET-MG: A STUDY ON YOUTH PROTAGONISM AND THE PROMOTION OF EQUALITY OF GENDER AND RACE.
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • CINTIA MARIA TEIXEIRA
  • JULIANA BATISTA DOS REIS
  • SILVANI DOS SANTOS VALENTIM
  • Data: 26 juin 2018
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  •  

     

     

    This dissertation is the result of a research that includes the concept and the youthful
    protagonism with the activities and the activities by the students of the Arnaldo
    Cardoso Rocha student of the Federal Center of Technological Education of Minas
    Gerais of CEFET-MG, campus I and II. In particular a manager Dare to Fight, year
    2016/2017. The objectives of the research are those that can be considered as
    having a participation in the genre. Because this subject is explored in academic
    circles, it is hoped to give visibility to the CEFET-MG Student Group, in addition to
    being an interesting field of analysis for research in Education. This is a qualitative
    research, carried out through the study of the case. The methods used were a field
    research, with the observation of the sessions and events promoted by the Student
    Group, an analysis of documents and records made by the student Grêmio in their
    social networks, and the interviews with the educational matrix that were responsible
    By debates and related actions as themes of gender and race within the student
    body and CEFET-MG. Research has indicated that the theme of ethnic and racial
    diversity is presented by these young people as a necessary field of dialogue against
    the social injustices and inequalities that go through the everyday school life, such as
    machismo, racism, relationships sexist and misogynist. One research has broadened
    the questions about youth participation in student study environments and a political,
    social and ethical dimension of youth discussions within an educational space.
    Emphasizing that the collective spaces, such as the Grêmio, allow the exercise of
    youthful protagonism from the independence of such initiatives. At the same time,
    extracurricular experiences in the education environment can favor the development
    of young people's autonomy, training and growth.

17
  • Maria Fernanda Souza Melo
  •  

     

     

    Metaphors and affective content in science classes in technical and vocational education
  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • ANDERSON ARTHUR RABELLO
  • EDUARDO FERNANDES BARBOSA
  • PAULA DE SOUZA BIRCHAL
  • RONALDO LUIZ NAGEM
  • Data: 27 juin 2018
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  •  

     

     

    This work has objective to establish the possible relationships between the metaphors
    and affective contents identified in science classes. The research was developed based on the
    following question: What relationships can be established between the metaphors and
    affective contents identified in science classes? For such, a qualitive research was
    accomplished in three parts: bibliographical survey of the dissertations produced in Brazil on
    metaphors in the Teaching of Sciences between the years of 2001 to 2015; research with
    students of 15 to 18 years old of five groups of technical course about think and feel about the
    use of metaphors in class; the analysis of the data found according to the theory of the Content
    Analysis, by Bardin (2011). The theoretical basis had contribuition of different authors, but
    mainly the concept of metaphor of Gentner and the concept of affectivity of Piaget. The
    results show that: 1- the metaphors have a great pedagogical potential for Science Teaching,
    but they are used in a spontaneous manner, which allows for diverse interpretations by
    students and can compromise the understanding of scientific concepts. 2 – Stundet’s
    responses point to the interest in using metaphors, mainly because they belive that metaphor
    facillitate the memorization of content. Affective actions were observed such as the
    involvement and enthusiasm of the stundents for activities, the verbalization and debate of his
    reasoning on the subjects studied. From the discussions about the metaphors and the
    reasoning they triggered on the subjects studied, it was possible to understand how the
    students are thinking and thus make corrections of possible misconceptions. This work opens
    perspectives on the study of affective contents, metaphors and other types of comparisons
    used in science teaching.

18
  • Ana Lícia Santos Braga
  •  

    EDUCATION AND TRAINING OF DEAF: The National Institute of Education of the Deaf (1907 - 1930)
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • VERA LUCIA NOGUEIRA
  • Data: 28 juin 2018
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  • This dissertation presents a research on the Instituto Nacional de Educação de Surdos (INES) as a scholar institution. It is inserted in the Research Line "Science, technology and work: philosophical, historical andsociological approaches" of the Master in Technological Education / CEFETMG. It is sought to investigate, from various documents available in the historical archievement of the institution itself and in Biblioteca Nacional, the process of constituting a scholar space for the educational and professionaltraining of deaf children since the beginning of the Republic, thus contributing tothe interpretation of the history, memory and identity of this educationalinstitution. The studied period is the management of Custódio Ferreira Martins,director of the institution from 1907 to 1930, a difficult time in politics thatbrought it’s difficulties to his administration. The research is essentiallydocumentary, being adopted the categories of analysis established by Gatti and Magalhães, in order to verify the time, space, curriculum, pedagogical model,egulations and subjects of the scholar institution.

     

19
  • Sandra Lúcia Santos
  •  

     

     

    TEIXEIRA ANISIO WRITINGS FROM THE PERIOD 1929 TO 1951: READINGS OF AMERICANITY FROM THE TRAVELS TO EUROPE (1925) AND STATES UNITED STATES OF AMERICA (1927 AND 1929)
  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • FLAVIO RAIMUNDO GIAROLA
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • Data: 28 juin 2018
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  •  

     

     

    The research that gave rise to this dissertation is part of the research line Science, Technology
    and Work: philosophical, historical and sociological approaches of the Post-Graduation
    Program in Technological Education - Master in Technological Education - of the Federal
    Center of Technological Education of Minas Gerais (CEFET /MG). The focus of this research
    is on Anísio Teixeira's theoretical descriptions and elaborations on Anglo-Americanism in his
    writings from 1929 to 1951, based on two international journeys made in 1925 (Europe) and in
    1927 and 1929 (United States of America). It is, therefore, a research of a theoretical nature that
    focuses on a set of texts written by Anísio Teixeira, who is one of the important intellectuals of
    the Brazilian education who defended the integration, in the scholastic scope, of the
    propaedeutic and technical formations, or, in the in terms of The New School, of a single,
    public, laic, compulsory and free school. In the period in question, particularly in the 1930s,
    Anísio Teixeira was directly involved in Secondary Education reforms. The objective of the
    research was to identify the repercussions of Teixeira's international travels and how these
    experiences became present in his writings from 1929 to 1951. The research had the purpose of
    identifying the possible Anglo-American readings present in the discourses of Anísio Teixeira
    and how their senses relate society and education. As a conclusion the dissertation presents
    Teixeira's position on Anglo-American civilization as a consistent and progressively
    accumulated event over centuries of history. The conclusion also summarizes some
    appropriations that Teixeira made of the pedagogical references produced by the new
    civilization and the relation between good quality public education and social democracy. Such
    appropriations and defense for democracy and a school for all cost Anísio Teixeira his
    resignation from the Education Department of the Federal District in 1935 and his astonishing
    death in the elevator pit in 1971.

20
  • DILENE PINHEIRO DA SILVA
  •  

     

     

    THE LIMITS AND POSSIBILITIES OF STUDENT ASSISTANCE DEMANDS PRESENTED BY EPTNM
  • Leader : LUIZ HENRIQUE DE LACERDA ABRAHAO
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • SABINA MAURA SILVA
  • CRISTIANE OLIVEIRA PISANI MARTINI
  • Data: 4 juil. 2018
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  •  

     

     

    This research aims to analyze the relevance of the Student Assistance Policy for the
    permanence and completion of the course by the students of the Technical Professional
    Education of Middle Level (
    EPTNM) in the integrated modality. The research lócus was the
    Federal Institute of Science and Technology of Minas Gerais (
    IFMG), campus Congonhas. In
    the course of this study, we approach the concept of Student Assistance (
    AE), understanding
    its trajectory and institutionalization of the actions of attendance to the student. The Student
    Assistance Policy (
    PAE) aims to develop actions that contribute to the permanence and
    completion of the course-enrolled students in the federal educational institutions. We carried
    out a survey of the Student Assistance actions developed in the
    IFMG scenario, as well as the
    legislation that regulates the actions performed by the
    PAE in the institutional and State
    framework. We sought to compare the demands of the
    EPTNM students, included in the
    programs implemented by
    PAE in the institution, with the legal frameworks of this policy.
    As methodological procedures, we used the qualitative approach, using bibliographical
    and documentary research, as far as data collection is concerned, we used the application of
    questionnaires and semi-structured interviews. As main results, we highlight that the Student
    Assistance has an important role for the students' stay, especially those who require the
    scholarship programs as a means of maintaining the course. With regard to
    EPTNM students,
    the demands presented, especially regarding transportation, food and student housing, many
    resemble the areas outlined by the
    PNAES for service, keeping the specific specificities of the
    EPTNM. Thus, highlighting the need for a legislation that assures Student Assistance for the
    EPTNM and, besides regulating actions, specifies its source of funding.

21
  • Jancler Adriano Pereira Nicácio
  •  

     

     

    THE COMPETENCES DEVELOPED BY THE INSPECTION ENGINEER EQUIPMENT OF THE REFINING INDUSTRY OF PETROLEUM
  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • ANDRÉ DA SILVA PELLICCIONE
  • JOAO BOSCO LAUDARES
  • Data: 3 août 2018
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  •  

     

     

    In recent years, the theme of competence has entered into the schedule of academic
    and business discussions. In this study, we discuss the concept of competence. The
    objective was to understand, through the equipment inspection engineers who work
    in the petroleum segment, the skills developed for their professional performance. In
    order to achieve this objective, a qualitative methodology was adopted, involving the
    documentary analysis of the Brazilian legislation pertinent to the necessary
    competencies to perform in the inspection area, through Regulatory Norm NR-13 and
    the Ordinance of the INMETRO nº 537/2015. Second, semi-structured interviews
    were conducted with fifteen randomly selected inspection engineers working in oil
    refineries in Brazil. Finally, questionnaires were applied based on the National
    Curricular Guidelines of the Engineering Undergraduate Course, according to
    Resolution No. 11/2002, to the seventy engineers of equipment inspection that work
    in the thirteen refineries of the company surveyed. The rate of return of the
    questionnaire responses was 35.7%. The categories of analysis considered to be of
    paramount importance for this study were: i - competencies of the inspection
    engineer; training course; and iii- qualification and / or requalification policies. The
    results indicate that the relevant legislation, mainly in the management of the training
    course, is aimed at the acquisition of strictly technical knowledge, inherent to the
    sector; the engineers listed the following competences developed in the training
    course: development of the ability to apply mathematical, scientific, technological and
    instrumental knowledge; identify, formulate and solve problems; develop and / or use
    new tools and techniques; evaluate critically the operation and maintenance of
    systems; assume the posture of permanent search for professional updating. The
    interviews indicated that the training course in Engineering of Inspection is
    fundamental for the newly admitted professional in the company, but must include
    disciplines of management and control of contracts, disciplines of interpersonal
    relationship and development of managerial career.

22
  • Juliana Alvarenga Silvas
  •  

     

     

     

    SCHOOL EVASION IN PROFESSIONAL EDUCATION: trajectories and motives that lead to the permanent or temporary abandonment of technical courses of intermediate level
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • CRISTIANE OLIVEIRA PISANI MARTINI
  • Mônica Hallak Martins da Costa
  • SABINA MAURA SILVA
  • Data: 8 août 2018
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  •  

     

     

    The present work is a result of a research carried out at the Federal Center for Technological
    Education of Minas Gerais, whose objective was to investigate and understand the
    phenomenon of school dropout in professional secondary technical education. The intellectual
    production that deals with the processes of school exclusion reveals the existence of multiple
    variables that interfere in the trajectory of the formation of young people who definitively or
    temporarily abandon a certain level or modality of education. Considering the need to know
    through the narrative of the subjects how they elaborate and express their experiences,
    orientations and repositioning, faced with the rupture of the school experience, the technical
    procedures of data collection and analysis used involved interviews with students who left the
    courses of the professional mid-level technical education in the face-to-face mode,
    bibliographic survey, documentary study of the institution chosen as an empirical field, in
    addition to individual semi-structured interviews with professionals responsible for sectors of
    support and social and pedagogical accompaniment of students. Based on the study, it was
    possible to perceive that the students who have been evaded have attributed the break with the
    studies to different factors, whether individual, social and / or institutional, corroborating with
    the academic literature, in the sense that school dropout is due to multiple social factors,
    economic, family, institutional and personal, which reinforce each other. Although questions
    related to the interpersonal relationship with teachers, learning difficulties, lack of
    organization and other aspects related to daily academic activities have a significant influence
    on the abandonment of the course, the study showed that the institutional strategies adopted to
    face school dropout in professional technical education are still insufficient. In summary, the
    work reveals the indispensable and permanent challenge of the school in providing conditions
    of permanence, developing effective policies and strategies, allowing the realization of
    dialogues and follow-ups to understand the real needs demanded. In an attempt to establish a
    new view on the issue, it is argued that school dropout is not determined exclusively by the
    personal decision of the subject, but presupposes effective pedagogical and assistance, aiming
    at improving learning and the production of information that subsidizes identification signs of
    evasion and the creation of prevention mechanisms.

23
  • Débora Castro Alves
  •  

     

     

    LEGAL CULTURE AND PROFESSIONAL EDUCATION: Reading of the discursive rhetoric of the Minas Gerais legislators (1891-1906)
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JEFFERSON DE ALMEIDA PINTO
  • JOSE GERALDO PEDROSA
  • Data: 16 août 2018
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  •  

     

     

     

    The purpose of this dissertation is to report how the presence of legal culture occurred in
    the discussion of three state laws of Minas Gerais that dealt with education in the first
    fifteen years of the First Republic
    . The work presents considerations regarding the
    creation of the teaching of the Legal Sciences in Brazil, which happened in the imperial
    period, on August 11, 1827, by means of a Letter of Law. This norm was studied in order
    to ascertain what contents should be taught in the first law schools. Considerations were
    also made regarding the relationship between the bachelors and politics. It was shown
    that the bachelors were formed not primarily for the practice of law but for the political
    office of the country, which had just been released and needed people to hold these
    positions. The laws whose annals were chosen to make the analysis were State Law 41,
    of August 3, 1892; Law 203 of September 18, 1896 and Law 439 of September 28, 1906.
    All these laws deal with education in the state of Minas Gerais. Only the speeches of the
    deputies and senators who had legal training were analyzed. Two concepts and four
    theories were chosen to perform the analysis of the annals. The concepts used were legal
    culture and New Rhetoric. Several authors were used to deal with legal culture. The basic
    concept used was that presented by Ricardo Marcelo Fonseca. As for the New Rhetoric,
    the works of Chaim Perelman were used. In relation to the theories, the following ones
    were used: the Political Discourse Theory, by Patrick Charaudeau; the Languages of the
    Political Idea, by Jean Pocock; Lothar Hoffmann's Theory of Language of Specialty, and
    Jürgen Habermas's Theory of Communicative Action. The sources used were the annals
    of the legislative power of the studied period. These records were found on the Arquivo
    Público Mineiro website. This is a bibliographical and documentary research. It was
    found that in the discussion that gave origin to the three laws studied there was the
    circulation of legal thought in the Minas Gerais parliament. This movement took place
    through the deputies and senators who had legal training and who were able, through
    speech, to take to the legislative environment what they learned in the Faculty of Law.

24
  • IONE APARECIDA NETO RODRIGUES
  •  

     

     

    EVALUATION OF LEARNING IN TECHNICAL PROFESSIONAL EDUCATION IN THE MIDDLE LEVEL: DIALOGUES WITH INTEGRAL HUMAN TRAINING
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • SABINA MAURA SILVA
  • ANTONIO JOSE LOPES ALVES
  • Data: 21 août 2018
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  •  

     

     

    This case study had as objective to understand the practices of evaluation of the learning of the
    teachers of Technical Professional Education of Medium Level and their articulation with the
    legal prescriptions contained in the National Curricular Guidelines for this level of education,
    with a view to integral human formation, understood as which concerns the development of
    individuals in all their potentialities, through an educational process that considers scientific,
    technological and humanistic, political and aesthetic formation, with a view to the emancipation
    of people. The theoretical-methodological option made for conducting the research is a
    qualitative approach. It was used for data collection: documentary analysis of the Institutional
    Development Plan, Pedagogical Projects of the Courses, Course Plans, questionnaires and
    interviews applied to the teachers and coordinators of the participating school of the research.
    For the treatment of the data, the content analysis was chosen, as proposed by Bardin (2009).
    In the theoretical framework, four generations of evaluation, as proposed by Guba and Lincoln
    (2011), were presented, presenting their conceptual, methodological and technical aspects. The
    first generation, under the hegemony of measurement, evaluates the student as to their
    performance or performance; the second prioritizes the teaching-learning process under an
    objective-focused approach, while valuing descriptive and qualitative aspects of evaluation; the
    third emphasizes their attention to the curricula and programs themselves and is based on
    judgment of value via criteria of the evaluated object. The fourth generation, emphasizes the
    institutional evaluation and educational systems, also by judgment of value, but through
    negotiation between the participants so that it has the necessary involvement. It was realized
    through documentary analysis that the conception of evaluation present in the teaching
    programs of the research institution is compatible with legal documents, that is, the proposition
    of an evaluative, diagnostic, formative, summative and procedural practice during the whole
    school journey. It was also noticed in the teaching plans and in the participants’ answers, the
    indication of a great variety of evaluation instruments. It was verified that the majority of the
    teachers participating in this case study surpassed the conception of the 1
    st generation of the
    evaluation, whose emphasis is on the measurement of attitudes, 9ehaviour and income, that is,
    they moved from a technical meaning to an operational meaning of the evaluation such as the
    act of diagnosing and intervening. It was found that the conception of evaluation in a formative
    dimension, with preponderance of the 2
    nd and 3rd generations of the theoretical field of learning
    evaluation. It was verified in this research that to obtain positive results of the evaluation of the
    learning it is necessary to search its formative character. We conclude, considering integral
    formation as a basic right and for this to occur, it is fundamental and necessary to rethink and
    reconstruct the evaluation practices, so that they dialogue and consider the functions they are
    designed to guarantee the formation process.

     

25
  • Suelém Cabral Caetano Araújo
  •  

     

     

    BLACK WOMEN IN MANAGEMENT POSTS AT THE BELO HORIZONTE PREFEITURE: TRAJECTORY EDUCATIONAL AND PROFESSIONAL
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • ANDREA BRANCO SIMÃO
  • WALDEIR EUSTAQUIO DOS SANTOS
  • Data: 24 août 2018
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  •  

     

     

    The present study is a result of research carried out with black women, managers in
    the City Hall of Belo Horizonte / MG, within the Municipal Department of Education
    and the Municipal Secretariat of Social Assistance, Food Security and Citizenship.
    The general objective was to understand the trajectory of these women from their
    schooling perspective. We sought to analyze statistical data on black women and the
    Brazilian labor market and also how the educational attainment achieved by these
    women contributed to changes in their lives. As well as, the challenges that were
    presented in their professional trajectories before and during the exercise in the
    position of public managers were analyzed. Regarding the methodology, the
    research is a qualitative study, based on the statements of the managers, on which
    content analysis was carried out through semi-structured interviews. The results
    obtained were relevant to understand that there are many difficulties for black women
    to achieve better opportunities in the labor market, even within the public service.
    The choice for this sector is an attempt by them to break with racism while at the
    same time achieving wage growth and career advancement. However, even within
    the public sector there are barriers that stand in the way of these women. For them,
    the road to management is more arduous and there are difficulties in recognizing
    their potential, especially because of racism. Throughout this study, resistance
    strategies that are present in all aspects of their existence have been demonstred,
    allowing them to break with pre-established destinations. It highlights the
    fundamental role of education as an element that has contributed to boost the
    personal and professional trajectory of these black women.

