http://bdtd.uftm.edu.br/handle/123456789/1684 Área de concentração o "Ensino de Ciências e Matemática". Fri, 06 Nov 2026 16:09:01 GMT 2026-11-06T16:09:01Z http://bdtd.uftm.edu.br/handle/123456789/2182 Título: Explorando o infinito: uma interpretação sobre o universo filosófico de Giordano Bruno Abstract: This dissertation investigates the cosmological and ontological vision of Giordano Bruno (1548–1600) through the direct analysis of two of his works, De l'infinito, universo e mondi (1584a) and De la causa, principio et uno (1584b), both published in London in 1584. The central objective is to understand how Bruno articulates his description of the universe — infinite, without a fixed center, and inhabited by countless worlds — with his philosophical conception of the nature of God. The methodology adopted is qualitative, bibliographical and historical, grounded in the principles of Marc Bloch as set out in The Historian's Craft (1944), with emphasis on the direct analysis of primary sources in Italian and on the historical contextualization of Brunian thought, without anachronistic projections onto the past. Throughout the chapters, the research reconstructs the biographical, intellectual, and institutional context of Bruno in sixteenth-century Europe; systematically describes the structure and argumentation of the ten dialogues of the analyzed works; and develops a philosophical analysis of Bruno's model of the universe in his two books, organized into three parts: the Aristotelian-Ptolemaic model that Bruno rejects; the model he proposes, based on direct quotations from the texts; and a synthesis that articulates the elements of the system. The results show that the infinitude of the universe is, for Bruno, a necessary consequence of the infinite nature of God, and that each cosmological proposition finds its foundation in a corresponding ontological proposition. The dissertation contributes to expanding Brazilian academic production on Bruno and to the field of the history of science in the context of science and mathematics education. Tipo: Dissertação Mon, 20 Jul 2026 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2182 2026-07-20T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2166 Título: Um olhar para a educação do campo em documentos curriculares dos cursos de licenciatura em matemática em universidades federais mineiras Abstract: This research investigates how curricular policies for initial teacher education, as materialized in the Pedagogical Course Projects (PPCs) of Mathematics Teaching Degree programs offered by federal universities in the state of Minas Gerais, incorporate discussions related to Rural Education. The investigation is based on the assumption that initial teacher education plays a fundamental role in the development of pedagogical practices committed to sociocultural and territorial diversity, highlighting the importance of curricula addressing different educational contexts, including Rural Education. The study adopts a qualitative, documentary research approach, with a corpus consisting of the Pedagogical Course Projects of Mathematics Teaching Degree programs from eight federal universities in Minas Gerais. The documents were analyzed through Bardin's Content Analysis, comprising the stages of pre-analysis, material exploration, and data interpretation. The investigation showed that, although the PPCs present advances in strengthening the articulation between theory and practice, valuing critical education, and incorporating contemporary discussions in Mathematics Education, Rural Education remains insufficiently explicit as a structuring dimension of teacher education. References to the specificities of rural territories, knowledge produced by rural communities, and contextualized pedagogical practices were found to be occasional and, in many cases, restricted to pedagogical curricular components or teaching practicum courses. It was also found that approaches related to cultural diversity, Ethnomathematics, and different territorialities appear unevenly across the programs analyzed, indicating the persistence of curricula predominantly organized around universalizing conceptions of Mathematics. The results indicate the need to expand, within Mathematics Teaching Degree curricula, spaces for discussion that address different educational contexts, recognizing Rural Education as a constitutive dimension of teacher education and strengthening a conception of curriculum committed to social justice, appreciation of diversity, recognition of multiple forms of mathematical knowledge production, and the preparation of teachers to work in different territories of Basic Education. Tipo: Dissertação Thu, 23 Jul 2026 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2166 2026-07-23T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2165 Título: Distanciamento e aproximações da Física e seu ensino com a educação ambiental na perspectiva de professores de Física Abstract: This study was developed with the objective of identifying the relationships that basic education Physics teachers establish between Physics and Environmental Education. To this end, a qualitative investigation was carried out, in