http://bdtd.uftm.edu.br/handle/tede/246 2026-04-07T11:16:24Z 2026-04-07T11:16:24Z http://bdtd.uftm.edu.br/handle/123456789/2066 2025-12-12T02:02:47Z 2015-01-19T00:00:00Z

Título: Rádio escola e convergência de mídias no contexto da mídia-educação: uma proposta para o ensino médio Abstract: This research stemmed from the need to integrate the school in the engagement of citizen participation, empowering school staff (teachers, students, administration and community) with the new skills (to access, evaluate and produce) and those concerning the media and freedom of speecha and critically reflection. Because of uncertainty about how such integration can be made, the main question that justifies this research is: how to align the public policies of education (Ministry of Education) about the use of new media at school and the demands of the called digital culture? To get answers, this study aimed to: suggest improvements to the policy of used radio production in school by the Programa Mais Educação (PME) offered by MEC, integrating them into the broader context of media literacy and digital culture. Thus, specifically aims to: evaluate how far the activities of the institutional program radio school dialogues with international contemporary demands considered on the media literacy field; propose methods to integrate the radio production at school to contemporary approaches of media use in the digital culture; and design and test a used radio production workshop for high school. To achieve these objectives, we chose to establish a field study (GIL, 2002 and UNESCO, 2013). To make the whorkshop we made categorical content analysis (Bardin, 2010) of the original proposal documents in the MEC Program. The rationale for media literacy was based in Buckingham (2003), Siqueira (2008) and Kellner and Share (2008) among other authors. For the use of radio we adopted Andrelo (2009) and Baltar (2013). The results support the mapping of skills and possibilities about integration of school in the digital culture contexto. Tipo: Dissertação

2015-01-19T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2041 2025-09-24T13:56:00Z 2019-12-06T00:00:00Z

Título: A escola vai ao museu!? Investigando as ações de Educação Não Formal nas séries finais do Ensino Fundamental de escolas municipais de Uberaba - MG Abstract: School education, commonly called Formal Education, invariably needs support to align with the challenges of the contemporary, globalized, interactive, and technological world. Non Formal Education, represented in one of its aspects by museums, is a strong ally in the development of skills that actually culminate in a humanized and interactionist perspective, a partner of Formal Education. This research seeks to verify and discuss the view of the pedagogical coordinators and also of the Department of Elementary Education of the Municipal Secretariat of Education (SEMED) of Uberaba - MG and their interpretations about Non Formal Education. We have as a background a clipping of the Non Formal Education of the municipality, the museums listed by the Cultural Foundation and the Uberaba City Hall. We work specifically with Elementary School II. We use theoretical contributions of exploratory research through official documents that guide the pedagogical practice in the city, as well as semi-structured interviews and structured questionnaires with some protagonists who coordinate the educational process, such as the manager of the Department of Elementary Education and the pedagogical coordinators of this segment. We realize that alignments between Formal and Non-Formal Education are needed in the city of Uberaba, both in guiding educational documents and in formative actions. That these reflections can contribute to the solidification of the approximation between Non Formal Education and Formal Education, or, if this approach in the municipality is not yet adequate, it is expected to contribute to the beginning of this partnership. Tipo: Dissertação

2019-12-06T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2029 2025-08-28T02:03:07Z 2025-02-22T00:00:00Z