26
  • Suelém Cabral Caetano Araújo
  •  

     

     

    BLACK WOMEN IN MANAGEMENT POSTS AT THE BELO HORIZONTE PREFEITURE: TRAJECTORY EDUCATIONAL AND PROFESSIONAL
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • ANDREA BRANCO SIMÃO
  • WALDEIR EUSTAQUIO DOS SANTOS
  • Data: 24 août 2018
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    The present study is a result of research carried out with black women, managers in
    the City Hall of Belo Horizonte / MG, within the Municipal Department of Education
    and the Municipal Secretariat of Social Assistance, Food Security and Citizenship.
    The general objective was to understand the trajectory of these women from their
    schooling perspective. We sought to analyze statistical data on black women and the
    Brazilian labor market and also how the educational attainment achieved by these
    women contributed to changes in their lives. As well as, the challenges that were
    presented in their professional trajectories before and during the exercise in the
    position of public managers were analyzed. Regarding the methodology, the
    research is a qualitative study, based on the statements of the managers, on which
    content analysis was carried out through semi-structured interviews. The results
    obtained were relevant to understand that there are many difficulties for black women
    to achieve better opportunities in the labor market, even within the public service.
    The choice for this sector is an attempt by them to break with racism while at the
    same time achieving wage growth and career advancement. However, even within
    the public sector there are barriers that stand in the way of these women. For them,
    the road to management is more arduous and there are difficulties in recognizing
    their potential, especially because of racism. Throughout this study, resistance
    strategies that are present in all aspects of their existence have been demonstred,
    allowing them to break with pre-established destinations. It highlights the
    fundamental role of education as an element that has contributed to boost the
    personal and professional trajectory of these black women.

27
  • Luciana Luiza Chaves Azevedo
  •  

     

     

    ENVIRONMENTAL KNOWLEDGE OF ENGINEERS ENVIRONMENTAL LICENSING OF MINAS GERAIS
  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • ANTONIO DE PADUA NUNES TOMASI
  • WASHINGTON LUIZ VIEIRA DA SILVA
  • Data: 24 août 2018
  • Voir Mémoire/Thèse  

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  •  

     

     

    The motivations of this research stemmed from the concerns and questions that emerged
    during my experiences as an environmental consultant. These experiences were marked
    by an indefatigable and critical reading of the environmental licensing process, which
    often presented itself as impervious to both the socio-environmental realities and the
    professional routine of the professionals who act as environmental consultants, among
    them, the engineers, since they are the planners, executors and managers of various
    projects. In view of this reality, the objective of this research was to know the
    environmental knowledge that may be emerging in the area of engineering, from the
    performance of the engineers in the licensing processes. Qualitative research with
    engineers was developed with the purpose of identifying the practices or techniques that
    characterize the environmental licensing process, which are the knowledge produced and
    mobilized by the engineers who work as consultants and if possible intersections between
    these knowledge built in professional practice and how they influence environmental
    licensing in Minas Gerais. Identifying the possible environmental knowledge constituted
    and constructed is to take a look at the engineer who acts as a consultant in the
    environmental area is necessary to understand the (im) existing possibilities of building a
    fairer socio-environmental reality and that promotes an effective environmental
    sustainability. The results point to the process of building the environmental knowledge
    of the professionals that occurs both in the contact with the communities directly affected
    by the activities performed / projects of implementation of the projects, as well as in the
    experience, in the professional doing. It is only possible to gauge the process of
    knowledge construction in the direct and empirical contact with the reality of the licensing
    of economic enterprises. It is not possible to measure precisely these knowledges, which
    are the result of professional experience; it is possible to mention that they are constructed
    and constitute of the tessituras constructed during the professional race.

28
  • BRUNO MARTINS MOREIRA
  •  

     

     

    TEACHING STRATEGIES: TEACHING AND TEACHING VOICES IN THE COURSE OF MECHANICAL DEGREE OF CEFET - MG CAMPUS DIVINÓPOLIS
  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • JOSE GERALDO PEDROSA
  • JOAO BOSCO LAUDARES
  • WASHINGTON LUIZ VIEIRA DA SILVA
  • Data: 24 août 2018
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  •  

     

     

     

    This work tries to investigate how the teaching strategies adopted in a mechatronics engineering
    course, related to the training of the engineer in the 21st century; a training that must go beyond
    the frontiers of knowledge, integrating the professional future to a more critical and social
    perspective. The theoretical basis is related to the debates about the education in Engineering
    and on the methodological guidelines of active teaching. To facilitate the research, a mixed,
    quantitative and qualitative approach was used. To have a north as a strategy for the
    development course and the associated by them, the following studies to the development the
    frequencies of the schools for the education for the document studies in institution studied.
    Which is more or less structured, but rather through one of the methods of coordination adopted
    by the teachers of the course. It identified how the methodological rules are used, and how they
    are produced in conditional terms with the competencies and indicators presented in the
    National Curricular Guidelines for undergraduate engineering courses.

29
  • Maria Aparecida Lúcio Mendes
  •  

     

     

    TO BE TEACHER IN THE COURSES OF IFSULDEMINAS: CONCEPTIONS AND PRACTICES
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • ALDA APARECIDA VIEIRA MOURA
  • MARIA APARECIDA DA SILVA
  • SABINA MAURA SILVA
  • Data: 27 août 2018
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  •  

     

     

    This research, in the area of education, in the field of professor training, has the following topic
    of discussion: being a professor in the undergraduate courses of the Federal Institute of Southern
    Minas Gerais - IFSULDEMINAS: conceptions and practices. The investigated problem was:
    “how the qualification of teachers working in undergraduate courses offered by the
    IFSULDEMINAS, subsidize their conceptions about teaching and the construction of their
    professional identity as a teacher". Given this issue, the objective was to understand if the
    qualification of the professors linked to the undergraduate courses of the IFSULDEMINAS,
    present the necessary requirements for their acting as guiding teacher. This study’s methods
    were based on a qualitative vision of research in education and we carried out a bibliographic
    research by which we could perform a multiple discussion of authors. We also did a
    documentary empirical research using the pedagogical projects of the undergraduate courses
    offered by IFSULDEMINAS campuses. We conducted a field survey through which we had as
    subjects the professors who act in the undergraduate courses offered by IFSULDEMINAS in
    the year 2017. Among 140 professors, 68 were interviewed. To listen to our subjects of research
    we used a questionnaire with objective and subjective questions, available on the online
    platform and individual structured interview held in person on the campus of acting of each
    professor. The space investigated consisted of all six campuses of IFSULDEMINAS that offer
    undergraduate courses –
    Campus Inconfidentes, Campus Passos, Campus Poços de Caldas,
    Campus Pouso Alegre, Campus Machado and Campus Muzambinho. Considering the results
    obtained during this study, can be the object of reflection in the searched institution, since we
    noticed that still exists, between the subjects of this study, those who the model of pedagogical
    practice are still based on their experience as students, based on simple transmission of
    knowledge without comprehension or articulation with the ethical-political dimension of the
    educational act. Our research shows that this frame can compromise the own pedagogical
    practice of the teachers, that can compromise as well as the teacher training project where they
    are acting. The studies still shows that to stimulate the critical development of teachers, the
    assumption of responsibilities for their own professional development and to enable a reflective
    teaching exercise, is a way to prepare this teacher, in service, enabling him to be a protagonist
    in the construction of a new model of education and in the strengthening of the undergraduate
    courses.

30
  • Eduardo de Araujo Luiz
  •  

     

     

    THE INSTITUTIONALIZATION OF RAILWAY EDUCATION IN SOLO MINING: 1937-1946
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • JAMES WILLIAM GOODWIN JUNIOR
  • Data: 27 août 2018
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    The objective of this dissertation was to explain the creation a high school
    institutionalization of railway schools installed in the state of Minas Gerais between
    1939 and 1946. For that, the conditions created by the Vargas government that gave
    origin to those schools were reassembled and favored the organization of the teaching
    that anchored vocational training. The notions, representations and expectations that
    were created about the professional schools came to be instruct, qualify and train the
    technician for the railway industry were presented. With the intention of historicizing
    and remounting the emergence of a set of schools that formed workers for the railroad,
    this work was referenced in the History of Educational Institutions. Methodologically,
    we opted for an interpretation of the content of newspapers of the 1940s to unveil the
    significance of the decrees-law produced by the State bureaucracy, in order to impose
    its professional training proposal. In the analysis and interpretation of the sources
    emerged a school installed in the neighborhood of the repair workshops, in which the
    spaces established for the learning kept traces of similarity with the industrial work
    environment. It was verified that in the institutions dedicated to the formation of the
    worker, a teaching related to the technical specificities of several trades was offered.
    Based on the notion of institution formulated by Weber, in the reading of the documents
    it was possible to identify the bureaucracy's performance as an active actor in the
    formulation of a public policy focused on the professional training of the railroad. With
    the notion of institution, a characterization of the bureaucracy as an instrument of the
    Vargas government was established, with the aid of a basic legislation, to institute a
    control and state dominion over the formation of the railway worker. Finally, this
    research was anchored in documents available in the National Library newspaper, in
    the pages of the National Executive and Legislative and in an extensive bibliography.

31
  • MARIANA ALVES BATISTA DA COSTA
  •  

     

     

    The permanence in technical courses in the distance modality: an analysis of pedagogical usability applied in a virtual learning environment
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • MARIA ADELIA DA COSTA
  • VICENTE AGUIMAR PARREIRAS
  • Data: 27 août 2018
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  •  

     

     

    Distance education over the years has become increasingly present at different levels of
    education. The incorporation of the TDICs in the educational scenario contributed
    significantly in this process and together with the virtual learning environments (AVA) with
    their possibilities of interaction and mediation. In this sense, the influence of the virtual
    environments in the process of teaching and learning has been constituted as an important
    factor to consider in the planning of courses. The objective of this research is to analyze how
    the use of technological resources in a virtual learning environment and its possible
    contributions to the permanence in technical courses offered in distance mode in the CEFETMG. In order to verify the main objective, the pedagogical usability criteria were used to
    make contents and activities available. For this study, the types of research used were
    descriptive and exploratory; the technical procedures are the case study, bibliographic
    research and documentary research. The research universe was the technical course in the
    environment of CEFET-MG, being delimited by the participation of teachers and tutors. The
    data collection was performed from the online observation with the use of structured
    interview research tools and questionnaires. From the data collection and analysis it can be
    concluded that the application of the training contents presents an intuitive logic of action and
    a better understanding of the AVA pedagogical possibilities and its use in order to guide and
    contribute to the student's autonomy. The result presents the positive aspects of the existing
    practices and highlights the possibilities of optimization and utility of the effective use of the
    technologies in favor of student permanence.

32
  • RITA DE CÁSSIA MATIUSSO DE OLIVEIRA
  •  

     

     

    FOR A TECHNOLOGY: HANS JONAS AND THE PRINCIPLE RESPONSIBILITY
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • ANTONIO JOSE LOPES ALVES
  • LUIZ HENRIQUE DE LACERDA ABRAHAO
  • SABINA MAURA SILVA
  • Data: 28 août 2018
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  •  

     

     

    This research aimed at exposing the conceptions that underlie the work of the German
    philosopher Hans Jonas in the light of the book
    Responsibility Principle: Essay on an Ethic
    for Technological Civilization.
    Jonas argues argumentatively of the mythological figure of
    Prometheus to characterize the man coming from the technical-industrial civilization, for
    which the technical making is configured as an inherent element of his own existence -
    "Prometheus is definitely unchained". According to Jonah, modern man finds no limits to his
    action. Human actions, in your eyes. are enhanced by knowledge from science, once
    mobilized in modern technology. In this sense, Jonas holds that modern technique gives man
    powers hithert not known by him and thus allows him to jeopardize the balance of nature and
    its very existence. In these terms, Jonas gives modern technology the ability to produce such a
    powerful system in which man begins to live by it, putting it as an end in itself and no longer
    as an instrument that can provide for his well-being. Therefore, man becomes the object of
    modern technique and this is constituted as subject. The advancement of science and
    technology and all the conquests resulting from their use can, in fact, become a threat to living
    and not only human species, to ecosystems and the biosphere humanity. Having said this,
    Jonas builds the proposition of the need to re-found an ethics that responds to the specificities
    of technological civilization. In this way, Jonas devises a new ethical paradigm whose
    principle is responsibility. This the new ethical principle must be beyond present-day and
    interpersonal relations typical of traditional ethics, that is, this new ethical principle must be
    accountable to future generations and to nature and include them as objects of the new ethics.
    In this context, in view of the future of humanity threatened by the power of modern
    technology, Jonas warns of the need to place voluntary brakes on technological advances, a
    'power over power' is therefore necessary. It is in this scenario of apocalyptic threat that the
    philosopher credits the fear of extermination, not only of humanity, but of the entire planet, as
    a method of this new ethic. For, according to Jonas, it is before the prognosis of a future of
    uncertainties as to its own existence, the possibility of the extinction not only of humanity, but
    of the whole planet that will stop technological progress. Therefore, before the perspective of
    fear, the man will awaken a collective feeling of responsibility and adds Jonas, of fear. It is
    the predictability of danger, the recognition of malum, which will act as a compass for the
    awakening of an ethics of respect, the ethics of Principle Responsibility.

33
  • MÁRCIA SOARES DE OLIVEIRA FÉLIX
  •  

     

     

    CONCEPTIONS, PERCEPTIONS AND EXPERIENCES OF CURRICULAR INTEGRATION IN THE TECHNICAL COURSES OF A FEDERAL INSTITUTION
  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • PABLO MENEZES E OLIVEIRA
  • Data: 11 déc. 2018
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  •  

     

     

    This dissertation (essay) is the result of a research linked to Line II - Formative Processes
    in Technological Education at the Post-Graduation Program in Technological Education
    of CEFET-MG. It discusses technical courses in its integrated way, as offered by the
    Federal Network of Professional, Scientific and Technological Education. It also presents,
    as its aim, the conceptions, perceptions and experiences about the curricular integration,
    observed by teachers during their courses daily routine at a
    campus from the Federal
    Institute of Minas Gerais. This study relies on literature review and legal framework about
    curriculum, curriculum integration, teacher training and technical integrated courses at
    the scenario of the Federal Network. This empirical qualitative research was carried out
    by the means of semi structured interviews, which were done among nine technical course
    teachers who represent all the different sort of knowledge areas presented at the
    researched
    campus. It seeks to investigate the teacher´s thinking about the curricular
    integration and also to reveal their integrated courses experiences at their daily routine.
    Among the more relevant findings, it firstly highlights a strong gap between the
    theoretical and legal bases and the reality of the courses. The statements revealed a kind
    of offer that, under the name of integrated, has not yet appropriated the values that should
    lead it, such as the work assumed as an educational principle and the indissociability
    between theory and practice for the integral student formation. The lack of participation
    of a large number of teachers in the construction of the pedagogical project of the courses,
    the lack of dialogue, the attitudinal barriers and the accumulation of activities generated
    by the juxtaposition of contents of the two courses (medium and technical) are some of
    the obstacles to be overcome by the truly integrated curriculum. However, the richness of
    the integrated curriculum experiences narrated by the teachers deserves to be also
    highlighted, and no doubts that, despite all the difficulties, they are recognized as finding
    ways to overcome the installed disintegration of the formal curriculum. Finally, and
    decisive, is the fact that the researched
    campus is experiencing an unprecedented moment
    of the pedagogical project reformulation, in an atmosphere of collective and democratic
    participation. It is impossible to deny the valorization and the expectation that this process
    will rebuild and mark the beginning of a new offer to the integrated technical course
    teaching on the
    campus.

34
  • ALEX ROSA DE ALMEIDA
  •  

     

     

    LEARNING OBJECTS DEVELOPED FOR THE MIDDLE SCHOOL: TECHNIQUES AND CONCEPTS SUPPORTED IN US PCNEM
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • GUSTAVO ALCANTARA ELIAS
  • MARCIA GORETT RIBEIRO GROSSI
  • MARIA ADELIA DA COSTA
  • Data: 14 déc. 2018
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  •  

     

     

    The changes provided by the new Information and Communication Technologies (ICT), more exactly the
    Learning Objects (LO), evidence to us the relevance of these resources in the teaching and learning process
    as an instrument of interactivity contextualized to the competences insered in the High School National
    Curricular Parameters (NCP) about Science of Nature, Math and their Technologies. In the context, this
    Master thesis aimed to introduce the technical conceptual and the basic characteristics of a LO from each
    of the four subjects – Biology, Physics, Chemistry, Math – considering that they integrate the Science of
    Nature, Math and their Technologies area contextualized to the explicit competences in the NCP. For the
    construction of the theoretical contribution, it was important to explain the concepts about the formation of
    the NPC (Education, Technology, Curricular Legislation and School Culture), about the LO definition and
    the particularities of simulators PhET, as also, about the technical and conceptual characteristics of the LO.
    For the understanding about the making of the NCP have been used the following authors: Pinto (2005),
    Lévy (2010), Silva (2006) and Valente (2017). For the comprehension about the meaning of the LO and
    about the particularities of simulators PhET with their technical and conceptual characteristics have been
    studied the following authors Wiley (2000), Arantes
    et al. (2010), Vicari et al. (2010), Adams et al. (2008),
    Beauchamp and Kennewell (2010), finally, Filatro (2004). In addition, this Master thesis have been
    supported by the Guidelines and Bases of Education Law and by the National Curricular Parameters (NCP).
    About the research type, this Master thesis is considered as descriptive and about its nature is qualitative.
    This research was divided into four stages. On the first, it was carried out a survey about the subject. On
    the second, it was specified the technical and conceptual characteristics of the LO for choose the main LO
    analyse in this study. After, on the third stage, it was associated the LO and the NCP. On the last stage, it
    was done a Learning Guide for to condute the use of the LO in the classroom connected to the NCP. This
    research allowed to identify and analyze the common technical characteristics of the LO selected by the
    Science of Nature, Math and their Technologies area (accessibility, metadata, interoperability, granularity,
    adaptability, reusability and durability) and the common conceptual characteristics (usability, interactivity
    and instructional design). Then, after identifying this characteristics based on an array of NCP attachedto
    the LO, it was possible to verify, through the intersection of the Theme and the Thematic Unit with the
    Learning Objectives of the LO, how some competencies described by the NCP are contextualized with the
    pedagogical intentionality of the LO. Finally, it was demonstrated how the LO analyzed can be used by the
    teacher in the teaching and learning process reaching a competence described by the NPC.

