http://bdtd.uftm.edu.br/handle/123456789/1684 Área de concentração o "Ensino de Ciências e Matemática". Tue, 15 Sep 2026 05:19:37 GMT 2026-09-15T05:19:37Z 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 Thu, 23 Feb 2023 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2112 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 Fri, 04 Aug 2023 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2111 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 Wed, 06 Aug 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2078 2025-08-06T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2060 Título: Passageiras da tarde: uma etnografia sobre práticas de numeramento com alfabetizandas idosas, usuárias do transporte coletivo de Uberaba Abstract: This study aims to understand how elderly women in the process of learning to read and write mobilize numeracy practices in specific contexts. To this end, we followed six students from Youth and Adult Education (EJA), students at a municipal school and users of public transportation in the city of Uberaba, in Minas Gerais, during the second semester of 2023. Throughout the study, we analyzed their daily experiences in two environments: a literacy classroom and a bus terminal, with the development of an ethnographic research, of a qualitative nature, carried out through participant observations together with interviews conducted with the study participants. During the research, we focused our analyses on numeracy practices experienced in the two previously mentioned environments, which demanded from the students positions, prohibitions and decision-making permeated by their own strategies, ideas and values. During the analyses, we adopted an intersectional perspective, highlighting the social markers of gender, age group and education, but also considering other equally important markers, such as race, class and geographic origin, present in the participants who give life to this research. With this, we realized that the numeracy practices experienced by elderly women who are learning to read and write are permeated by their specificities as sociocultural subjects, demanding the development of their own strategies, on the part of these literacy students, to deal with everyday situations in our graphocentric society, and providing different ways of signifying and conceiving the social uses of mathematical knowledge, thus attributing to the teaching of mathematics during the literacy process the challenge of expanding mathematical notions to confront transgressions, to develop autonomy and to guarantee fundamental rights, such as the right to come and go in daily commutes. Furthermore, the discussions produced contribute to thinking about public policies aimed at literacy for young people, adults and the elderly and to rethinking the training of mathematics teachers and the teaching of mathematics in EJA. Tipo: Dissertação Fri, 25 Apr 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2060 2025-04-25T00:00:00Z