Título: Educação a distância: a corporeidade atravessa telas? Abstract: Educación a distancia: ¿la corporeidad atraviesa pantallas? Esta tesis doctoral basa su recorrido formativo en la concepción fenomenológica de la educación, buscando acercar la existencia humana al acto educativo. Maurice Merleau-Ponty es el autor fundamental de la investigación, cuyo objetivo general es comprender si el fenómeno cuerpo/corporeidad es considerado en los cursos de licenciatura en Educación Física y en Pedagogía em la modalidad EAD de una institución privada brasileña de educación superior. Considerar el cuerpo/corporeidad en la actuación docente implica reconocer al profesor como un sujeto integral, que acoge, escucha y crea vínculos. Esta perspectiva hace que la formación sea más humana y significativa; ignorarla puede generar prácticas pedagógicas frías y fragmentadas. La investigación se caracteriza como cualitativa, priorizando las percepciones y los aspectos subjetivos del objeto de estudio, y se clasifica, según sus objetivos, como exploratoria y, en cuanto a los procedimientos, como un estudio de campo. La interpretación de los fenómenos en el campo de estudio se realizó a través de los Proyectos Pedagógicos Curriculares (PPC), el Entorno Virtual de Aprendizaje (AVA) y entrevistas con los estudiantes de los cursos analizados. Los datos obtenidos mediante las interpretaciones fueron transcritos de forma descriptiva, y las entrevistas interpretadas mediante el método de “Análisis de Contenido: técnica de elaboración y análisis de unidades de significado” (Moreira, Simões y Porto, 2005). Para la interpretación de los PPC se priorizó la Dimensión Didáctico-Pedagógica, basada en el instrumento de evaluación de los cursos utilizado por el Ministerio de Educación, que permite evaluar la calidad de la formación, la coherencia de estos documentos y su alineación con las directrices legales. Este análisis revela fragilidades y potencialidades, contribuyendo a mejoras continuas en la educación superior. En la interpretación del AVA institucional, se buscó identificar (o sospechar) prácticas que, a su manera, alcanzan las humanidades digitales y que, efectivamente, pueden estar permitiendo que la corporeidad atraviese las pantallas en la formación profesional. En cuanto a las entrevistas, se adoptaron tres preguntas previamente validadas por expertos, que aportaron a la investigación la perspectiva de los estudiantes inmersos en la educación a distancia, futuros profesores de Educación Física o Pedagogía. Al final de este recorrido teórico, se hace evidente la necesidad de comprender el fenómeno cuerpo/corporeidad en la EAD; sin embargo, en lo que respecta a la corporeidad, aún existen desafíos que deben enfrentarse para que esta modalidad educativa contemple de manera efectiva las dimensiones humanas que trascienden el aspecto cognitivo. A modo de reflexión final, se ofrece el esbozo de un plan de estudios para el desarrollo de una asignatura específica sobre el fenómeno cuerpo/corporeidad en los cursos de licenciatura, proporcionando una secuencia de contenidos y referencias bibliográficas para el trabajo/estudio institucional.; Distance Education: does corporeality cross screens? This doctoral thesis builds its formative path on the phenomenological conception of education, seeking to bring human existence closer to the educational act. Maurice Merleau-Ponty serves as the foundational author for the research, whose general objective is to understand whether the body/corporeality phenomenon is considered in undergraduate distance education (EAD) programs in Physical Education and Pedagogy at a private Brazilian university. Considering the body/corporeality in teaching practice implies recognizing the teacher as a whole subject, one who welcomes, listens, and creates bonds. This perspective makes teacher education more humane and meaningful; ignoring it may result in cold and fragmented pedagogical practices. The research is characterized as qualitative, prioritizing perceptions and the subjective aspects of the object of study, and is classified, according to its objectives, as exploratory and, in terms of procedures, as a field study. The interpretation of the phenomena in the field took place through the analysis of Curricular Pedagogical Projects (PPCs), the Virtual Learning Environment (AVA), and interviews conducted with students from the courses in question. The data obtained from the interpretations were transcribed descriptively, and the interviews were interpreted using the "Content Analysis: Technique for Developing and Analyzing Units of Meaning" (Moreira, Simões, Porto, 2005). For the interpretation of the PPCs, the Didactic-Pedagogical Dimension was prioritized, based on the evaluation instrument used by the Ministry of Education, which allows the assessment of the quality of the training, the coherence of these documents, and their alignment with legal guidelines. This analysis reveals both weaknesses and strengths, contributing to the continuous improvement of higher education. In the interpretation of the institutional AVA, the aim was to identify (or suspect) practices that, in their own way, reach digital humanities and may, in fact, allow corporeality to cross the screen in professional education. As for the interviews, three questions previously validated by experts were adopted, bringing into the research the perspective of students immersed in distance learning, future Physical Education or Pedagogy teachers. At the end of this theoretical path, the need to understand the phenomenon of body/corporeality in distance education is evident. However, regarding corporeality, there are still challenges to be addressed so that this teaching modality effectively embraces the human dimensions that go beyond the cognitive aspect. As a final reflection, a draft of a syllabus is offered for the development of a specific course on the body/corporeality phenomenon in teacher education programs, providing content linearity and bibliographic references for institutional work/study. Tipo: Tese

2025-02-22T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2028 2025-08-28T02:03:06Z 2025-02-26T00:00:00Z

Título: É pau, é pedra, será o fim do caminho? Potencialidades educativas e científicas dos museus para a formação permanente de professores. Abstract: This thesis is anchored in the research line Foundations and Educational Practices. Is the result of reflections arising from our experiences with educational practices in museums and science spaces over the last 12 years of teaching. The central research question can be summarized as follows: "What is the scientific-educational potential of museums in teacher education, with a focus on teaching elementary school science in public schools?" To address this question, we employed a set of qualitative methodologies, guided by Edgar Morin's concept of complexity and the critical theory of knowledge. These methodologies included an exploratory literature review, documentary research, questionnaires, and focus groups. For data analysis, we relied on Fontoura's studies on thematic analysis. The main objective of this study is to "explore how pre-service teachers and in-service teachers perceive the potential of museums as a methodological resource for teaching science in elementary education." The founding principle of this thesis is centered on Candau's concept of the teaching-learning process. According to Candau, didactics is grounded in the multidimensionality of the teaching-learning process, which encompasses three dimensions: human, technical, and socio-political. As the teaching- learning process is the central thread of the entire educational journey, teacher education is inherently embedded in these three dimensions, along with its various facets—such as didactics, curriculum, internships, and teaching practices. Thus, ongoing teacher education must be understood as a multidimensional and multifaceted process. Given that teacher education is intrinsically tied to engaging with scientific concepts and understanding science and techniques through prior knowledge, we posit that museums serve as essential tools for fostering these understandings. Their collections provide a wealth of elements that can be explored through a scientific lens, building upon the spontaneous concepts that students already bring from their out-of-class experiences. Museums, therefore, hold great potential as instruments for scientific literacy. The findings of this research highlight the importance of the inseparability of theory and practice—a principle that should underpin the entire process of teacher education. Additionally, this study presents a set of propositions to initiate debates and discussions about the chronic crisis in teacher education in Brazil. In conclusion, the study argues that teacher education can only succeed if it effectively addresses and overcomes the conflicts, contradictions, obstacles, and challenges inherent in education and in the comprehensive development of learners. Tipo: Tese

2025-02-26T00:00:00Z