35
  • Laryssa Cristina Castro Gomes
  •  

     

     

    STRATEGIES FOR TEACHING AND LEARNING ENGLISH LANGUAGE IN DISTANCE EDUCATION
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • VICENTE AGUIMAR PARREIRAS
  • Amanda Tolomelli Brescia
  • Data: 20 déc. 2018
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  •  

     

     

     

    Through the many possibilities and contexts covered in Distance Education, the teaching and
    the learning of languages, in this modality, appear as an advent that provides the professional,
    personal and cultural development of the students who seek these courses. In this context, this
    research has as general objective to investigate the teaching and the learning strategies that
    they have motivated the students to take English Language courses at a distance through
    online applications, specifically Duolingo. Therefore, for the construction of the theoretical
    reference, it was initially sought to clarify concepts related to Technology using the studies of
    Pinto (2005) and Grispun (2002). Next, it soughts to elucidate the use of the term Distance
    Education over the years according to the evolutions established by Moore and Kearsley
    (2007) and then, the tools and the spaces used in this modality of education were investigated.
    Regarding the tools, the Digital Information and Communication Technologies, started from
    the definition of Perrenoud (2000); Coll, Mauri and Onrubia (2010) to highlight the use of
    these related to Education. On the spaces in which these tools are available for access, the
    Virtual Learning Space, was considered the specifications made by Oliveira (2004); Valentini
    and Soares (2005) and Belloni (2008). In addition, the context of teaching the English
    Language in Brazil was analyzed, in order to arrive at
    online language teaching by to highlight
    the teaching and learning strategies used in the distance educational process. As for the type
    of research, it’s characterized as exploratory due to the bibliographical survey carried out and
    as descriptive regarding the exposition of the characteristics of the chosen course, as well as,
    due to the enumeration of particularities that determine the profile of a certain group. The
    research was divided in four stages, at first, a bibliographical and documentary survey of the
    concepts and definitions that offered theoretical support for the study. Soon, in the second
    stage, sites and applications were offered that offered language course in the distance mode,
    the choice of the application Duolingo was carried out following some pre-established criteria.
    Then, in the third step, the chosen application was analyzed with regard to the digital tools
    that it offers. Finally, in the fourth stage, the profile of the student seeking this modality of
    teaching was determined, as well as the teaching strategies used by the application and of
    learning that should be used by the student, The data collection was performed through an
    online questionnaire that could be accessed through a link by any student who used the
    application to study English Language, this obtained 255 returns. Then, after collecting the
    data and, therefore, analyzing them, it was verified that the tools used by the course help in
    the teaching process and direct the learning strategies that the student should employ. Also, it
    was verified, in the analysis of the data, that there is a profile of the students that seek this
    modality of teaching.

36
  • Débora Cristina Cordeiro Campos Leal
  •  

     

     

    Analysis of the learning objects used in technical distance learning: a case study at the CEFET-MG Distance Learning Center
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • FERNANDA CARLA WASNER VASCONCELOS
  • MARCIA GORETT RIBEIRO GROSSI
  • SILVANI DOS SANTOS VALENTIM
  • Data: 21 déc. 2018
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  •  

     

     

    Performing as tool of social transformation, the secondary technical courses offered
    online have brought new demands regarding the quality of resources available in this
    modality, given the impact of technologies and new educational paradigms. Bearing in mind
    the expansion of spots offered by the federal institutes in Brazil, according to CensoEaD.BR
    2016, it is necessary to analyze the educational resources used in the virtual learning
    environment. Thus, the topic of this dissertation has been chosen due to the difficulty teachers
    have in choosing a methodology for the analysis of Learning Objects (LO) in the courses and
    also due to the scarcity of approach on the subject in theses and dissertations. In this context,
    this research aimed at analyzing the Learning Objects present in the Virtual Learning
    Environment (VLE) of CEFET-MG, which is used to offer secondary technical courses online,
    in order to verify if they meet the assessment aspects of didactic material in digital format
    defined by Sabota and Pereira (2017). In order to reach this objective, a qualitative,
    descriptive and exploratory study has been used through bibliographical researches and a
    case study. The study has been carried out in four moments: first, a bibliographic research on
    the topic was done. Second, a survey of the learning objects present in the platform Moodle
    was done within the three technical courses offered online by CEFET-MG. The third step was
    to verify if these objects meet the aspects of digital didactic analysis defined by Sabota and
    Pereira (2017). Finally, in the fourth step, an individual analysis of each of the 20 objects
    raised was carried out, regarding the aspects of the authors. The research has allowed,
    therefore, to identify and analyze the theoretical and practical aspects of the learning objects
    used in the courses. The results found have allowed us to conclude that many of the resources
    available in this teaching modality do not include aspects such as interaction and
    interactivity, engagement, affectivity and flexibility, which are necessary to establish a good
    pedagogical practice for the modality. It should also be pointed out that the lack of
    pedagogical guidance regarding the choice and use of these learning objects makes it
    impossible for the teacher to act in compliance with the specificities of Distance Education
    and Technical Education, which involve the use of theory articulated to didactic-pedagogical
    knowledge which provides the student with training in its entirety. Finally, it has been
    demonstrated how learning objects can be selected and analyzed by teachers or facilitators in
    the teaching and learning process.

2017
Thèses
1
2
  • Jarbas da Cunha e Silva
  • THE LEARNING, TRAINING AND DEVELOPMENT PROCESS ENGINEER'S KNOWLEDGE BY MEANS OF THE CEFAST VEHICLE PROJECT BAJA NO CEFET-MG
  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • JOSE GERALDO PEDROSA
  • LUIS MAURICIO MARTINS DE RESENDE
  • PAULO HENRIQUE VIEIRA MAGALHÃES
  • Data: 20 févr. 2017

  • Afficher le Résumé
  • This research aimed to comprehend the learning process, education and development of the engineer’s knowledge through the interdisciplinary prototype vehicle project called CEFAST BAJA at CEFET-MG. This is a complex educational experience, thus, this research sought to analyze the elements and factors that collaborate with this formative process and how these are materialized within the space-time dimension of this project. For knowledge, it was assumed to be a set of capacities configured in: knowing how to do which is linked to technical skills; knowing to think, linked to technical knowledge and cognitive skills; and knowing how to be and to act, linked to attitudes. All of these capabilities are consolidated and become effective along the learning process and in learning to learn, as well as in the notion of competence. This research sought to identify the developed and mobilized knowledge by the experience’s participants, to assess their interactions and erceptions, and finally, to analyze and relate the experience to educational theorizations. A theoretical assumption was that this project would have a fundamental link to the precepts of John Dewey’s active learning theory. A presupposition this research sought to prove by the empirical research carried out during the year of 2016. This research was also supported on constructivist researchers in order to understand the case study under adjacent perspectives, such as, Piaget, Vygotsky, Ausubel, Novak, Bruner, and others as Bachelard, Charlot, Hernández, Zarifian, Tonini, Demo, Ribeiro, Sousa, Grimoni, etc. As a practical consequence, the Problem Based Learning (PBL) approach was investigated in this project. This is an eminently qualitative, descriptive and analytical research, for it sought to characterize and evaluate an educative phenomenon. As methodological means field observation and interviews were adopted with students and teachers from which analyses and data treatment
    were based on the Content Analysis by Laurence Bardin. In addition, an appreciation of the vehicle as a physical artifact and source of evidence was carried out in order to prove the learning process. Given the established content categories and considering the inferences and interpretations derived from the research, it was oncluded that the CEFAST BAJA is an exemplary project based on active learning, in a student-centered approach, and made viable through the PBL while allowing a significant experience of building transversal competencies, i.e., a set of knowledge, skills, and attitudes required for the contemporary engineers.

3
  • Ana Carolina Barbosa
  • TDIC IN POST-GRADUATE LESSONS IN PROJECT MANAGEMENT IN A BELO HORIZONTE INSTITUTION OF TECHNOLOGICAL EDUCATION
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • FERNANDA CARLA WASNER VASCONCELOS
  • MARCIA GORETT RIBEIRO GROSSI
  • SABINA MAURA SILVA
  • Data: 20 févr. 2017
  • Voir Mémoire/Thèse  

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  • It has been evident, for some decades, the emergence of a new organizational
    structure of economic, social, political and cultural order, remarked by the high growth
    of digital media as well as technical resources. Within this context of social changes,
    as a result, the educational reality is also influenced by the presence of Information
    and Communication Digital Technologies (ICDT) in society. From now on new social
    reality, the following questions urge answers: what do the teachers of the
    Professional and Technological Education (PTE) know about the ICDT and how have
    they been using those resources in their classes to improve their teaching process?
    In this sense, the general aim of this research is: analyzing what the teachers, in the
    institution researched, know about the ICDT and if they have been using them in their
    classrooms to improve the process of teaching and learning. For the theoretical
    reference, it was sought to clarify concepts related to PTE, ICDT and also regarding
    the process of teaching and learning. In order to understand what the PTE is, initially
    an analysis of the concept of Education was made, through the definitions proposed
    by Adorno (1995) and Grinspun (2001). To understand the concept of PTE, the
    theory elaborated by Grinspun (2001) was analyzed, with the help of some definitions
    established by Bastos (1997). Then, an analysis was made about the concept of
    TDIC, in which, among others, the studies elaborated mainly by Coll and Monereo
    (2010) were adopted as a theoretical reference. During the construction of the
    theoretical framework of the present dissertation, we also investigated the
    relationship between ICDT and education in the Brazilian context, from the
    perspective of studies developed by Valente (1997). Then, to understand the
    changes caused by the ICDT when associated with the school environment, the
    studies produced by authors such as José Manuel Moran, Luiz Antônio Marcuschi,
    César Coll, Carles Monereo, Maria Luiza Belloni and Pierre Lévy were also analyzed,
    among others. Finally, for the analysis of teaching and learning process, the theories
    of Saviani (1987), Fernández (1998) and Piaget (1996) were referenced. This
    research is classified as descriptive, being qualitative in nature. As a method used,
    the case study took place. The research was divided into six stages and the
    technique used to collect data was the questionnaire, which were delivered to 16
    teachers of the course studied. From the data obtained, it was verified that all have
    knowledge about the technologies and make massive use of them in their daily life.
    The media most used by teachers, both in the classroom and in their free time, are
    essentially related to access to videos, social networks, news sites, sharing and
    access to online digital content. However, with regard to teaching and learning
    process, according to informal conversations with the pedagogical team of the
    institution, although the use of the ICDT in the classroom is frequent for the teachers,
    the use of the same still occurs in an essentially instrumental way for most part of
    them. Therefore, these resources are not used, yet, as tools of innovation in the
    teaching and learning process.

4
  • Tatiane Augusta Godinho de Carvalho
  •  

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • ALBERTO DE FREITAS CASTRO FONSECA
  • ANTONIO DE PADUA NUNES TOMASI
  • JOSE GERALDO PEDROSA
  • Data: 20 févr. 2017
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  •  

5
  • ELIANE SILVESTRE OLIVEIRA
  •  

     

     

    The training and pedagogical practices of the teachers who work in the technical courses of intermediate level in the modality EaD in the e-Tec Brazil Network of CEFET-MG
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • RAQUEL QUIRINO
  • Sergio Dias Cirino
  • Data: 22 févr. 2017
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  •  

     

     

    The offering of vacancies expansion in the technical courses designed by Federal Network of Education, in the modality Distance Education (EaD), through e-Tec Brazil Network, brought a new demand for teacher training to act in this modality. Facing these new demands on the methodologies used in pedagogical practices, the theme of this dissertation was chosen due to the lack of adaptation by students to the methodology considered in EAD-2014 census released. It was one of the causes of student dropping outs in the modality, and also, due to lack of approach of this research subject in doctoral theses and dissertations of master's degree. Therefore, this research aimed to analyze how the training of teachers who work in the three medium-level technical courses offered in the distance education modality, CEFETMG's e-Tec Brazil network, interfere with the methodologies and pedagogical resources used in teaching. It was aimed to understand the pedagogical practices of these teachers in the Virtual Learning Environment (AVA). To achieve this goal, a research methodology with a qualitative approach was adopted, through a bibliographic research and case study. The data collection instruments were on-line AVA observations, and questionnaires were applied to the teachers acting in the three technical courses offered as a distance education by CEFET-MG. The results found allowed to conclude that the majority of teachers do not have a university degree in teaching license or a pedagogical specialization in the area for acting as teachers in face-to-face or distance education teaching. It was also observed that the lack of specialization in EaD is directly related to the non-use of many resources available in this modality of teaching, and consequently in the non-establishment of a good pedagogical practice for acting in the modality. Furthermore, it should be pointed out that the lack of qualification in a university degree teaching license or a pedagogical specialization in EaD could make it impossible for teachers to act in a way that follows the specificities of technical education, which involve the adoption of articulated theory to a didactic-pedagogical knowledge that enables the students to reach a thorough training as a whole.

6
  • Érika Marina Rabelo
  • “Educação permanente em saúde: estudo de caso de uma maternidade pública mineira”.

  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • SABINA MAURA SILVA
  • AILTON VITOR GUIMARAES
  • HELOIZA MARIA SIQUEIRA RENNO
  • Data: 22 févr. 2017
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  • Este estudo de caso simples de caráter qualitativo teve como objetivo compreender como são desenvolvidas as ações de Educação Permanente em Saúde para a formação no trabalho da equipe interdisciplinar de uma maternidade pública mineira. Como referenciais teóricos para a pesquisa têm-se: a Política Nacional de Educação Permanente em Saúde, a dimensão educativa do trabalho e a reflexão sobre as práticas profissionais. A política citada parte do pressuposto de que a educação permanente é a educação no trabalho, pelo trabalho e para o trabalho nos diferentes serviços de saúde para promover o desenvolvimento do trabalhador da saúde e, consequentemente, a melhoria da saúde das populações. A dimensão educativa do trabalho refere-se ao potencial transformador que o trabalho proporciona aos trabalhadores ao serem transformados pelo e para o trabalho- tais concepções se sustentam no explicitado por Karl Marx acerca do trabalho. A reflexão sobre as práticas profissionais estão ancoradas nos pressupostos da formação do profissional reflexivo e da reflexão-na-ação de Donald A. Schön. O campo de estudo foi a Maternidade Odete Valadares, em Belo Horizonte, e teve como participantes do estudo: 180 trabalhadores da equipe interdisciplinar da saúde e 03 informantes-chave. Os dados foram coletados por meio de pesquisa documental nos arquivos da maternidade, aplicação de questionário estruturado aos trabalhadores da equipe interdisciplinar e realização de entrevista com as informantes-chave. A pesquisa foi aprovada pelo Comitê de Ética em Pesquisa da Fundação Hospitalar do Estado de Minas Gerais com os pareceres nº 1.446.379 e nº 1.628.872.  Os dados foram analisados segundo a Análise Temática de Conteúdo proposta por Bardin e foram identificadas cinco categorias de análise: A concepção da Educação Permanente em Saúde; Demandas de formação e planejamento das ações educativas; Operacionalização das ações educativas; Reflexão do processo de trabalho pela equipe interdisciplinar de saúde; e Transformações profissionais por meio das ações educativas. A análise dos dados apontou para a não integração do trabalhador da saúde no levantamento de demandas e no planejamento das ações educativas desenvolvidas na instituição, com persistência para a centralidade das ações de formação oriundas nas necessidades das chefias/coordenações dos setores. Observou-se, desse modo, a pouca compreensão pelos trabalhadores e informantes-chave acerca dos objetivos e premissas da Educação Permanente em Saúde. Não foi possível captar por meio dos questionários aplicados se há reflexão sobre os processos de trabalho pelos trabalhadores da saúde do serviço estudado, contudo os mesmos relataram impactos positivos em suas práticas profissionais advindas das ações educativas que já participaram na instituição. Desse modo, para que a Educação Permanente em Saúde seja real e se torne instrumento para transformações nas práticas profissionais considera-se importante que haja problematização das práticas profissionais pelos próprios trabalhadores da saúde e que a necessidades de formação no trabalho sejam identificadas por estes profissionais. E ainda entende-se que seja importante a definição de objetivos e programação institucional acerca do desenvolvimento da Educação Permanente em Saúde na instituição pesquisada, para que as atividades educativas desenvolvidas na mesma tenham integração com as necessidades dos trabalhadores da saúde.

7
  • Zaine Angela Frazão Lima
  • “Formação profissional a partir de experiências de aprendizagem fora do ambiente escolar: o caso da "operação 
    Amazônia" - CEFET-MG”.

  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • FABIO WELLINGTON ORLANDO DA SILVA
  • LUCIANO RODRIGUES COSTA
  • Data: 23 févr. 2017
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  • Uma das reflexões presentes no estudo da educação, consiste na observação de algumas dicotomias clássicas, tal qual a relação entre teoria e prática, onde, o acumulo de saberes teóricos se institui sobre os saberes práticos adquiridos por vezes, fora do ambiente escolar. No Brasil há uma certa “cultura do conteúdo”, onde, temos a valorização da absorção dos saberes teóricos pelo estudante, e pode ser verificado desde o nível fundamental, passando pelo ensino médio e superior. Em consonância com os princípios da Educação Tecnológica, que visa a formação omnilateral dos sujeitos, entendemos que o ator social é um sujeito que não se realiza individualmente, mas, nas relações que se desenvolvem com outros indivíduos, expressando vontade de agir e ser reconhecido como ator, constituindo-se no envolvimento em processos sociais.Desse modo, temos as leis de reforma do ensino superior de engenharia que vieram a caminhar de acordo com um novo perfil para os egressos de seus cursos, passando a cobrar uma formação mais ampla, humana, política, e social. Inferimos então, que para uma formação profissional mais completa o estudante não deveria ficar restrito as salas de aula e laboratórios, precisaria enfrentar problemas e realidades inesperadas para assim testar aquele arcabouço teórico adquirido. Dito isso, a presente pesquisa está inserida no contexto da Operação Amazônia, que é uma das atividades proporcionadas pelo PROGEST aos estudantes de engenharia do Centro Federal de Educação Tecnológica de Minas Gerais (CEFET MG), e que tem como objetivo levar os estudantes a uma experiência de trabalho voluntário em comunidades amazônicas, tendo em vista a resolução de problemas presentes nas localidades. O estudo dessa atividade desenvolvida e executada pelos estudantes que fazem parte do PROGEST indica novos caminhos educativos para a aprendizagem e para a formação profissional dos nela envolvidos.Desse modo, a pesquisa está inserida no marco teórico da sociologia da experiência, utilizamos o método hipotético dedutivo como metodologia clássica da sociologia, em que pese a realização de trabalho de campo, observação participante, entrevistas e revisão bibliográfica da literatura referente à temática em tela. Dessa maneira pretendíamos compreender, de que forma as experiências vivenciadas e adquiridas fora de sala de aula, na Operação Amazônia, contribuem para a formação profissional dos estudantes de engenharia do CEFET-MG que dela fizeram parte. Buscando identificar a partir do discurso e da observação dos mesmos, elementos importantes para o desenvolvimento das suas habilidades técnicas, relações sociais e humanas (concepção de cidadania, solidariedade, desigualdade social, etc.). Para tanto, desmembramos as etapas de constituição da pesquisa em: Observar a relação dos estudantes com a comunidade; descrever os aspectos geográficos, sociais e econômicos que abarcam a realidade do que será estudado; interpretar gestos e falas dos envolvidos; a forma como se organizam afim de executar as obras; e identificar a contribuição da experiência tanto para os estudantes quanto para a comunidade. As entrevistas foram coletadas com os principais atores sociais envolvidos na situação de pesquisa com roteiro pré determinado e semi-estruturado.