which three active Physics teachers were interviewed. To support the analysis of the interviews, the framework of cores of meaning was adopted, which made it possible to identify processes of meaning construction developed by the participants regarding the relationship between Physics and Environmental Education, based on their educational trajectories, professional experiences, conceptions of science, teaching, the environment, and working conditions. Based on the analysis of the interviews, five meaning cores were identified: the relationship between Physics and Environmental Education is permeated by approximations and distances; Environmental Education in Physics teaching consists of addressing socio-environmental themes in which physical phenomena are present; Environmental Education and socio-environmental themes are occasional or nonexistent in Physics teacher education programs; the presence or absence of a relationship between Physics and Environmental Education in high school is strongly linked to the current curriculum and to students’ demands; and Environmental Education involves interdisciplinary work, since socio-environmental themes encompass different dimensions of the relationship with the environment. Through the identification of these cores, it was found that the relationship between Physics and Environmental Education is still marked by contradictions, since teachers often identify such relationships and recognize the potential of articulating these areas, but their effective implementation in the classroom still faces obstacles related to prejudices, views on science, recognition of their role as Physics teachers, and the lack of space for Environmental Education in Physics teacher education programs and in high school curricula. The results obtained prompt reflection on ways to expand the presence of Environmental Education in Physics classes and show that this requires a broad restructuring of teacher education programs and of the way school curricula address Physics as a subject. Tipo: Dissertação Tue, 02 Jun 2026 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2165 2026-06-02T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2164 Título: Vivências de mulheres docentes na área de Matemática: um estudo a partir de três instituições de Ensino Superior de uma cidade do Triângulo Mineiro Abstract: This research aims to understand how gender issues impact the work and career trajectories of female professors in the field of Mathematics in Higher Education, across three higher education institutions in a city in the Triângulo Mineiro region, Brazil. The study is grounded in the recognition that Mathematics carries a historically constructed image as a male-dominated field, whose presumed neutrality, when closely examined, reveals mechanisms of exclusion, naturalization of inequalities, and the erasure of women’s presence. This scenario is not merely symbolic, as national data indicate that women represent only 26% of entrants in STEM programs in Brazil, and that this proportion progressively decreases at higher levels of the academic career. This qualitative study was conducted in three higher education institutions within the same municipality: a federal university, a private university, and a federal institute, selected due to their diverse organizational structures and regional roles. The guiding research question was: how do female Mathematics professors in these institutions recognize the influence of gender on their careers and lived experiences? Data production occurred in two complementary stages. First, a questionnaire was administered via Google Forms to 23 identified female professors across the three institutions, yielding 10 responses that allowed for an initial group profile. Subsequently, semi-structured interviews were conducted with five of these participants. The narratives revealed that belonging to the field of Mathematics requires women to constantly prove their legitimacy, a demand rarely imposed on men. Forms of exclusion are mostly subtle, including invisibility in meetings alongside male colleagues, isolation in informal institutional spaces, the devaluation of Mathematics Education as a lower-prestige subfield, and the disproportionate burden of care responsibilities, which conflicts with the expectation of total dedication to academic work. At the same time, the narratives highlight concrete forms of resistance, such as mentorship programs for girls, initiatives to increase the visibility of women’s trajectories, and the everyday presence of these women in such spaces as a political act. The final considerations point to the urgency of institutional transformations that go beyond formal access, recognizing that opening doors is insufficient if internal environments remain structured to accommodate only certain bodies and trajectories. The study concludes by affirming the plural nature of women’s experiences in Mathematics, intersected by race, class, motherhood, and gender identity, and calls for further research committed to a more equitable model of university teaching. Tipo: Dissertação Fri, 24 Jul 2026 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2164 2026-07-24T00:00:00Z