http://bdtd.uftm.edu.br/handle/123456789/1684 Área de concentração o "Ensino de Ciências e Matemática". 2026-10-05T08:59:49Z http://bdtd.uftm.edu.br/handle/123456789/2152 Título: Um olhar para a formação de professores de escolas do campo sob o viés do letramento docente e práticas de numeramento Abstract: The context of Rural Education is permeated by a history of struggles, resistance and achievements that, while denouncing the historical marginalization of the subjects who live and produce in this space, also demand an education built from their realities. In this scenario, the valorization of local knowledge and the contextualization of mathematics teaching in rural schools become fundamental for the development of pedagogical practices committed to an emancipatory education. Based on this understanding, this research aims to recognize and discuss how numeracy practices recognized by mathematics teachers in rural schools in Uberaba-MG influence teacher training and mathematics teaching. Based on studies on numeracy, with the principle of literacy as a social practice, with an emphasis on teacher literacy from countryside education, this study refers to the teacher training of mathematics teachers in rural schools in the municipality of Uberaba. Using a qualitative approach, based on questionnaires and semi-structured interviews, we explored the interrelationship between teaching pedagogical practices, curricular documents and the specificities of the countryside. The research was conducted in eight municipal schools in the countryside, with six mathematics teachers. The analyses revealed the coexistence of practices that sometimes align with, sometimes distance themselves from numeracy practices for the countryside context, highlighting challenges and potentialities in the construction of an education that respects diversity and values local knowledge. From the narratives and profiles of the teachers, it was found that there are still gaps in the initial and continuing education of the mathematics teachers investigated, although most of them demonstrate affinity with the countryside context and seek strategies to bring teaching closer to the reality of the students. These gaps directly impact the ability to articulate mathematical content with the students’ numeracy practices and in the promotion of an emancipatory education. In the context of numeracy, it was observed that pedagogical practices, in many cases, remain centered on urban approaches, with an emphasis on the reproduction of mathematical concepts and procedures, to the detriment of contextualized learning. However, the narratives also highlighted experiences of valuing and empowering students and the use of problem situations related to the countryside context, especially in the Political-Pedagogical Projects. Finally, this dissertation concludes that teacher training focused on rural reality needs to prioritize not only the construction of mathematical knowledge, but also the development of skills that enable teachers to mediate teaching processes that value local knowledge, promote critical thinking, and contribute to social transformation. The research reinforces the importance of public policies that guarantee adequate conditions for teaching in countryside areas, including investments in initial training, especially in Full Degree Mathematics courses, continuing education, and pedagogical resources that respect the cultural and social diversity of rural communities. Tipo: Dissertação 2025-02-17T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2112 Título: O afastamento das meninas da matemática: um estudo do papel de professoras e professores de matemática do ensino médio no reforço de estereótipos de gênero Abstract: The main objective of the research was to understand how gender-related beliefs of high school mathematics teachers might contribute to the objectification of the reproduction of gender inequalities in mathematics. The research question was: What beliefs related to gender issues are reproduced by high school Mathematics teachers? To answer it, we relied on theoretical assumptions from gender studies and Pierre Bourdieu's reflexive sociology. In terms of methodology, the research is situated within the qualitative paradigm. We conducted semi-structured interviews with four high school mathematics teachers from two public state schools located in the municipality of Ituverava, state of São Paulo, which were transcribed and later scrutinized by Content Analysis through pairing. Three categories of analysis were constructed, namely: 1) The sexual division of labor: feminization of teaching and the financial issue; 2) Mathematics didactic material: where are the women?; 3) Symbolic violence in discourse: a dichotomous view of femininity and masculinity in school. As a result, we identified several excerpts in which the interviewees evidenced in their opinions the beliefs about what would be the expected behaviors of girls and boys, where girls are expected to be more docile and organized in various ways, while boys' disorganization and rebellious behavior are accepted. The beliefs also encompassed which positions each gender occupies in society and that these positions are natural, such as women's dominance in the teaching career and their absence in the field of mathematics. We found that these beliefs are not based