8
  • Alexandro Gomes da Cruz
  •  

     

     

    A study on professional training for the graphic industry of Belo Horizonte - Minas Gerais
  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • SABINA MAURA SILVA
  • MARIA RITA NETO SALES OLIVEIRA
  • ANA CARINA UTSCH TERRA
  • Data: 23 févr. 2017
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  •  

     

     

     

    This dissertation aims to understand the professional training landscape of
    professionals working within the graphic industries in the City of Belo Horizonte. It will
    seek to explain, because the professional formation (EP) is important for this
    professional's performance and how it is formally structured in the graphic market of
    Belo Horizonte. In order to achieve these objectives, the history of the Brazilian
    printing industry will be analyzed, from its official implantation with the arrival of the
    Portuguese court in Brazil in 1808, to the present day, with the sophisticated
    technology embedded in graphic printing equipment, as well as history Of
    professional graphic training in Belo Horizonte. It will be sought to understand the
    reasons that led Belo Horizonte, the state capital that has the second largest graphic
    park in the country, to not have a technical or under graduation training course for
    graphic workers. The aspects of the technology used in the graphic production
    segment, its machinery and the consequent replacement of the man by the machine
    tool will be approached. This technology, and as its presence has overlaps in the
    formation of the professional, will be approached from a perspective of integrated
    professional education, polytechnical, omnilateral, that considers the human person
    with all its possibilities and not only as an extra resource in the Production in the
    capitalist way. It will also be approached the private character and its consequences,
    represented by the National Industrial Learning Service (SENAI) that has prevailed
    up to the moment in the entire formative itinerary of the chart in Belo Horizonte, from
    the basic level training courses in the decade 1970 until the extinction of the only
    technical course for graphic professionals in Minas Gerais in 2004.
     

9
  • CLÁUDIA LEÃO DE CARVALHO COSTA
  • “Estudo da Formação pelas atividades de aprendizagem e trabalho em alternância no "programa jovem aprendiz"”.

  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • FABIO WELLINGTON ORLANDO DA SILVA
  • VICENTE AGUIMAR PARREIRAS
  • ANNA SZIJÁRTÓ
  • Data: 24 févr. 2017
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  • Nesta pesquisa foi analisada a formação em alternância de jovens aprendizes no contrato de aprendizagem profissional comercial da lei 10.097 de 2.000 no programa de inserção no trabalho. Analisamos as atividades de aprendizagem e a forma como se processa a realização e o desenvolvimento do aprendizado no centro de formação profissional. Esta análise perquiriu a articulação e integração das atividades de aprendizagem realizadas na empresa e centro de formação e capacidades desenvolvidas, os elementos formativos, a abrangência e completude e a alternância. O modelo formativo da alternância foi utilizado como referencial teórico em que a experiência das aprendizagens comportamentais, sociais e no trabalho está presente em ambos os contextos, formação e trabalho. O contexto formativo do trabalho foi evidenciado pela dimensão e importância que ocupa na formação em alternância. Foram utilizados o questionário, entrevistas, análise documental, observação e registro de imagens na pesquisa. Além dos jovens aprendizes, instrutores, orientadores de curso e supervisores da empresa participaram com o fim de elucidar as questões da pesquisa. Foram acompanhadas dez atividades de aprendizagem e a prática em ambiente pedagógico simulado, o supermercado pedagógico, no centro de formação profissional na colheita das informações na qual se embasaram as análises. As atividades de aprendizagem no contexto da formação de jovens aprendizes no Centro de formação Profissional e comercial estariam ligadas ao contexto sócio profissional, mas as aprendizagens ainda são desenvolvidas sem levar em conta a ação do jovem no trabalho e os desafios, a realidade e os problemas do contexto de trabalho. São experiências desarticuladas e não integradas às demandas do espaço formativo trabalho e ao que o jovem realiza na empresa. O modelo de alternância se verifica pela forma ou tipo associativa e não integrativo. 

10
  • Ana Carolina de Oliveira Teixeira
  • “Um estudo de caso da implementação das cotas sociais e raciais no ensino superior do CEFET-MG (2013-2015): acesso, permanência, e trajetória de estudantes negros cotistas”.

  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • MARIA ADELIA DA COSTA
  • ECIO ANTONIO PORTES
  • Data: 6 mars 2017
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  • Este estudo objetivou analisar a implantação e, sobretudo, a implementação de uma política 
    de ações afirmativas por meio de cotas sociais e raciais no Centro Federal de Educação 
    Tecnológica de Minas Gerais (CEFET-MG). Esta pesquisa qualitativa centrou-se na 
    implementação da Lei nº 12.711/2012 no CEFET-MG no período compreendido entre os anos 
    de 2013 e 2015, com uma maior ênfase no primeiro semestre de 2015, momento em que a 
    instituição implementou pela primeira vez a reserva de vagas prevista na legislação. Ainda 
    que esta política de cotas tenha sido aplicada em processos seletivos da educação profissional 
    técnica de nível médio e superior, ocupou-se nesta pesquisa somente dos processos seletivos 
    de candidatos ao ensino superior. Um elemento fundamental para realização do estudo foi a 
    análise do perfil de estudantes que ingressaram no CEFET-MG a partir do ano 2015. Isto 
    possibilitou uma compreensão mais refinada acerca das trajetórias escolares desses discentes, 
    permitindo, assim, conhecer por meio das entrevistas as expectativas de realização 
    profissional de estudantes pretos e pardos, de acordo com o IBGE, mas que para os estudiosos 
    das temáticas étnico-raciais são considerados negros ou afro-brasileiros. Acessou-se, 
    também, documentos oficiais disponibilizados pela a instituição como Editais, informações 
    estatísticas sobre os candidatos classificados nos processos seletivos anteriores e posteriores a 
    implementação da Lei de Cotas e atas das reuniões do Conselho de Ensino Pes quisa e 
    Extensão (CEPE), órgão da instituição responsável por deliberar sobre a implementação da 
    Lei de Cotas. Para conhecer o perfil dos estudantes que ingressaram após a implantação da 
    política de cotas, foram aplicados questionários aos graduandos que ingressaram na 
    instituição no primeiro semestre de 2015, quando pela primeira vez o CEFET-MG passa a 
    reservar 50% de suas vagas para estudantes egressos de escolas públicas, observando-se ainda 
    os critérios de renda e a pertença racial. Também foram realizadas entrevistas com os 
    estudantes negros que ingressaram na instituição no período estudado, por meio das cotas 
    sociais e raciais, com o objetivo de conhecer a trajetória escolar de estudantes negros nos 
    cursos de graduação da instituição, avaliar suas estratégias para acessar a esse nível de ensino 
    na instituição, descortinar as dificuldades por eles enfrentadas para permanecer na instituição 
    e conhecer quais são suas expectativas de realização profissional. Os resultados encontrados a 
    partir dos questionários e das entrevistas foram analisados em consonância com as pesquisas 
    já desenvolvidas sobre o tema ação afirmativa, assim como trajetórias escolares de estudantes 
    negros no ensino superior. Os resultados encontrados indicam que a política de ação 
    afirmativa na instituição tornou o acesso ao ensino superior mais democrático, uma vez que
    possibilitou um aumento de 24,92% de estudantes egressos de escolas públicas e de 12% de 
    estudantes negros. Ademais, foi possível verificar que dentre os estudantes pesquisados, a 
    maioria possui pais com escolarização até o ensino médio completo e com renda familiar de 
    até cinco salários mínimos, possibilitando o acesso à instituição a estudantes que outrora 
    teriam maiores dificuldades de acessar esse nível de ensino. Por outro lado, verificou-se a 
    partir dos depoimentos dos estudantes cotistas que aqueles que concluíram todo o ensino 
    fundamental e/ou médio em escolas públicas consideradas pelos mesmos como sendo de 
    baixa qualidade, revelaram uma maior dificuldade em permanecer na instituição considerando 
    o suposto rigor do ensino e dos professores, principalmente em razão da dificuldade excessiva 
    com algumas disciplinas, em relação aos estudantes cotistas que cursaram o ensino 
    fundamental em escolas privadas e o ensino médio em escolas públicas reconhecidas pela sua 
    excelência no ensino como, por exemplo, o CEFET-MG. Pretende-se em um segundo 
    momento, no bojo desta pesquisa que continuará, voltar a dialogar com estes futuros 
    bacharéis, para acompanhar os processos de conclusão dos seus cursos e saber de suas 
    perspectivas na carreira profissional escolhida.

11
  • DANIEL LEÃO DE SOUZA
  •  

     

     

    Masculinities and femininities: social representations of gender of young people of the technical course of lodging - CEFET-MG
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • SILVANI DOS SANTOS VALENTIM
  • PAULO HENRIQUE QUEIROZ NOGUEIRA
  • Data: 6 mars 2017

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  •  

     

     

    the technical course at the Federal Center of Technological Education (CEFET-MG) in order
    to highlight how the construction processes of masculinities and femininities influence the
    choice of technical training. In this way, we tried to identify and problematize the
    interpretations of these subjects about the masculine and feminine and associate them with the
    choice of the present qualification as technical formation. It was based on the theories of
    masculinities and femininities developed by the authors Raewyn Connell and Carrie Paechter
    as well as the approaches of Serge Moscovici regarding the social representations. This work,
    of qualitative character, took like subjects of research 9 students of the technical course of
    Lodging. The research made use of semistructured interviews as a technique for the collection
    of empirical data. The testimonies evidenced different ways related to masculinities and
    femininities, which contests the hegemony of patterns traditionally attributed to men and
    women. Thus dichotomous and polarized principles about men and women are not
    constituents of the central nucleus of these representations. The analyzes lead us to infer that
    despite a sexist education, coming from the school and the family, the choice for a technical
    training in lodging,
    In the context of research and according to the testimony of the research
    subjects
    does not fit as a product of this education.




12
  • Rodrigo Salera Mesquita
  •  

     

     

    "Gender relations and the sexual division of labor in engineering: interlocutions with the Science without Borders program".
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • ADRIANA MARIA TONINI
  • LINDAMIR SALETE CASAGRANDE
  • Data: 17 mars 2017
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  •  

     

     

    Female segregation in the world of work presents itself as a historical, social, cultural and economic issue. Stereotypes and gender markers influence women's career choices, limit their career prospects, and create ghettos of feminized professions. In Brazil, engineering is highlighted as a rising profession, but it still has low female participation, both in undergraduate courses and in the labor market. Such horizontal exclusion or phenomena so called "Crystal Maze" (LIMA, 2013) characterizes the difficulties faced by women to enter and ascend professionally in certain areas of knowledge - in general, those of greater economic recognition, such as technological areas. With regard to training and professional qualification, especially in engineering, the international public and federal student mobility program, Ciência sem Fronteiras (CsF), from 2012 to 2015 prioritized sending students, lecturers and researchers abroad, with an expressive number of women among the scholarship students. In this context, the present study investigated whether the CsF has contributed to the qualification, insertion and professional performance of students from the Civil Production Engineering course of the Federal Center for Technological Education of Minas Gerais (CEFET-MG), as well as, if this higher qualification, acquired in another country, made possible a breakthrough in relation to gender equity in this area. This is a research with a qualitative, theoretical-empirical approach, consisting of documentary surveys and semi-structured interviews with the graduates. It was used as a theoretical reference for data analysis, the theories of the French Sociology of Labor, based on Marxism. This study was also based mainly on the works of Hirata (2002, 2007, 2009) and Kérgoat (1989, 2007). The findings point to a growing feminine schooling in Brazil and the gradual conquest of areas of practice unusual for the female public, particularly engineering. The contribution of the CsF to the professional qualification of women and a differential at the time of hiring was evidenced; however, it was not evidenced if such participation contributed decisively to a greater professional career in this area.
13
  • Sara Lopes Fonseca
  • “Os jovens pobres e a construção civil”

  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • JOSE GERALDO PEDROSA
  • LUCIANO RODRIGUES COSTA
  • Data: 24 mars 2017
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  • “Os jovens pobres e a construção civil”

14
  • ERICA DINORA PORTELA
  •  

     

     

    "Pedagogical possibilities of a comparison of the human body with a musical orchestra: what do the teachers of biology think?"
  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • RONALDO LUIZ NAGEM
  • IVO DE JESUS RAMOS
  • FATIMA DE CASSIA OLIVEIRA GOMES
  • LEILA SADDI ORTEGA
  • ANDRÉA SILVA GINO
  • Data: 25 avr. 2017
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  •  

     

     

     

     

    The aim of this research was to contribute to the improvement of Biology teaching with
    respect to the functioning and organization of the human body, mediated by the use of
    analogies as a didactic tool. We analyzed the reflections of teachers Science and Biology‟s
    teachers about a comparison between the acting and organization of a musical orchestra with
    the functioning and organization of the human body. For this, a qualitative research was
    carried out in three stages: i) pilot test, whose main objective was to carry out an initial survey
    about this comparison perceived by the teachers; ii) analysis of Biology books, specifically
    the chapters referring to Human Physiology, about the analogical expressions established on
    the human body; iii) application of questionnaire and interviews in focus group, aiming a
    deepening on the perception by the teachers about the proposed comparison. The results
    shows :a) the teachers' perceptions have a variation due to the appropriation that they make on
    the subject, that is, they are associated with the different previous knowledge and experiences;
    b) the analogical expressions analyzed in textbooks, mostly, are simple and with few enriched
    comparisons; c) The Comparison of the musical orchestra with the human body is an analogy
    with a considerable didactic potential that, if applied through appropriate methodologies that
    aimed the use of analogies as a didactic resource, can contribute greatly to teaching about the
    human body.

15
  • Camila Gomes Nogueira
  • As licenciaturas em Física no Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais.

  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • MARIA ADELIA DA COSTA
  • MARIA RITA NETO SALES OLIVEIRA
  • MARIA AUXILIADORA MONTEIRO OLIVEIRA
  • Data: 27 avr. 2017
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  • Ensino de educação. Educação secundária integrada. Instituições federais.

16
  • GILSON RODRIGUES DE ALVARENGA
  • Structural Analysis of Analogies in Chemistry Textbooks

  • Leader : ALEXANDRE DA SILVA FERRY
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA FERRY
  • FATIMA DE CASSIA OLIVEIRA GOMES
  • MARIANA DE LOURDES ALMEIDA VIEIRA
  • RONALDO LUIZ NAGEM
  • Data: 27 avr. 2017
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  • This work was motivated by the research problem; what characteristics allow us to conceive comparisons present in science textbooks as being adequately enriched and appropriate analogies for teaching models, concepts or scientific theories in Basic Education ?. This research refers to the way in which analogical comparisons are presented, established or constructed to mediate the teaching of concepts. This problem generated other questions that guided the development of the methodology adopted in the present work, namely: (i) how to distinguish the ways in which textbook authors establish comparisons ?; (ii) what are the structural aspects of these comparisons ?; (iii) with what levels of enrichment have the authors of chemistry textbooks constructed analogies to address concepts, models or scientific theories in basic education ?. The search for answers led us to read chapters and sections on the subject of atomic structure in Chemistry textbooks approved by the National Textbook Program for the three-year period 2015, 2016 and 2017 (PNLD 2015), and we analyzed structurally the comparisons identified in these chapters . As a theoretical and methodological framework, we used two theories developed in the field of Cognitive Psychology: the Theory of Structural Mapping (Structure mapping theory) by Gentner (1983) and his collaborators, and the Theory of Multiple Constraints (Multiconstraint theory) by Holyoak & Thagard (1989) . The analysis of the comparisons found showed: (i) for the same comparison in different works there are different levels of enrichment, (ii) comparisons that the same DB and DA present a different contextual aspect for the same work and between different works, (iii) in most of the comparisons found (7), the authors aimed to describe structural aspects.

17
  • Rangel Benedito Sales de Almeida
  • “Analogias e modelos: construção de objetos museais para a divulgação científica”.

  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • RONALDO LUIZ NAGEM
  • IRLEN ANTONIO GONCALVES
  • CLAUDIA GOMES FRANCA
  • ANA MARIA SENAC FIGUEROA
  • MAURICIO SILVA GINO
  • Data: 18 mai 2017
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  • “Analogias e modelos: construção de objetos museais para a divulgação científica”.

18
  • VALÉRIA LUCIENE DO NASCIMENTO
  • Estratégias de permanência dos alunos cotistas negros
    nos cursos técnicos de nível médio do CEFET-MG na construção do projeto de
    vida profissional.

  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • JOSE EUSTAQUIO DE BRITO
  • MARIA RITA NETO SALES OLIVEIRA
  • RAQUEL QUIRINO
  • SILVANI DOS SANTOS VALENTIM
  • Data: 18 mai 2017
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  • Esta pesquisa tem por objetivo contribuir para o entendimento de quais são as estratégias que o aluno cotista negro dos cursos técnicos de nível médio do CEFET-MG, em fase de conclusão de curso, tem adotado para permanecer na escola até a conclusão do seu curso e poder viabilizar os projetos inerentes ao seu futuro profissional. Para tanto, utilizou-se como instrumentos para coleta de dados a aplicação de questionário estruturado aos alunos e a realização de entrevista com a funcionária da Secretaria de Políticas Estudantis do CEFET-MG. O referencial teórico-metodológico de análise compreendeu o entendimento das relações da escola com o mundo do trabalho, considerando a trajetória do Ensino Profissional em meio às transformações ocorridas no mundo do trabalho e às exigências impostas ao jovem trabalhador, considerando-se que a permanência escolar é uma condição para não ser excluído desse processo. Em seguida, foi feita uma reflexão acerca do projeto de futuro profissional do jovem, com base nos conceitos de juventude e nos desafios com os quais esse jovem se depara durante o rito de passagem. A pesquisa bibliográfica revelou que a permanência escolar é influenciada não somente pelo aluno, mas também por outros fatores que a rigor são interdependentes, tais como sociais, políticos e institucionais, que, quando negativos, podem acarretar sérios danos ao futuro do jovem, especialmente o profissional. Em relação aos alunos cotistas negros do CEFET-MG, os resultados da pesquisa apontaram que suas estratégias de permanência se relacionam, principalmente, com a assistência estudantil – por meio dos programas de bolsa e do uso do restaurante com tarifa subsidiada –; a dedicação aos estudos – que se revela importante estratégia de permanência, pelo menos para quase metade dos alunos pesquisados; bem como o apoio da família. Os demais serviços de apoio disponíveis ao aluno são menos explorados – mas também são utilizados como estratégia de permanência – como as monitorias de estudo, o atendimento psicossocial e os grupos de pesquisas e de debates acerca das temáticas ligadas à juventude. Ademais, em relação ao projeto de futuro profissional, percebeu-se que, em geral, o jovem tem confiança em se inserir no mercado de trabalho após a sua formação, todavia, para ele, essa inserção não é uma garantia de independência financeira, indicando que, mesmo após adulto e já trabalhando, há uma tendência de que ele se abrigue por mais tempo sob a dependência dos pais.

19
  • VIVIANE DE PAULA GOUVEIA ZAMBONI
  • Permanência e sucesso acadêmico no proeja no CEFETMG.

  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • JOSÉ PEREIRA PEIXOTO FILHO
  • MARIA ADELIA DA COSTA
  • MARIA RITA NETO SALES OLIVEIRA
  • Data: 22 mai 2017
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  • Esta pesquisa tem o objetivo de compreender o fenômeno da permanência e do sucesso escolar no curso Técnico em Edificações na modalidade PROEJA do CEFET-MG, campus Belo Horizonte. Nesse sentido, trabalhou-se com a hipótese de que as ações institucionais para favorecerem a permanência escolar são mais efetivas quando se relacionam ao perfil dos alunos. Em vista disso, identificaram-se os fatores que favorecem a permanência dos alunos, as ações institucionais estabelecidas com o objetivo de favorecer essa permanência, o perfil dos alunos e os seus dados de registro acadêmico. Para esse fim, conduziu-se um estudo de caso. Os instrumentos utilizados na pesquisa foram questionário, análise documental e entrevista semiestruturada. O questionário foi aplicado aos alunos do curso e a entrevista foi realizada com os alunos do último ano e os seus professores. Os resultados obtidos, entre outros, evidenciaram 1) em relação aos fatores da permanência, destacaram-se a persistência do aluno, a necessidade de obtenção do certificado de conclusão do curso, a identificação com a temática do curso, as relações de afetividade e o programa de assistência estudantil; 2) em relação às ações institucionais, destacaram-se a alteração do Projeto Pedagógico, os programas de assistência estudantil e a criação de uma comissão com o objetivo de elaborar diretrizes para a reestruturação dos cursos PROEJA; 3) em relação ao perfil, identificou-se que há ligeira predominância do gênero feminino, prevalecendo alunos na faixa etária dos 18 aos 29 anos, casados, sem filhos e que se definem como pardos; em relação aos dados acadêmicos, no período entre 2011 e 2016, das 137 matrículas efetuadas, 80 são de alunos que não concluíram o curso.

20
  • Talitha Araujo Santos
  • Evasão e permanência na educação profissional técnica de nível médio do Pronatec no Instituto Federal de ducação, Ciência e Tecnologia de Minas Gerais.

  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • SABINA MAURA SILVA
  • MARIA RITA NETO SALES OLIVEIRA
  • ANTÔNIA VITORIA SOARES ARANHA
  • MARCELO DINIZ MONTEIRO DE BARROS
  • Data: 23 mai 2017
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  • O Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC), instituído pela Lei n. 12.513, de 26 de outubro de 2011, no governo de Dilma Rousseff, é executado pela União e tem por finalidade a ampliação da oferta de educação profissional e tecnológica, por meio de programas, projetos e ações de assistência técnica e financeira. O Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais (IFMG), campus Congonhas realizou a adesão ao programa no ano de 2012, quando iniciou a oferta de cursos de Formação Inicial e Continuada (FIC), sendo estas suas primeiras turmas. É neste contexto que surge essa pesquisa, que objetivou compreender os motivos individuais e institucionais que levam os alunos do PRONATEC, por intermédio da Bolsa-Formação, ofertado pelo IFMG campus Congonhas, a evadirem do curso técnico subsequente ou nele permanecerem até o momento da realização da pesquisa de campo. É notório que a evasão escolar é atualmente um dos grandes problemas do ensino profissionalizante no Brasil. No PRONATEC – IFMG campus Congonhas, esse problema é evidenciado conforme indicam os altos níveis de abandono. Em relação à metodologia, realizou-se uma pesquisa qualitativa com ênfase no estudo de caso. A pesquisa teve como objetivo traçar o perfil dos alunos permanentes no PRONATEC – IFMG campus Congonhas, verificar a incidência da evasão e da permanência nas turmas dos cursos técnicos subsequentes do referido programa, além de identificar e analisar os fatores que levaram os alunos à evasão e à permanência e as ações para minimizar o índice de evasão nesses cursos. Para alcançar esses objetivos, foi realizada pesquisa em legislações e documentos internos do programa. Foram aplicados 85 questionários aos alunos matriculados e frequentes nos cursos técnicos subsequentes do PRONATEC – IFMG campus Congonhas nas cidades de Belo Vale, Congonhas, Desterro de Entre Rios, Entre Rios, Jeceaba e Moeda. Ademais, foram entrevistados os coordenadores geral e adjunto do programa, 4 orientadores pedagógicos e 4 supervisores. A análise e a interpretação dos dados coletados foram realizadas com base na Análise de Conteúdo, na perspectiva de Bardin (2011), criando-se cinco categorias de análise. A maioria dos alunos permanentes do programa estudado que responderam o questionário é do sexo feminino, tem entre 15 e 18 anos, é solteira, não tem filhos, mora com os pais, família ou cônjuge em casa própria dos pais, entre outras características. Sobre a evasão, os principais fatores causadores apontados foram: a paralisação dos cursos, os atrasos no início e no fim do curso, a falta e/ou demora na contratação de professores e a dificuldade em conciliar família, trabalho e estudos. Em relação à permanência, os fatores mencionados pelos participantes da pesquisa de campo foram: curso de boa qualidade, gestão e organização do programa, melhoria na infraestrutura e regularização do calendário acadêmico. Observou-se que até o momento o IFMG campus Congonhas não tem nenhuma ação para minimizar a evasão no PRONATEC. As críticas com a maior frequência de respondentes foram: falta, no programa como um todo, planejamento, organização, comprometimento e incentivo da instituição e dos governantes; o atraso no cronograma dos cursos e o atraso no pagamento das bolsas atrapalham o bom funcionamento do programa. Portanto, foi possível verificar, por meio das respostas tanto dos entrevistados, quanto dos alunos permanentes, que o PRONATEC – IFMG campus Congonhas apresenta questões muito positivas como a ampliação do acesso da educação profissional para cidades do interior, mas também é necessário que haja uma avaliação e um remodelamento do programa caso continue em vigor.

21
  • RAQUEL AUGUSTA MELILO CARRIERI
  • “Governamentalidade, industrialização do ensino e censo: leitura foucaultianada década de 1920”.

  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • NATALIA DE LACERDA GIL
  • Data: 25 mai 2017
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  • “Governamentalidade, industrialização do ensino e censo: leitura foucaultianada década de 1920”.

22
  • Celina Pedrina Oliveira Siqueira
  • “Joaquim Faria Góes Filho e o ensino técnico secundário no Brasil da década de 1930: concepções e disputas”.

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • FLAVIO RAIMUNDO GIAROLA
  • Data: 25 mai 2017
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  • Desde a década de 1920, em decorrência da modernização, industrialização e urbanização, o Brasil já convivia com articulações no âmbito da sociedade civil, experimentações nas unidades da federação e uma série de disputas envolvendo a educação e, de modo particular, o Ensino Industrial e o Ensino Técnico Secundário. Toda essa agitação iniciada nos anos 1920 é intensificada nas décadas seguintes em função da chegada de Getúlio Vargas ao governo federal, da implementação do projeto industrialista e das mudanças nas políticas educacionais no âmbito do Ministério da Educação e Saúde Pública. É nesse território de mudanças e disputas envolvendo a educação que se situa o tema dessa dissertação.  De modo particular o foco da pesquisa foi sobre um dos protagonistas nas disputas envolvendo o Ensino Industrial e o Ensino Técnico Secundário. Trata-se do intelectual baiano Joaquim Faria Góes Filho, graduado em Ciências Jurídicas, mestre em Educação pela Universidade de Columbia, sucessor de Anísio Teixeira na Secretaria de Educação do Distrito Federal em 1937, consultor da UNESCO na década de 1950, integrante do Conselho Federal de Educação e diretor do Departamento Nacional do SENAI dos anos 1948 a 1960. Tanto a questão-problema quanto o objetivo geral da pesquisa foram referentes às concepções e à posição de Góes Filho nas disputas relativas ao Ensino Industrial e ao Ensino Técnico Secundário. Nesse sentido, a pesquisa focalizou Góes Filho como um intelectual da educação, analisando alguns de seus escritos e posições assumidas nas disputas da época. Do ponto de vista teórico e metodológico, a pesquisa buscou situar a trajetória de Góes Filho, as redes e lugares de sociabilidade por ele frequentados, as disputas nas quais ele se envolveu e as ideias que ele fez circular. Para tal, as décadas de 1920, 1930 e 1940 foram estudadas em seus aspectos sociais, culturais, políticos, econômicos e educacionais, com a finalidade de caracterizar o cenário de atuação de Góes Filho como também a reforma educacional por ele implementada no Distrito Federal, quando adotou perspectiva contrária à proposta de Anísio Teixeira, seu amigo e a quem sucedeu como Secretário da Educação do Distrito Federal em 1937. Entre as descobertas dessa pesquisa, encontra-se a concepção de ensino dualista que Góes Filho propôs em sua reforma educacional e, posteriormente, sua visão sobre a situação dos trabalhadores das indústrias de São Paulo.

23
  • Karina Fernanda da Silva
  • Saberes ambientais e projetos de vida de alunos concluintes de um curso técnico ambiental na Rede Federal de educação profissional, científica e tecnológica.

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • EDUARDO HENRIQUE LACERDA COUTINHO
  • IVO DE JESUS RAMOS
  • JOSE GERALDO PEDROSA
  • Data: 12 juin 2017
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  • Saberes ambientais e projetos de vida de alunos concluintes de um curso técnico ambiental na Rede Federal de educação profissional, científica e tecnológica.

24
  • LIDIANE PEDRA VIEIRA MELO
  • O projeto político-pedagógico do Curso de Engenharia de Produção Civil do CEFET-MG e o perfil de formação dos egressos.

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • FLAVIO ANTONIO DOS SANTOS
  • VANDERLI FAVA DE OLIVEIRA
  • JOAO BOSCO LAUDARES
  • Data: 14 juin 2017
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  • O projeto político-pedagógico do Curso de Engenharia de Produção Civil do CEFET-MG e o perfil de formação dos egressos.

25
  • Fernanda Zatar Bicalho
  • “Um estudo sobre o gesto profissional do educador cultural: novos olhares sobre as práticas profissionais”.

  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ANTONIO DE PADUA NUNES TOMASI
  • JOSE GERALDO PEDROSA
  • VICENTE AGUIMAR PARREIRAS
  • Data: 19 juin 2017
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  • “Um estudo sobre o gesto profissional do educador cultural: novos olhares sobre as práticas profissionais”.

26
  • PAULO HENRIQUE DE OLIVEIRA
  • Perceptions of coordinators, teachers and EADs in a public institution in Minas Gerais

  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • ADELSON DE PAULA SILVA
  • MARCIA GORETT RIBEIRO GROSSI
  • VICENTE AGUIMAR PARREIRAS
  • Data: 21 juin 2017
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  • The offer of vacancies in technical courses in distance education (EAD) promoted by the federal government through e-Tec Brazil Network, brought new demand for attention to the academic body on the topic of school dropout. With this, it also brought new demands on models used in the early identification of students with potential for evasion. Thus, this dissertation had its theme chosen due to the lack of adaptation to the methodology to be considered in the 2014 EaD Census as one of the main causes of evasion in this modality, and also, due to the lack of approach to the research topic in master's theses and theses In this context, this dissertation aimed to analyze the relationship between school dropout in the technical course of internet computer offered in the EAD mode by the e-Tec Brasil Network in a public institution of Minas Gerais and the virtual learning environment ( AVA), in order to understand the role of the academic body in this process. In order to achieve this objective, a quantitative approach was used as a research methodology and the bibliographic survey and the case study were used as technical procedures. As an instrument for data collection, we used the observation of specific AVA parameters and the application of questionnaires to the academic body of the technical computer course for internet of the research institution. The results obtained allowed us to conclude that the students who achieved a better performance in the AVA discipline achieved greater progression in their course, which opens different possibilities for the academic body. It was also verified the existence in the institution researched of a model for the identification of the student with risk of evasion, the AVA discipline itself, although it is not the same used by the institution for such purpose. It was also evidenced that the academic body considered that the institution studied has an AVA that satisfies its students, however, this same academic body recognizes that all its students, to a greater or lesser degree, faced difficulties in using it , being this a factor considered of significant influence in the process of school dropout.

27
  • Eliane Merces Vicente
  •  

    APPROPRIATIONS AND TACTICS OF STUDENTS IN THE TEACHING PROCESS WITH GAMING
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • FABIANA DA CONCEICAO PEREIRA TIAGO
  • IRLEN ANTONIO GONCALVES
  • IVO DE JESUS RAMOS
  • RONALDO LUIZ NAGEM
  • Data: 22 juin 2017
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  •  

     

    This research sought to identify the appropriations and tactics constructed by technical high school students integrated in the teaching process with gamification. Based on the theory of Invention of Daily Life, according to Certeau (2014), and in the fundamentals of gamification, the "ways of doing" developed by students-players were tried when experiencing a gamified activity. The methodology consisted in the identification of a gamified activity in use in a formal education environment and the application of questionnaires to the students and to the teacher. In the students' questionnaire, we sought to identify the general tendency of the class regarding the profile of the player, and the tencence of the groups of students that revealed appropriations and tactics different from those revealed by the class. These appropriations and tactics were compared with the player profile evidenced in the analysis and confronted with the teacher's objectives to identify the implications produced by the gamified activity in the students' daily practices. Analyzes of appropriations and tactics revealed a trend of changing the pattern of motivators approaching the strategic objectives of the teacher.


28
  • Cynthia Alessandra Belo Massola
  • “Ambientalização do currículo ou escolarização do ambiente: a experiência no curso técnico de co ntrole ambiental”.

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • MARIA ADELIA DA COSTA
  • CRISTIANE CARVALHO GUIMARAES
  • Data: 26 juin 2017
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  • “Ambientalização do currículo ou escolarização do ambiente: a experiência no curso técnico de co ntrole ambiental”.

29
  • GLAUCIA DE SOUSA MURTA
  • Análise estrutural de analogias e outras comparações em livros didáticos de biologia.

  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • RONALDO LUIZ NAGEM
  • SABINA MAURA SILVA
  • FATIMA DE CASSIA OLIVEIRA GOMES
  • MARIANA DE LOURDES ALMEIDA VIEIRA
  • Data: 29 juin 2017
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  • Nossa pesquisa se refere ao modo como as comparações utilizadas por autores de livros didáticos como analogias e metáforas são apresentadas, construídas para o ensino de conceitos, fenômenos ou teorias no contexto do ensino de Biologia. Dessa maneira o trabalho foi desenvolvido a partir da seguinte questão: quais as características de comparações explícitas potencialmente analógicas presentes em livros didáticos de Biologia da Educação Básica para o ensino de conceitos, fenômenos ou teorias? E das expressões de caráter metafórico? Nosso problema de pesquisa nos conduziu a análise de livros didáticos aprovados pelo Programa Nacional do Livro Didático (PNLD 2015-2017) nos capítulos, seções sobre Citologia. Analisamos estruturalmente as comparações que encontramos nesses capítulos. Utilizamos como referencial teórico metodológico a Teoria do Mapeamento Estrutural proposta por Gentner (1983) e colaboradores, e a Teoria das Múltiplas Restrições Holyoak & Thagard (1989). A análise das comparações evidenciou que: (i) as comparações com mesmo DB e DA em obras diferentes foram exploradas de maneira diferenciada; (ii) os autores de livros didáticos tiveram a intenção de descrever apenas aspectos estruturais e/ou funcionais.

30
  • Judsônia Pereira dos Santos Curte
  • Professional training and the re-socialization of women deprived of their liberty in a penitentiary complex in the region 
    metropolitan area of Belo Horizonte: challenges of gender and race.
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • ANTONIO DE PADUA NUNES TOMASI
  • MARIA DA CONSOLAÇÃO GOMES CASTRO
  • Data: 3 juil. 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • At present, the discussion of gender and race permeates several areas of knowledge. This study
    aimed to analyze the professional training processes of women deprived of their liberty from
    professional training courses held in a Penitentiary Complex in the Metropolitan Region of Belo
    Horizonte, MG, from a gender and race perspective. Therefore, we sought to highlight the
    challenges and possibilities for the execution of vocational courses in a Female Penitentiary
    Complex of the Metropolitan Region of Belo Horizonte, with a view to the resocialization of
    these women. It also identifies the views of these women on the vocational training they receive
    and identifies the specificities of the categories of gender and race found in the vocational
    training processes experienced by them. A research was carried out with eight women who
    participated in a professional hairdressing course, performed inside the prison. The result of the
    research presented a reality of contradictions and what was observed regarding gender and race
    is that the prison is the reflection of an unequal and excluding society in which black women are
    in the lower part of the hierarchical scale. However, it has been observed that the state that
    protects and represses is also capable of promoting autonomy, since it allows these women an
    environment of formation and professionalization. Such a quest is the guiding axis that pervades
    discussions about what formators exist within the prison and how these women manage to
    appropriate them to build a post-prison life away from criminality.


31
  • Antonio Meneses Filho
  • Degree in chemistry at a campus of the Federal Network of professional, scientific and technological education of the Northeast region

  • Leader : MARIA ADELIA DA COSTA
  • MEMBRES DE LA BANQUE :
  • DANTE HENRIQUE MOURA
  • MARIA ADELIA DA COSTA
  • MARIA RITA NETO SALES OLIVEIRA
  • SABINA MAURA SILVA
  • Data: 21 août 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The aim of this research was to understand how teacher training is organized in the Chemistry Degree Course of the IFMA - Campus Codó, with a view to the training of students and professors to work in Vocational and Technological Education (EPT), contemplated through the Project Pedagogical Course (PPC). The methodological procedures and instruments of data collection consisted of: survey of academic-intellectual production; a documentary research in the official laws and regulations, for example, Law No. 11,892 / 2008, Law of Guidelines and Bases of Education (LDB) nº 9.394 / 1996, Resolution CNE / CEB nº 06/2012 and Resolution CNE / CEB nº 02 / 2015, as well as other legal documents of the Brazilian State and institutional documents such as PPC, Institutional Development Plan (PDI) and Institutional Political Project (PPI). In addition, this research included a visit to the empirical field and a semi-structured interview with the Course Coordination. With these data, an analysis was made, in order to meet the objective of the research. In order to understand EFA concepts, it was based on the studies of Costa (2016), Machado (2008), Moura (2008), Oliveira, M., (2008, 2010, 2013), as well as other authors, who have developed the relevant research in the area. The result of the research found that the training of teachers of the Course is organized to meet a deficient demand of teachers of Chemistry to act in the final series of Elementary and Secondary Education in Basic Education (EB), in order to to address this deficit in the municipality of Codó, especially in the rural area. It was also verified that this training has as its conception a project of development of the local arrangements of IFMA, supported by the promotion of social justice, above all, by virtue of the law, to offer such disciplines as LIBRAS, Youth and Adult Education, Teaching of History and Afro Culture -Brazilian, Special education, focusing on social inclusion. However, he realized that the PPC is contradictory in the conception of training for EFA, since it now enables him for the referred series of EQ, now the habilitatanto for EB and for EPT, which makes explicit the lack of understanding of this field of education as anodality of Basic Education.

32
  • Flávia Oliveira Duenhas
  • Psicologia da aprendizagem e educação profissional no Brasil (1940-1950): estudo dos escritos de Lourenço Filho sobre a aprendizagem profissional.

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • FLAVIO RAIMUNDO GIAROLA
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • Data: 28 août 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • Psicologia da aprendizagem e educação profissional no Brasil (1940-1950): estudo dos escritos de Lourenço Filho sobre a aprendizagem profissional.