on physical or natural evidence but on cultural arbitraries, as they do not take into account various social and cultural factors that directly interfere in these behaviors, choices, preferences, and how individuals see themselves and others in their social groups. The reproduction of these beliefs can produce doxas that contribute to a process of symbolic violence that perpetuates gender inequalities in the school environment and can contribute to the naturalization of girls' withdrawal from mathematics. Tipo: Dissertação 2023-02-23T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2111 Título: Os conhecimentos tradicionais na/da Comunidade Jardim: reconhecer saberes para afirmar direitos Abstract: The knowledge present in the social practices of the countryside are the legitimate knowledge of two peasants in the most diverse traditional communities, gained through profound observations and actions of two peasants in the natural world, transmitted and reworked from generation to generation. The objective of this dissertation is to identify and understand how current traditional knowledge is engaged in social practices carried out by residents of Comunidade Jardim, in the municipality of Rio Pardo de Minas, in the North region of Minas Gerais. This is a qualitative research that uses information from participant observation and interactions produced in focus groups with residents of the community. As an instrument for interpreting and analyzing the information obtained, two traditional (discursive) concepts were used: local, monistic, holistic, responsive relational, (un)known, valid, systematically empirical, temporality and spirituality. Our focus was to recognize the knowledge of the two inhabitants of the countryside, from their point of view turned to otherness, understanding how they engage in their social practices, reflecting their identities and their ways of life. This dissertation carries not only a research for the conclusion of a master's degree, it carries values of a people, stories that follow the lives of different generations, it carries the potential to make visible and value the traditional knowledge present in the local culture. social practices interconnected with customs, forms and modes of plantations, often appearing as resistance to colonialism, capitalism and patriarchy, that is, we recognize the community knowledge of the Horto community as epistemologies of the South. The construction of the Horta Community calendar is another way of confronting the logic of linear time, presenting other times, showing that life is not just a straight line, where failures are not a sign of incompetence or the non-use of equipment and strategies innovative is a sign of delay. We also understand that this research has the potential to contribute to the strengthening of local practices of Hortas Communities and, mainly, to the fight against the hegemonic power in favor of the rural way of life and traditional communities, which presupposes complementarity between knowledge systems and search build an ecology of knowledge. Tipo: Dissertação 2023-08-04T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2078 Título: A computação no Ensino Fundamental da Rede Municipal de Ensino de Uberaba/MG: implantação e implementação Abstract: This dissertation, contextualized within the Graduate Program in Science and Mathematics Education, Research Line: Curriculum, Teaching, and Training Spaces for Science and Mathematics Education – Academic Master's, at the Federal University of Triângulo Mineiro (UFTM), is part of the Research Project "Higher Education and Basic School in a Collaborative Network: Teacher Training on the Agenda," funded by the Minas Gerais State Research Support Foundation (FAPEMIG) alongside the Study and Research Group on Education and Culture (GEPEDUC) and the Teaching Profession Research Network (REPPOD). Its central theme is the analysis of the implantation and implementation of computing education in elementary schools of the Municipal Education Network (RME) of Uberaba/MG, with the general objective of understanding how this process has occurred in the local context. The study discusses national public policies aimed at informatics in education, identifies challenges related to infrastructure, teacher training, and curricularization, and investigates the history of the insertion of educational technologies in the municipality between 2008 and 2023. A qualitative, descriptive, and exploratory approach was adopted, based on bibliographic, documentary, and field surveys, with data triangulation analysis. The results revealed that, although Uberaba anticipated national regulations by including computing education in its curriculum matrix and employing licensed teachers in the area, significant challenges persist, such as inequalities in infrastructure among schools, lack of mandatory regulation, scarcity of teaching materials, and weaknesses in continuing education. It is concluded that the effective implementation of computing education requires structural investments, clear regulations, and public policies that ensure equity in access to digital education, in addition to opening paths for future research that deepens the analysis of teaching practice, curricular integration, and the impacts of this educational policy on student development. Tipo: Dissertação 2025-08-06T00:00:00Z