33
  • Suely Martins Marques
  •  

     

     

    "Bachelor's Degree in Law: the free college of law of Minas Gerais (1892-1927) "
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JOSE GERALDO PEDROSA
  • VERA LUCIA NOGUEIRA
  • Data: 29 août 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    This study is part of the creation and expansion of legal courses in nineteenth-century Brazil and aims to compose the identity of the Law School of Minas Gerais in its early years of operation. The institution was created in 1892 in the capital Ouro Preto and, after five years of operation, is transferred to the new capital in full construction, Cidade de Minas that would keep the Belo Horizonte name. It functioned as a free entity, that is, of private initiative, until the year 1927. This is the period of time demarcation of the study, the time of its creation until ceasing to be free faculty to become, regulated by Decree n. 7,921 / 1927, the Faculty of Law of the University of Minas Gerais. In 1949, the federalization of the university took place, becoming the current Faculty of Law of the Federal University of Minas Gerais - UFMG. The purpose is the analysis of the school institution "Free Law School of Minas Gerais" under the conception of the history of education, in an approach that presupposes the institution's vision in the constitutive aspects of an identity, of a specificity and at the same time general characteristics the educational context. It is a theoretical-methodological choice that seeks to understand the Faculty in its singularities, problematizing the elements found through questions that inquire about its meaning and allow the construction of the institution's identity. The deepening of the analysis of its constitutive aspects brings the possibility of understanding how, at that time, the creation of the Faculty was located in the conjuncture of the State of Minas Gerais. To consider the implicit purposes of its implementation, to understand the faculty and student, the structuring of the curriculum, seeking by the interpretative route what these aspects can reveal about this institution and about the training of the bachelors in law in the State. By means of interpretation, it is intended to (re) construct the course of the institution and to apprehend its historical meaning in the social context of its time, in the newly proclaimed Republic, constituting itself as a component of the scenario of efforts to occupy the place of reference in the State, in the training of young people from Minas Gerais families, as well as in Brazilian legal courses. Above all, the intention is to shed light on this important expression of the educational scenario of the State of Minas Gerais.

34
  • SIMONE RIBEIRO DUARTE

  • "EDUCATE AS HANDS TO DISCOVER OR THE WORLD": a proposal by Professor Manoel Penna for teaching Manual Works (1906 - 1934)

  • Leader : CARLA SIMONE CHAMON
  • MEMBRES DE LA BANQUE :
  • TARCÍSIO MAURO VAGO
  • CARLA SIMONE CHAMON
  • JOSE GERALDO PEDROSA
  • Data: 29 août 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • This dissertation presents results of the research on a proposal of teacher Manoel Penna for a
    Manual Work chair in primary education in the period between 1906 and 1934. In the late
    nineteenth and early twentieth century there was a transformation of the educational process
    that He passed a step as popular layers. There was a discourse about the approximation
    between education and work. Consequently, a Manual Work chair was incorporated into the
    primary education programs of several European countries, the United States and Brazil, to
    pass as changes that occurred in the consultative, mainly in relation to the formation of labor
    for the process productive. This process of insertion of the Manual Work chair was permeated
    by a moment of tension about the purpose of the Manual Work chair: professional vs.
    educational. In Minas Gerais, since the late nineteenth century, when the Manual Work chair
    began to appear in the primary school program, there was a constant redefinition of its
    purpose in the educational process. In the midst this constant redefinition, teacher Manoel
    Penna worked in Public Instruction of this state and from that acting became a reference with
    regard to the Manual Work chair. As a reference, he shared his ideas about the Manual Work
    chair, from publications of printed articles - 1915 "Manual School Work / Fins", 1920
    "School Exhibition", 1928 "Technical Education in Primary School" and 1929 "The Active
    School and the Manuaes Works". The 1928 article was published in the Education Magazine,
    an organ of the general directorate of public education and the education society of São Paulo.
    In 1933 published an article in the Journal of Minas Gerais Education - and consolidated them
    in the compendium "Manuaes School Jobs" published in 1934. The objective of this research
    was to understand the Manoel Penna productions which the purpose advocated by him to the
    discipline of teaching Based on the analysis of these publications. To analyze the same, there
    was a dialogue with the intellectual history, based on the circulation of ideas and
    appropriation of Charter (2002) and linguistic contextualism notion of Skinner (2009). From
    the analysis of the sources, it was verified that teacher Manoel Penna defended the
    educational purpose of the teaching of Handicrafts, as this would be the most effictive for the
    realization of the Republic's goal of training the working citizen.

35
  • Giovanna Isabel Fernandes Costa
  • Training of young people in labor relations and education: ProJovem Urban in Santa Luzia, from 2009 to 2013

  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • AILTON VITOR GUIMARAES
  • SABINA MAURA SILVA
  • Mônica Hallak Martins da Costa
  • Data: 30 août 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The present study is linked to the research line "Formative Processes in Technological Education", in the Master in Technological Education of the Federal Center of Technological Education of Minas Gerais (CEFET - MG). In a qualitative way, this research had as general objective to understand the process of training of young people in labor relations and education: the experience in ProJovem Urbano (PJU), in the municipality of Santa Luzia, from 2009 to 2012. The theoretical reference subsidized analysis is supported by the marxian perspective on reflection on work and education, combined with academic production on youth, whose approaches take into account the central focus of this study. The research was carried out with the participation of young graduates of the PJU in the municipality of Santa Luzia, as subjects of research. The data were collected in the official documents that create the PJU, establish norms and criteria of operation, as well as discuss the methodology of the program and through interviews with young people. The data were analyzed through the thematic analysis of content and 7 categories of analysis were identified: World of Work; Educational Process; What the experience of the PJU meant; Life Project; Contribution of the PJU in the training of young people; Dimension of Citizenship; Adversities.  The PJU arises in the context of increasing concern about the social reality of Brazilian youth, with a proposal to enable the social inclusion of young people through higher education, professional qualification and the exercise of citizenship. The PJU was presented as a proposal to develop an integrated national policy and social inclusion, aiming to break the cycle of reproduction of inequalities. Through the documentary analysis of the PPI of the PJU, it was possible to identify that the PJU constructed a proposal of a formative process with an approach specifically directed at young people, a fact of note in view of the lack of awareness of programs and projects aimed at the public Young people, who have succeeded in this respect. The content of teaching has also been successful in the relationship between basic training for the completion of elementary education, professional qualification and citizen participation. The analysis also showed that the program could not succeed in the need to consider the reality of young people who need to reconcile work and studies in order to survive, being a crosscutter between the program's goal of breaking the cycle of reproduction of social inequalities and demand Of young people assisted in ensuring the reproduction of existence.

36
  • Janyne Luiz e Silva Araújo
  •  

     

     

    he experiential formation of an Amazonian family along the açaí productive chain (Euterpe Oleracea Mart.). from Ilha Arapiranga to the Ver-o-Peso Market (Belém / Pará).
  • Leader : ANTONIO DE PADUA NUNES TOMASI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • ANTONIO DE PADUA NUNES TOMASI
  • FABIO WELLINGTON ORLANDO DA SILVA
  • Data: 1 déc. 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    The natural resources coming from the Amazon forest are fundamental for the riverside inhabitants of the region, since they have the vegetal extraction as their main activity in guaranteeing their economic and food subsistence. Among the non-timber extractive products in recent years, the açaí has gained prominence, since it has been consumed on a large scale in other Brazilian states and other countries, becoming one of its main sources of income for families, as well as important food . In the extractive work along the açaí productive chain, the riparians carry out their work in direct contact with the activities, from this coexistence, they reflect on what is being done transforming the lived in an experiential formation, making the experience a means of learning . In a process involving personal mobilization in the situation, they absorb and incorporate knowledge that serves as the basis for the execution of the work and support in events that may arise in the day to day. The açaí productive chain can be considered a place with the potential to produce knowledge, because there is a participation and interaction of the riverside ones in the ways of thinking and to organize the work processes as to relate with the team, to anticipate situations and to think in the totality of the process , this way we tried to identify which are the knowledges that run through the açaí productive chain of the extraction in the island Arapiranga in Barcarena-Pará until the commercialization in the Ver-o-Peso market in Belém-Pará. The research has qualitative character and ethnographic procedure. Observing and interviewing its members, as well as its neighbors and other residents directly or indirectly involved with the extraction and sale of açaí, it was observed that the productive chain presented itself as a privileged place for the development of knowledge, since in the situation of work the rivers establish relations with other subjects, with him and with the activities that exercise effectively generating an action resulting in knowledge that is incorporated by the worker in his daily life and composes his formation.

37
  • Valdete dos Reis Barbosa
  • THE ETHNIC-RACIAL DIMENSION IN TEACHER TRAINING: THE RESTRUCTURING OF THE SPECIAL PROGRAM OF PEDAGOGICAL TRAINING OF TEACHERS OF CEFET-MG IN THE LIGHT OF RESOLUTION 02/2015 OF THE NATIONAL COUNCIL OF EDUCATION
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • MARIA ADELIA DA COSTA
  • SANTUZA AMORIM DA SILVA
  • Data: 13 déc. 2017
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • ABSTRACT
    This study aimed to analyze the process of implementation of the National Curricular
    Guidelines for Initial and Continuing Education of Professionals of the Magisterium of Basic
    Education - Resolution 02/2015 of the CNE / CP in the Special Program of Pedagogical
    Training of Teachers of CEFET / MG (PEFPD), in order to verify how ethnic-racial issues are
    being contemplated in the curricular reform of this Program. In this sense, we have worked
    with the hypothesis that the greatest challenge for the incorporation of the ethno-racial subject
    in the institutions of education of Basic Education resides in the formation of teachers. In
    view of this, the factors that favored the implementation of ethnic racial themes within the
    curriculum of the Program were identified in order to enhance the training of teachers to act in
    the perspective of the implementation of Law 10.639/2003 that changed the LDBEN n.
    9394/96 to to include in the official curriculum of the institutions of education of Basic
    Education the obligation of the work with History and Culture Afro-Brazilian and African.
    For this purpose, a qualitative approach was adopted, using as a strategy the case study. The
    instruments used in the research were questionnaire, documentary a nalysis and semistructured interview. The questionnaire was applied to twenty-two PEFPD / CEFET-MG
    students and the interview was conducted with four teachers who worked on the Program. The
    results obtained evidenced the limits and challenges for the incorporation of Afro-Brazilian
    and African themes in PEFPD / CEFET-MG. However, in relation to the students and
    teachers, it was verified that the interviewees recognize the importance of approaching ethnic racial issues in teacher training courses and in rel ation to institutional actions, of restructuring
    the PEFPD for the preparation and modification of the Pedagogical Project of PEFPD /
    CEFET-MG. Another important element that this study reveals is a concentration tendency of
    a discussion of the subject of ethnic-racial relations and of gender in a discipline.

2016
Thèses
1
  • LETICIA CARVALHO BELCHIOR EMERICK FERNANDES
  •  

     

     

    TDIC IN GEOGRAPHY CLASSES IN A PUBLIC SCHOOL OF MINAS GERAIS
  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • MARCIA GORETT RIBEIRO GROSSI
  • VANDEIR ROBSON DA SILVA MATIAS
  • VICENTE AGUIMAR PARREIRAS
  • Data: 14 mars 2016
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  •  

     

     

    The development and propagation of the Digital Information and Communication Technologies (DICT), in this century, against a generation known as The Internet Generation (IG), that feels the necessity of being online all the time, brings a nuisance for schools, calling the leaders' and faculty's attention about the school's necessity of imbibe those technologies as education and learning allies, that those technologies do not muddle the syllabus' course and the relationship between the student and the teacher inside and outside the classroom. In this context, this research has as its objective to investigate which DICT that are used inside the classroom by the high school geography teachers in a public federal institution, as well to examine if those technologies are being used as teaching resources about the student perception, and also to propose the use of some tools for its application during the geography classes. To meet the objectives proposed was performed a qualitative research nature, the type and, exploratory and descriptive method was chosen as the case study. As an instrument of data collection was carried an experience in loco with systematic observation that sought to learn which technologies and teaching tools are being used by teachers paying attention to the relevancy of those technologies and tools to the student's learning. In order to qualify such informations, a questionnaire was applied to students from 18 different high school classes in the campus of that institution, with which it was possible to identify which technologies are most used by teachers; which of those the students most use in their studies; which of those were most relevant to the learning process; further on to know how the communication between the teacher and the student and the students their selves is established during the learning process. Based on these data, it is noticed that most of the teachers were used to those technolog ies, tools and learning objects during their classes. What drew attention on the results are that although most of the students choose the internet on their studies, the textbooks used by the teachers are the learning tool most relevant to the learning process. Based on these information and realizing the diversity of free tools available for the study or the geography's adaptation study, it is proposed the use of tools to bring the teaches, the subject and the IG closer in order to become more attractive, easily assimilated, beyond creating an environment of collaborative learning.

     
2
  • Suryam Guimarães Lima
  • Jogo de empresas como modelo na educação gerencial: Um estudo sobre a formação humana e técnica.

  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • IRIS BARBOSA GOULART
  • RAQUEL QUIRINO
  • RONALDO LUIZ NAGEM
  • UAJARA PESSOA ARAUJO
  • Data: 17 mars 2016

  • Afficher le Résumé
  • Neste estudo, objetivamos compreender as possibilidades formadoras técnicas e humanas de um jogo de empresas em um curso de formação gerencial. Partimos do pressuposto que os jogos de empresas são modelos de situações reais de trabalho. Ou seja, esses jogos possuem características similares às funções laborais. Entendendo que o papel da educação, seja ela formal ou não formal, seja a formação integral dos sujeitos, em cursos de educação gerencial essa característica deve ser preservada. Investigamos se o jogo de empresas analisado contempla a formação integral do ser humano, caracterizando-se, assim, como parte de um processo educativo, ou se atem-se apenas a questões técnicas dos trabalhadores. Para realização deste estudo foram realizadas pesquisas bibliográfica e empírica. Na primeira, dialogamos principalmente com autores que trabalham com os temas educação, educação tecnológica, educação corporativa e  jogos de empresas. Nossa pesquisa empírica foi realizada em uma escola que oferece cursos de formação para executivos. Foram realizadas observações, análise de plano de curso e conversas informais com estudantes, professor e responsável pelo curso. Constatamos que o jogo de fato representa um modelo das situações vividas pelos estudantes em seu cotidiano no trabalho, apresentando semelhanças e diferenças e permitindo que os sujeitos fizessem uma relação de similaridade entre os dois domínios – jogo de empresas e trabalho. Além disso, a questão da formação técnica foi cumprida pelo jogo analisado, uma vez que permitiu que os estudantes repensassem suas práticas e processos. No entanto, não se pode afirmar que o jogo caracteriza-se como um processo educativo, por não oferecer uma educação tecnológica, ou seja, integral. Isto porque não possibilita a priori o desenvolvimento de reflexões dos estudantes para além das técnicas de trabalho, como o pensamento crítico sobre si mesmo, a sua função na sociedade, as consequencias de suas ações e comportamentos no mundo, entre outros. Isso não exclui, entretanto, a possibilidade de inclusão de itens no jogo que estimulem esse tipo de reflexão. A partir deste estudo, buscamos dialogar com as pesquisas anteriormente realizadas sobre temas correlatos bem como contribuir com as discussões acadêmicas e, consequentemente, contribuir com a construção do conhecimento sobre educação corporativa e jogos de empresas, considerando suas possibilidades na formação técnica e, sobretudo, humana dos sujeitos.  

3
  • ELIZABETE RIBEIRO HALFELD MACIEL
  • Currículo da Educação Elementar, na perspectiva do Programa de Assistência Brasileiro-Americana ao Ensino Elementar (PABAEE), no período de 1956 a 1964.

  • Leader : MARIA APARECIDA DA SILVA
  • MEMBRES DE LA BANQUE :
  • MARIA APARECIDA DA SILVA
  • MARIA ADELIA DA COSTA
  • JOSÉ PEREIRA PEIXOTO FILHO
  • Data: 23 mai 2016

  • Afficher le Résumé
  • Esta dissertação apresenta um quadro textual e interpretativos do pressuposto da
    implementação e do desenvolvimento curricular do Programa de Assistência BrasileiroAmericana ao Ensino Elementar (PABAEE), no período de 1956 a 1964. Esse programa
    trata-se de um acordo firmado entre Brasil e Estados Unidos da América para o
    aperfeiçoamento de profissionais, os quais exerciam o oficio de suas profissionalidades
    no ensino elementar público brasileiro. O processo investigativo estruturou-se sob as
    bases de três questões fundantes: influência do ideário da Escola Nova na proposição
    curricular do PABAEE; grau de responsabilidade do PABAEE na adoção e
    desenvolvimento de uma postura pedagógica-curricular destinada a formação
    profissional para o ensino elementar mediatizada pelo veio ideológico de emergência de
    novas forças de trabalho como condição de valorização do capital; introdução de
    modelos e ideias tecnicista por parte do PABAEE introduziu na significação de
    currículo destinada a preparação profissional na educação e nas escolas do ensino
    elementar brasileiro. As descrições e exames das informações e dados instituíram-se a
    partir das fontes documentais. Todo o material apurado e analisado foi organizado
    mediante o uso das categorias da contradição, totalidade e hegemonia, reprodução. Esta
    trilha de investigação favoreceu o entendimento de que o PABAEE ao ser abordado
    na/pela importância e necessidade profissionalizar os novos profissionais para o ensino
    Elementar implica em (des)ocultar limites e possibilidades em ressignificar traz no bojo
    uma contradição porque ele se destina a um grupo que já exerce a profissão, que
    desenvolve o ofício de ensinar, mas que ao mesmo tempo está no cerne de uma
    demanda naquele momento vivido pelo país, que proclama por um desenvolvimento
    acelerado, que precisa de uma força de trabalho, que precisa de mãos e cérebros
    articulados em prol deste trabalho. Essas questões da contradição e respostas de uma
    demanda estão presentes na estruturação de um currículo. E ainda a introdução de
    modelos e ideias tecnicistas introduzidas pelo PABAEE na significação do currículo
    destinado a preparação profissional em educação e nas escolas do ensino elementar
    brasileiro.

4
  • ESTAEL LUCIA VASCONCELOS
  •  

     

     

    Teacher education for distance education; case study of the technical-pedagogical training course of teachers, managers and technicians in distance education of the Center for Support to distance education of the Federal University of Minas Gerais -CAED / UFMG
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • IRLEN ANTONIO GONCALVES
  • JULIANA CORDEIRO SOARES BRANCO
  • Data: 30 mai 2016

  • Afficher le Résumé
  •  

     

     

    This dissertation presents the results of a research that had as objective to analyze the proposal of training course and teachers for EaD, in the course of Technical-Pedagogical Training of Teachers, Managers and Technicians of Distance Education of CAED / UFMG, focusing on the pedagogical project, the prescribed curriculum and the curriculum in action. To understand these relationships, 27 participants were interviewed through semi-structured questionnaires. Of these 27 participants, four responded to a semi-structured interview. Procedures inherent to content analysis and ATLAS.ti 7.0 software were adopted. The main emerging problems of training for the pedagogical profile of the analyzed course that the participants of the research have highlighted are five themes, namely: 1) The prescribed curriculum of the pedagogical profile is complete with the other profiles offered. In this way the course offered to train the pedagogical profile is a complementary training that does not include the complete training for teaching; 2) The teaching / learning process offered by the course had a different look and commitment to learning; 3) The content / method was marked by lack of time for assimilation of content. 4) Labor relations in the EaD emphasize the precariousness of labor relations. 5) Training for the use of technological resources was not enough.

5
  • Glaucia Mara Carneiro Maciel
  • Analogies, images and models in the teaching of Flat Geometry in fundamental education
  • Leader : IVO DE JESUS RAMOS
  • MEMBRES DE LA BANQUE :
  • ANDRÉA SILVA GINO
  • IVO DE JESUS RAMOS
  • LEILA SADDI ORTEGA
  • RONALDO LUIZ NAGEM
  • Data: 4 juil. 2016

  • Afficher le Résumé
  • This research is a study on the use of analogies, images and models as teaching resources in the teaching of plane geometry. Your goal is to verify that favor their learning. With a methodology of educational research-action employed to Mathematics Education Theory van Hiele to check the level of maturity of the geometrical thinking of students of Elementary School - E. F. -. From the check used to Teaching Methodology with analogies - MECA - didactic sequence called Mathematics Teaching with Analogies, images and models - EMAIM -. After teaching sequence, a test was applied to students of 8th grade of E. F. The results indicate that the analogies, images and models as teaching resources provide participation and stimulate learning plane geometry. Indicate that the theory of van Hiele assists the process of teaching and learning, although the students have shown difficulties in learning geometry. Finally, we draw some considerations about the need for a broader study of these teaching resources, including coverage in other mathematical content such as algebra.

6
  • Reisla Suelen de Oliveira Silva
  • “Representações sobre Europa e América e suas escolas: Comparação entre os escritos de viagens do jovem Anísio Teixeira (1925-1927)”.

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • IRLEN ANTONIO GONCALVES
  • MARIO LOPES AMORIM
  • Data: 12 juil. 2016

  • Afficher le Résumé
  • Esta dissertação tem como objeto as representações sobre a Europa e os Estados Unidos da América e suas escolas elaboradas pelo jovem Anísio Teixeira em ocasião de suas primeiras viagens internacionais, realizadas nos anos de 1925 e 1927, respectivamente. Durante as referidas viagens e a partir delas, Anísio Teixeira produziu alguns escritos. Os escritos são constituídos por relatos pessoais, relatório, entrevista concedida a um jornal e diário de bordo. Os escritos da Europa estão em três textos: uma entrevista que Teixeira concedeu a um jornal baiano, um manuscrito de seis páginas que contém anotações relativas às visitas de Teixeira às escolas da Bélgica e um conjunto de anotações manuscritas de 54 páginas. Sobre os escritos da viagem aos EUA, há um diário de bordo intitulado Anotações de viagem aos Estados Unidos e um relatório denominado Aspectos americanos de educação. O relatório consiste numa descrição que Teixeira realizou sobre sua visita às instituições educacionais americanas e um texto de cunho teórico sobre a educação pragmática de John Dewey. Três questões intercaladas nortearam a pesquisa: que representações o jovem Anísio Teixeira elaborou sobre Europa e América e suas escolas nos relatórios produzidos a partir das viagens de 1925 e 1927 ? em que aspectos tais representações podem ser comparadas?; e quais são as diferenças que elas expressam nas representações de Teixeira sobre o Velho e o Novo Mundo e suas escolas? O sentido dessas questões foi identificar que interferências as duas viagens tiveram na inclinação definitiva do jovem Teixeira à educação pública. Todo material foi analisado sob a perspectiva documental e bibliográfica. As referências teóricas e de método foram o conceito de representação e o conceito de comparação. A técnica utilizada para identificar e comparar os elementos descritos por Teixeira foi a análise de conteúdo (AC) tal qual proposta por Bardin (1977). Na prática, os escritos das viagens foram recortados em unidades de registro (palavras, frases e parágrafos), aglutinados tematicamente por meio de classes iniciais, intermediárias e finais. Foi uma atividade complexa comparar em termos de igual medida e teor as representações de Teixeira sobre a América, Europa e suas escolas, uma vez que o foco, a quantidade de palavras e páginas e a profundidade das elaborações são muito diferentes. Na viagem à Europa, Teixeira deu ênfase aos aspectos religiosos, culturais e paisagens naturais, enquanto que, na América, seus sentidos e representações estiveram totalmente voltados para o tema educacional. Os resultados obtidos expressam que a representação de Teixeira sobre a América e suas escolas é inversa à representação sobre a Europa e suas escolas, e que a experiência americana proporcionou a Teixeira uma representação de tal modo positiva sobre a educação que o levaram a inclinar-se definitivamente para a educação pública.

7
  • Cristiana Maria Arreguy Correa
  • Quem é o bolsista que atua dando aulas no Pronatec. Identificação do perfil, das condições de trabalho e dos saberes desse sujeito .

  • Leader : SABINA MAURA SILVA
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • IRLEN ANTONIO GONCALVES
  • MARCELO LIMA
  • SABINA MAURA SILVA
  • Data: 22 sept. 2016

  • Afficher le Résumé
  • Esta pesquisa tem como objeto de estudo conhecer quem é o sujeito que atua dando aulas no Programa Nacional de Acesso ao Ensino Técnico e Emprego –PRONATEC, utilizando como campo empírico instituições que oferecem o programa.Os ambientes de pesquisa foram o Colégio Técnico da Universidade Federal de Minas Gerais – COLTEC e o Instituto Federal de Minas Gerais – Campus Congonhas – IFMG. Como métodos de coleta de dados escolhemos a análise documental, entrevistas semi estruturadas e observações em sala de aula. Tratando-se de pesquisa quali-quantitativa, a triangulação na análise dos três instrumentos de coleta permitiu conhecer esse sujeito por seu perfil,com informações de formação acadêmica, sexo, idade, experiência e prática docente, suas condições de trabalho e identificar quais são os saberes de que se utiliza em sua prática como bolsista na função de professor. Os campos de referencial teórico escolhidos foram as categorias de saberes docentes e competências para ensinar 
    descritas por Tardif, Schulman e Perrenoud e as concepções de saber reflexivo e críticoreflexivo introduzidas por Schön, Zeichener, e Libâneo. Foram analisados os quadros de alunos e oferta de cursos das duas instituições assim como alguns fenômenos importantes que permitiram melhor conhecer o PRONATEC e seus bolsistas,destacando-se a questão da evasão e permanência.

8
  • Renata Pellucci de Figueiredo
  • A abordagem por competências nos currículos dos cursos de engenharia de produção civil, mecânica e elétrica do CEFET-MG.

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • JOAO BOSCO LAUDARES
  • SABINA MAURA SILVA
  • Data: 26 sept. 2016

  • Afficher le Résumé
  • A abordagem por competências nos currículos dos cursos de engenharia de produção civil, mecânica e elétrica do CEFET-MG.

9
  • BARBARA BRAGA PENIDO LIMA
  • Affonso Penna and the repertoires of Minas Gerais aggrandizement: (1874-1906)
  • Leader : IRLEN ANTONIO GONCALVES
  • MEMBRES DE LA BANQUE :
  • IRLEN ANTONIO GONCALVES
  • JAMES WILLIAM GOODWIN JUNIOR
  • JOSE GERALDO PEDROSA
  • LUCIANO MENDES DE FARIA FILHO
  • Data: 26 sept. 2016

  • Afficher le Résumé
  • The proposal is to take the politician Affonso Penna as subject of this study, through the reconstitution of his 
    professional and intellectual trajectory, from 1874 to 1906, seeking to discuss the repertories of his speeches,
     to understand the horizon of expectations regarding the notions of associated progress To a project of modernity,
     according to the perspectives of Affonso Penna on the projects of installation of railroads and the educational 
    programs that it tried to institute in the State. It aims to analyze how locomotives and school institutions, 
    especially vocational training, were thought by the eminent politician as an instrument for achieving progress 
    through economic and social development. The railway expansion, during the beginning of the Republic, was one 
    of the main concerns of mining politicians, especially Affonso Penna, considered as a means of rapid access to 
    progress, for promoting economic and social development. The railways, besides being perceived as an argument 
    for the social advance through which they passed, provided the integration of the different regions of the territory 
    of Minas Gerais and made possible the discovery and economic exploitation of the potentialities that were 
    believed to exist in several places. They were the inducers of material and cultural progress, as they promoted
     the penetration of urban culture in the interior. The speeches of the Minas Gerais politicians throughout the 
    nineteenth and early twentieth centuries have suggested the link between education and economic
     development. The speeches of Affonso Penna served to demonstrate the trajectory of professional education 
    organization during the first two decades of the Republic, focused on mining progress, through public education 
    and worker training. When considering the intellectual production of Affonso Penna and his political practices, 
    relations of approach and distance of his ideas are verified with those perceived in the political scene of 
    Minas Gerais, related to the prospects of mining aggrandizement - achieved through professional education 
    and the installation of Railways, among other factors. In exercising the political role, acting at the same time 
    as an intellectual, Affonso Penna appropriated models, methods and projects, selecting what should and should 
    be conveyed in the policy for the agrarian development of Minas Gerais. Keywords: Affonso Penna, Railroad, 
    Professional Instruction
10
  • CAIO CESAR SILVA NASCIMENTO
  • De menor infrator a socioeducando: perspectivas históricas da formação para o trabalho de adolescentes em conflito com a lei.

  • Leader : MARIA APARECIDA DA SILVA
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • MARIA APARECIDA DA SILVA
  • ELIONALDO FERNANDES JULIAO
  • Data: 26 sept. 2016

  • Afficher le Résumé
  • Esta dissertação focaliza a medida socioeducativa de internação para adolescentes autores de ato 
    infracional, a partir de documentos oficiais, a saber; (i) o Código de Menores (1927 e 1979), (ii) o 
    Estatuto da Criança e do Adolescente (1990), as Leis de Diretrizes e Bases da Educação Nacional 
    (1996), o Sistema Nacional de Atendimento Socioeducativo (2012) e dos documentos recentes da 
    Educação Profissional e Tecnológica no que tange o sistema socioeducativo, como o Conselho 
    Nacional de Educação (CNE) e o Manual de Atuação do Ministério Público para Implementação de 
    Aprendizagem e Qualificação Profissional para Adolescentes em Cumprimento de Medidas 
    Socioeducativas e em Situação de Acolhimento Institucional, ambos de 2015. A pesquisa também 
    analisou os discursos de documentos que relacionam as medidas socioeducativas e as 
    Organizações Sociais que prestam serviços educativos aos adolescentes, como as instituições do 
    sistema “S”. Após o levantamento de estudos dos documentos oficiais, surgiu a seguinte pergunta 
    problema: Como são estabelecidas as relações entre a educação para o trabalho na historicidade 
    do adolescente autor de ato infracional? Supôs-se que, por intermédio dos documentos oficiais e de 
    buscas nos endereços eletrônicos das unidades socioeducativas do País, encontrassem pistas dos 
    reais objetivos das implementações políticas no que toca a educação para o trabalho dos 
    adolescentes institucionalizados. Pretendeu-se interpretar a concepção de trabalho como princípio 
    educativo nos discursos de educação e trabalho propostos nos documentos que regem as medidas 
    socioeducativas. E ainda, interrogar como são articuladas as políticas educacionais e as práticas 
    pedagógicas de educação para o trabalho nas medidas socioeducativas. Concluiu-se que a 
    profissionalização, continua sendo diretriz pedagógica nos documentos oficiais, objetivando a 
    formação humana integral. Porém, na prática das unidades socioeducativas, a concepção de 
    profissionalização ainda necessita de avanços e pesquisas para se efetivar como possibilidade de 
    ascensão social dos adolescentes autores de ato infracional. Necessita estudar, o que pretende-se 
    formar com os cursos ofertados para os adolescentes, quando estes cursos, respondem apenas às 
    exigências do mercado do mundo. Para trabalhos futuros, propõe-se investigar como se dá a 
    educação para o trabalho na medida socioeducativa de internação, tendo em vista supor haver, na 
    maior parte das oficinas de profissionalização, lacunas de conteúdos no que se refere à preparação 
    para o trabalho, e principalmente, para a participação ativa na transformação por uma sociedade 
    mais justa.

11
  • Sabrina Fernandes Pereira Lopes
  • GENDER RELATIONS AND SEXISM IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: THE CHOOSES OF PUPILS OF CEFET-MG TECHNICAL COURSES
  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • ANTÔNIA VITORIA SOARES ARANHA
  • Nanci Stancki da Luz
  • RAQUEL QUIRINO
  • Data: 19 déc. 2016
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The female participation in education and work is increasing, but this phenomenon does not happen proportionally to the decline of sexism. In the technology, female representation is quite low and, part of the explanation, is school and family that reproduce sex roles, assigning specific places for men and women in the social sphere. Women tend to consider themselves more apt to perform certain activities, and draw up life strategies more compatible with what they consider (or are considered) as more suitable for them. Technical vocational education illustrates this reality well, as it concentrates an increasing number of women in areas that are considered as female. The research realized at the Federal Center of Technological Education of Minas Gerais (CEFET-MG) analyzes the choices of students in certain courses over others. The qualitative research consisted of a theoretical-documentary survey, having as source of empirical data the INEP School Censuses and semi-structured interviews with students of the Technical Courses in Hosting and Mechanics of CEFET-MG. For the analysis of the data, we used the Critical Discourse Analysis in light of the theories of the Sociology of French Labor, based on Marxism, anchoring itself mainly in the works of Hirata (1981, 2002, 2007, 2009) and Kérgoat (1989, 2007). The results evidenced displacements and permanence in the dynamics of gender relations during the access and permanence of girls in Professional and Technological Education. The preconceptions present in the majority male courses and the continuity of the greater female participation in courses related to the abilities seen as feminine stand out. However, there is a strong conviction of the students about the correctness of their choices and a resistance to the hegemonic idea that the highly feminized areas remain socially and economically devalued.

12
  • Soraia de Mello Guimarães
  • “A divisão sexual do trabalho no meio rural e as contribuições da Marcha das Margaridas para as mulheres do municípi o de Porteirinha-MG”.

  • Leader : RAQUEL QUIRINO
  • MEMBRES DE LA BANQUE :
  • RAQUEL QUIRINO
  • MARIA APARECIDA DA SILVA
  • VANIA APARECIDA COSTA
  • MARILZA DE OLIVEIRA SANTOS
  • Data: 20 déc. 2016

  • Afficher le Résumé
  • A presente pesquisa, de base qualitativa, discute e problematiza as relações de gênero e a divisão sexual do trabalho no meio rural, na cidade de Porteirinha, localizada ao norte do Estado de Minas Gerais, tendo como pano de fundo o movimento social de base feminista “Marcha das Margaridas”. As questões norteadoras da pesquisa e, desveladas ao longo da dissertação, apresentam informações sobre a Marcha: como se originou e a sua história; as conquistas das mulheres ao longo de sua realização; as contribuições para a formação profissional feminina no meio rural e, sobretudo, as alterações evidenciadas na visão de mundo e na prática social das mulheres participantes do movimento. Os procedimentos metodológicos constaram de levantamento teórico-documental, observação participante e entrevistas semiestruturadas. Utilizou-se a Análise Crítica do Discurso para análise dos relatos, à luz das teorias da Sociologia do Trabalho Francesa, fortemente influenciadas por pressupostos de base marxista. Os achados sugerem que, não obstante ainda prevalecerem situações de desigualdades, invisibilidade e o “trabalho múltiplo” das mulheres no meio rural, os movimentos sociais que lutam pela igualdade de gêneros, tais como a Marcha das Margaridas, têm logrado significativas mudanças, não só nas visões de mundo e nas práticas sociais das mulheres participantes, como também em toda sociedade.

2015
Thèses
1
  • FELIPE VIEIRA FREITAS
  • Smartscópio: contribuições de um modelo análogo ao microscópio óptico para o ensino de Ciências e Biologia.

  • Leader : RONALDO LUIZ NAGEM
  • MEMBRES DE LA BANQUE :
  • FATIMA DE CASSIA OLIVEIRA GOMES
  • IVO DE JESUS RAMOS
  • RONALDO LUIZ NAGEM
  • Data: 12 mai 2015

  • Afficher le Résumé
  • Smartscópio: contribuições de um modelo análogo ao microscópio óptico para o ensino de Ciências e Biologia.

2
  • Neusa Pereira de Assis
  • Young black workers: a study on schooling trajectories and resilience in Youth and Adult Education in Ribeirão das 
    Neves
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • ANALISE DE JESUS DA SILVA
  • JULIANA BATISTA DOS REIS
  • Data: 22 juin 2015

  • Afficher le Résumé
  • This research analyzes the schooling trajectories of black youth, students of Youth and Adult
    Education - EJA, for its acronym in Portuguese - with a focus on resilience in order to achieve
    a greater understanding of the phenomenon of rejuvenation of EJA caused by the significant
    increase of young people in this education modality, considering its interface with social and
    racial issues. From a predominantly qualitative approach, the main purpose of the study was
    to understand the resilient behavior of young black workers, students of EJA; since the
    specifics purposes the mapping of trajectories of schooling from the surveyed subjects, the
    identification in these trajectories of elements that favor and hinder the promotion and
    development of resilience and, finally, the analyses of the resilience behavior presented by
    them. To achieve these objectives the instruments used were biographical and documental
    researches, questionnaires and interviews in two different formats, in view of the subjectivity
    of what we wanted to achieve: semi-structured and focus group. The search was conducted in
    a school of Municipal Network of Ribeirão das Neves, impacted with great young presence in
    their classrooms. The complexity of the proposal led us to new questions about the black
    presence in school education, the construction of the youth identity as well as the black
    identity and the historical and cultural context marked by tensions, which these processes take
    place. Young people in general and, in particular, young black men, has not received a
    positive look that sees them as historical subjects, in other words, as beings of possibility and
    action. Given this fact, our arguments seek to bring to light the capacity of resilience present
    in many of these young people in view of different elements stressors present in their daily
    lives. The research highlighted that the behaviors of resilience displayed by these subjects are
    many and varied, constructed from internal and/or external factors to the subject; some in the
    field of matter and rationality, others in the field of faith and religiosity. We hope that with
    this initiative to contribute to a better understanding about the complex and varied social and
    racial dynamics that mark and make the EJA in actuality.

3
  • ANIELE FERNANDES DE SOUSA LEÃO
  • HISTORY, MEMORY AND ETHNIC-RACIAL RELATIONSHIPS: DIALOGUES WITH THE BLACK YOUTH OF CEFET MG INTEGRATED PROFESSIONAL AND TECHNOLOGICAL EDUCATION
  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • MARCOS VINICIUS FONSECA
  • LAURA NOGUEIRA OLIVEIRA
  • SILVANI DOS SANTOS VALENTIM
  • Data: 22 juin 2015
  • Voir Mémoire/Thèse  

  • Afficher le Résumé
  • The way that Brazil's history is built and widespread, abashing subjects and naturalizing
    prejudices, has prevent the formation of an equal society and fostered a variety of discrimination
    that are daily revealed and reach mainly the black and poor parcel of our society. Before this
    racial inequalities scenario this research works with a memory as study source with an intention
    of comprehend the impressions built by
    Educação Profissional e Tecnologia Integrada de Nivel
    Medio
    [Professional Education and Integrated Technology of Medium Level] young black
    students about the taken ways until
    the Centro Federal de Educação (CEFET/MG) admission.
    To reach this objective this study investigated the schools which these students studied, the
    relation that was established with the study, the option for professional education, the utilized
    strategies for admission at CEFET MG and mainly their experiences and impressions built
    about race, racism, quotas, racial and opportunities inequality, prejudice and other questions
    related to ethnic race relations in our lives and society. Refers to historical research supported
    on
    História Oral [Oral History] as theoretic and methodological support. Were chosen for this
    dialogue the youngs that were admitted at CEFET MG in the first semester of 2014, because
    we comprehend that oral history should be used in contemporary researches, as in this case,
    where the subjects don't need resort to a very distant past to reflect about their memories. The
    instruments used for this dialogue were the questionnaire application and the interviews
    realization. Throught this study the youngs revisited their memories and brought in public more
    than facts and events, they revealed their feelings, achievements and illusions, addressing
    questions about the daily racism presence in our society and how this illness influenced or not
    their experiences and expectations as for education. The racial cant is one very important
    variable to comprehend the currently enrolled youngs in professional education profile, because
    help us understand why only a little part of black youth can break the inequality frontiers and
    join in one educational institution whose selection demands an intense educational preparation,
    as in CEFET MG case.


4
  • FERNANDA ALMEIDA DE CARVALHO
  • "Educação de Jovens e Adultos: caminhos afirmativos na construção de práticas pedagógicas referenciadas na história e cultura afro-brasileira e africana"

  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • SILVANI DOS SANTOS VALENTIM
  • MARGARETH CORDEIRO FRANKLIM
  • LEÔNCIO JOSÉ GOMES SOARES
  • Data: 23 juin 2015

  • Afficher le Résumé
  • The proposal of this research is to identify and to comprehend strategies created by professionals in educational system, related with pedagogical approaches. The focus was the forms law 10.639/03 and its curricular guidance was introduced in a municipal school of Belo Horizonte which offered EJA (Young and Adults Brazilian Educational Program). The research built a dialogue between EJA modality and ethnical and racial relations in the educational field, along with the concepts of positive actions, teaching, curriculum, pedagogical approaches and multiculturalism. This work has a qualitative shape and its methodological approach is a case study, guided by the following questions: how teachers in EJA include Afro-Americans themes in their pedagogical practice and what are the paths taken to implement such proposal? What are the knowledge of teachers in EJA concerning the law 10.639/03 and its curricular guidance? How they perceive Afro-Americans and ethnical and racial questions? How the issues about racial relations are elaborated in scholar curriculum and teachers practices as well? The research revealed that EJA in this particular municipal school has been promoting a wider comprehension about this legislation, which contest racial discrimination. Some factors have been helping this achievement: the political and humanized style of EJA modality; the production of a specific project dealing with racial questions in the school; teachers and supervisors qualification about the theme and their active posture during planning meetings and its implementations. Nevertheless, we can suggest the classification of this educational work, as well the creation of strategies to form new teachers in order to keep this pedagogical direction. The pedagogical approaches studied here put forward the implementation of law 10.639/03. They exceed speech, putting it inside scholar daily routine. This fact embodies many contributions: the relations between inclusive pedagogical approaches in EJA and the ethnical and racial issues; the increase and valorization of Afro-American culture in the scholar environment; the maintenance of efforts against racial discrimination in Brazil.

2014
Thèses
1
  • ALINE MORAES LOPES
  • As contribuições teóricos de Paulo Freire para os estudos de Educação a Distância: um estudo de caso da Rede e-Tec Brasil do CEFET/MG.

  • Leader : MARCIA GORETT RIBEIRO GROSSI
  • MEMBRES DE LA BANQUE :
  • JOSE WILSON DA COSTA
  • LUCILA ISHITANI
  • MARCIA GORETT RIBEIRO GROSSI
  • Data: 24 avr. 2014

  • Afficher le Résumé
  • As contribuições teóricos de Paulo Freire para os estudos de Educação a Distância: um estudo de caso da Rede e-Tec Brasil do CEFET/MG.

2
  • FABIANO GONTIJO MAIA
  • "A sutentabilidade em empresas do setor sirderúgico: reltos de desempenho ambiental, econômico e social!".

  • Leader : ADRIANA MARIA TONINI
  • MEMBRES DE LA BANQUE :
  • ADRIANA MARIA TONINI
  • JOSE GERALDO PEDROSA
  • JOAO BOSCO LAUDARES
  • Data: 30 avr. 2014

  • Afficher le Résumé
  • This research investigates performance reports in three companies in the steel sector with production in Brazil, seeking to identify the incorporation of sustainability theme, issue emerged in the 1960s and recently understood as a practice necessary to maintain the quality of life for future generations on the planet. For this, the latest sustainability report of each company was analyzed. We sought to identify in the reports of these organizations, the position about the new demands and technologies for maintaining satisfactory levels of economic growth with social responsibility and environmental preservation , defined as the Triple-Bottom Line. The model used in the analysis was proposed by the Foundation Global Reporting Initiative (GRI), an organizations that seeks to enable companies to reporting transparently and responsibly, in order to facilitate and encourage them to act as vectors of change for a global sustainable economy. Strategic Planning for Corporate Sustainability (PEPSE) also contributed in the analysis of business strategies. For better exposure and visualization of the results, analysis frameworks were implemented, remembering that two of the companies used in its latest report, the GRI and the other used its own model. The results indicate that the surveyed companies do not prioritized for reporting their activities to society. In these accounts, the financial indicators appear as primordial and environmental and social indicators are shown in the background

3
  • Fernanda Mendes de Carvalho
  • "Ambientalismo e multiculturalismo na formação profissional de educadores ambientais".

  • Leader : SILVANI DOS SANTOS VALENTIM
  • MEMBRES DE LA BANQUE :
  • RICARDO FERREIRA RIBEIRO
  • JOSE GERALDO PEDROSA
  • SILVANI DOS SANTOS VALENTIM
  • Data: 30 avr. 2014

  • Afficher le Résumé
  • This dissertation discusses the possibility of developing a multicultural environmental education in undergraduate courses in Biological Sciences at the Pontifical Catholic University of Minas Gerais, the only program in Belo Horizonte that offers a degree in Environmental Education, using a lens of Critical Environmental Education and Critical Multiculturalism. As such, the study seeks to identify the possible convergence between environmental education and multiculturalism through an analysis of the current curriculum and interviews of teachers and students in the program. It begins with environmental crisis as the central concept for this convergence, in addition to the need to overcome the dichotomy between monoculturalism and multiculturalism in the curriculum. It poses that the university is the space where these types of discussions and incongruences in opinions can be promoted as a necessary means to create educators with the ability to effectively address such issues in their professional endeavors. For this study, the author used a qualitative approach focused on case studies, an analysis of the curriculum, and semi-structured interviews with teachers, coordinator and students. The data used was systematized and analyzed using method of content analysis Bardin (2011). Through the analysis of the findings in the study, certain categories emerged as evidence of the opinions held by both students and faculty regarding the course, the faculty’s teaching endeavors and environmental education, which helped to confirm the existence of a multicultural environmental education in the course. The study exposes the existence of an environmental education through the proposed curricular structure and the perspectives of the subjects who were interviewed for the study. This study hopes to expand the on the discussion about multicultural environmental education in the training of environmental educators in tertiary education, breaking away from the traditional and reductionist approach traditionally practiced in environmental education.

4
  • Flávia Ferreira Avelar Teófilo
  • “A aprendizagem dos conteúdos de Química a partir da interação entre professora e alunos (as) jovens e adultos em sala de aula”.

  • Leader : MARIA APARECIDA DA SILVA
  • MEMBRES DE LA BANQUE :
  • MARIA APARECIDA DA SILVA
  • ADELSON FERNANDES MOREIRA
  • MURILO CRUZ LEAL
  • SIMONE MEDEIROS DE CARVALHO
  • Data: 30 avr. 2014

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  • Esta dissertação apresenta os resultados da pesquisa, que teve como objetivo investigar a sala de aula de Química e a aprendizagem dos conteúdos dessa disciplina, a partir da interação entre professora e alunos da Educação de Jovens e Adultos. Diante da revisão de literatura, verifiquei a carência de estudos que focalizam esta temática e, assim, surgiu a seguinte pergunta problema: Como acontece a aprendizagem dos conteúdos de Química a partir da interação entre professor (a) e alunos (as) jovens e adultos em sala de aula? Adotei como metodologia uma pesquisa qualitativa do tipo exploratória. Neste tipo de pesquisa, consigo uma visão geral do fato pesquisado, ao conhecer, em princípio, a escola da investigação, compreendendo seu espaço físico, seus funcionários e seus alunos. Os procedimentos metodológicos foram a observação em sala de aula e a entrevista com alunos e professora da EJA de uma escola pública de Belo Horizonte. A Hermenêutica Objetiva, a partir da observação rigorosa, foi utilizada para analisar os textos resultantes da coleta dos dados. Concluiu-se que a interação positiva e afetuosa entre alunos e professora, a partir do diálogo e da reciprocidade, contribuiu para o processo de aprendizagem e que a apropriação dos conteúdos se deu de forma proveitosa e significativa, quando os mesmos foram articulados aos saberes prévios dos alunos.

5
  • DARLENE OLINDA COSTA VISACRO DE CARVALHO
  • "Educação escolar e americanismo em escritos de 1927 e 1934 de Anísio Teixeira."

  • Leader : JOSE GERALDO PEDROSA
  • MEMBRES DE LA BANQUE :
  • ADELSON FERNANDES MOREIRA
  • JOSE GERALDO PEDROSA
  • SIMONE MEDEIROS DE CARVALHO
  • Data: 30 mai 2014

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  • This work is the result of research on relations between Americanism, education and work, in particular, about the circulation of ideas inherent of the modus vivendi in the North American education .The aim was to identify two books written by Teixeira what he identified as new in North American civilization and particularly of American education. The two books are“ Aspectos Americanos da Educação: Anotações de viagem aos Estados Unidos”, written in 1927, and “Em marcha para democracia: à margem dos Estados Unidos”, written in 1934. The method used was content analysis and, within this, the categorical analysis. The questions that guided the preparation of this material were: What is the interpretation that Teixeira drew about the modus vivendi or America? What is the relationship established between Teixeira Europeanism and Americanism? Did Teixeira think United States was a new civilization, especially comparing with Europe? What are the elements that unpublished Teixeira identified in Americanism? What were the characteristics that Teixeira has identified education and the American school system? That interpretation Teixeira drew on the American liberal democracy and its relationship with the school and what lessons he derived for Brazilian education? The solutions show that Teixeira has identified a new democracy in the U.S., off of European democracy. Regarding education was education for democracy, the curriculum and the American way education for adults, architecture, training primary school teachers and the American administration that lured the educator.

2013
Thèses
1
  • CHRISTIANE PINHEIRO DOS REIS CALIL AVELAR
  • " Projetos de vida e aspirações profissionais de jovens dos setores médios".

  • Leader : SUZANA LANNA BURNIER COELHO
  • MEMBRES DE LA BANQUE :
  • JOSE GERALDO PEDROSA
  • SUZANA LANNA BURNIER COELHO
  • JUAREZ TARCISIO DAYRELL
  • Data: 24 janv. 2013

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  • " Projetos de vida e aspirações profissionais de jovens dos setores médios".

2012
Thèses
1
  • DANIELLE FERNANDES VIANA
  • THE STATE OF KNOWLEDGE OF SCIENTIFIC PRODUCTION ON PROFESSIONAL EDUCATION INTEGRATED WITH EJA 
    IN THE FRAMEWORK OF PROJECT 008 / PROEJA / CAPES / SETEC (2007 - 2011)
  • Leader : MARIA APARECIDA DA SILVA
  • MEMBRES DE LA BANQUE :
  • JOSÉ PEREIRA PEIXOTO FILHO
  • MARIA APARECIDA DA SILVA
  • ROGER ANDRADE DUTRA
  • Data: 27 févr. 2012

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  • This research sought to identify, map and describe the academic production on Integrated
    Professional Education for Youth and Adults (EJA), developed in the Project
    008/PROEJA/CAPES/SETEC between January 2007 and March 2011. The State of
    Knowledge of this production was elaborated by focusing on master's and PhD's theses,
    defended in postgraduate courses in Education from FaE-UFMG and Technological
    Education from CEFET-MG, oriented by professors who were members of the
    aforementioned project over the period considered for this research. This research used a
    methodology of inventorying and describing the production on Professional Education
    integrated with adult education field of knowledge. The methodology used was based on
    specific procedures of studies such as State of the Art or State of knowledge and also the
    procedures of content analysis. This research tried to understand the approaches and
    perspectives raised by the authors of 32 master's and PhD's theses about Integrated
    Professional Education for adults. It was found that the academic production developed by
    students of postgraduate courses in Education of FaE-UFMG and
    Master's degree in Education Technology CEFET-MG which investigate Project
    008/PROEJA/CAPES/SETEC have contributed to the constitution and definition of the field
    of Professional Education Integrated to EJA. The diversity of themes and scope of this
    production, addressing the issues directly or indirectly related to the Integrated Professional
    Education EJA, have brought the discussion to a set of perspectives and ideas about EJA, the
    Professional Education and Professional Education Integrated to EJA which showed the
    importance and complexity of integration between two types of education, historically marked
    by contradictions and conflicts of interests between the working class and hegemonic class.

2
  • CÍNTIA BONSUCESSO JORDÃO DE SOUZA
  • Gestão do Conhecimento e Processo Educativo: Interfaces no Âmbito de uma Universidade Corporativa

  • Leader : JOSE WILSON DA COSTA
  • MEMBRES DE LA BANQUE :
  • JOSE WILSON DA COSTA
  • MARCIA GORETT RIBEIRO GROSSI
  • ALEIXINA MARIA LOPES ANDALÉCIO
  • Data: 26 mars 2012

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  • The modernity of business organizations is characte
    rized by the centrality of
    knowledge, recognized as the main factor of product
    ion, source of value and power.
    To be competitive in this context, companies need t
    o manage their intellectual
    assets, in order to build and disseminate competenc
    ies and strategic knowledge
    among the subjects of the productive process. From
    this perspective, organizations
    have invested in knowledge management, strongly sup
    ported by projects of
    corporate education. As an instrument of knowledge
    management, the educational
    process develops organizational learning, contribut
    ing to increase competitiveness
    and sustainability of the institution's performance
    against the backdrop of economic
    globalization. This research was made in order to u
    nderstand how the process of
    knowledge management and the educational activities
    of organizational learning are
    correlated to the development of strategic knowledg
    e in the business environment,
    as well as to understand the theoretical and method
    ological corporate support of the
    educational process, whose unit-case consisted of a
    Brazilian financial institution.
    The scientific method used was case study and the o
    bject of investigation was the
    systematic knowledge management and the corporate e
    ducation. We analyzed the
    institutional proposals and perceptions of users an
    d managers of both processes.
    From the results it was possible to observe the tra
    nsverse processes in the
    construction of business knowledge and the conseque
    nt need for strategic alignment
    between corporate education and knowledge managemen
    t in organizations. It was
    also possible to see that proper corporate foundati
    on of the educational process, in
    relation to conceptions of teaching and learning, e
    ffectively provides the basis for
    organizational learning.
2009
Thèses
1
  • CLAUDIA ANGELICA DO CARMO REIS
  • Engenheiro-professor: as representações sociais sobre a docência

  • Leader : JOAO BOSCO LAUDARES
  • MEMBRES DE LA BANQUE :
  • JOAO BOSCO LAUDARES
  • SUZANA LANNA BURNIER COELHO
  • JÚLIO EMÍLIO DINIZ-PEREIRA
  • Data: 11 mars 2009

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  • The present study tries to understand  what teaching means  for the professionals of  the

    engineering  who takes over  the  professorship. In  face  of the  absence  of  clear guidelines

    concerning  the  professor's  pedagogic  formation,  this  kind  of  educational  practice  is  ruled

    basically by values, faiths and social representations concerning what is being a teacher like;

    built along of their family history and school life, as well as the interactions with their pairs.

    Considering  such  presumptions,  it  was  intended  in  this  study  to  identify  the  engineer

    professors'  social  representations  concerning  the  teaching,  as  well  as  the  processes,

    experiences and relationships  that mediated the construction  of those representations. This

    study leans on references of the psychosociology of the knowledge, as in Moscovici (1978,

    2003), Jodelet (2001), Sá (1996, 1998) and others, besides the literature concerning the

    teachers'  formation  (Tardif,  2002; Nóvoa,  2000,  Pimenta  and  Anastasiou,  2002,  Pachane,

    2003,  Zabalza,  2004,  Isaia,  2006).  The  study  is  qualitative  utilizing  semi-structured

    interviews, approaching the following themes: to be professor, take over and permanence in

    the  profession,  knowledge  necessary  to  the  teaching,  the  current  challenges  of  the

    professorship. The main results indicated that the social representations on teaching display

    elements that point to a central nucleus of traditional professor or professor-centered model.

    The teaching is conceived as an innate talent that grows in practice. For those professors the

    necessary knowledge to the teaching is in first place disciplinary knowledge followed by the

    experiential knowledge, which is basic for the good educational performance in their vision.

    The classroom is par excellence the place where they learn how to be professors, being the

    students the main reference regarding the assertion of their practices. It is considered therefore

    that these social representations are anchored in a non-professional vision of the professorship

    transmitted in the several discursive contexts with which they are interacting, inclusively the

    official  educational  speech  expressed  in LDB  (Brazilian educational  law) depreciates the

    teaching in detriment of the research, causing a process of naturalization of the university

    professorship.

2
  • SIDNEY MAIA ARAUJO
  • A TEORIA ONDULATÓRIA DE CHRISTIAAN HUYGENS NOS LIVROS DIDÁTICOS DE FÍSICA DO ENSINO MÉDIO

  • Leader : VANDEIR ROBSON DA SILVA MATIAS
  • MEMBRES DE LA BANQUE :
  • HEITOR GARCIA DE CARVALHO
  • FABIO WELLINGTON ORLANDO DA SILVA
  • PETER LEROY FARIA
  • Data: 25 sept. 2009

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  • This Work presents a comparison between the theory exposed by Christiaan Huygens in the Treatise on Light, in the XVII century, with the version of some current textbooks of Physics for High School. The option for the study of the textbook is due to its outstanding presence as an element of the registration forms of education in certain historical periods. It begins with a discussion of the role and function of the textbook in teaching physics Next a study is done on the contribution of the History of Science Teaching of Physics and its importance for the humanization of science and the demystification of facts that would prevent the establishment of the scientific process with the cultural, social , it presents economic and political. The framework of this research consisted of Physics textbooks complete books and reduced versions of authores that to have didactic books approved in the process of National Program of the Textbooks of High School of year 2009. The empirical part is developed through the reading of these textbooks, especially the chapters related to the wave nature of light, which usually appear under the headline: "Optics and Waves," texts are investigating whether a historical approach of the content, discuss the elements basic theory of Huygens and subsequent amendments in relation to the original theory. It was concluded that the information conveyed in these books are not faithful to the original proposal of the model, sometimes omitting elements, sometimes incorporating contributions from other authors, and lead to an inadequate vision of the historical evolution of this theory.

2008
Thèses
1
  • KELSEN ANDRÉ MELO DOS SANTOS
  • O NASCIMENTO DA TRAGÉDIA NO ENSINO DE FÍSICA

  • Leader : FABIO WELLINGTON ORLANDO DA SILVA
  • MEMBRES DE LA BANQUE :
  • FABIO WELLINGTON ORLANDO DA SILVA
  • JERONIMO COURA SOBRINHO
  • EWALDO MELLO DE CARVALHO
  • Data: 11 févr. 2008

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  • O NASCIMENTO DA TRAGÉDIA NO ENSINO DE FÍSICA

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