http://bdtd.uftm.edu.br/handle/123456789/1684 Área de concentração o "Ensino de Ciências e Matemática". Fri, 17 Apr 2026 05:31:41 GMT 2026-04-17T05:31:41Z 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 http://bdtd.uftm.edu.br/handle/123456789/1916 Título: As temporalidades na trajetória de trabalhadores do campo da região do Alto Paranaíba: a EJA que temos e a EJA que queremos Abstract: Considering the specificities of your target audience is something that must be essential in Youth and Adult Education. Thus, it is necessary to identify and recognize the EJA target audience in order to respect the times, spaces and trajectories of these students who arrive at EJA classrooms. The present study aimed to understand how temporality appears and is perceived in the lives and schooling of rural workers in the context of Campos Altos, in the Alto Paranaíba region of Minas Gerais, and to discuss ways of articulating the temporality of these subjects' lives with the time of EJA in this school. To this end, the research, of a qualitative nature, had as subjects EJA students from the High School of the Padre Clemente de Maleto State School, in Campos Altos/MG, and some residents of the municipality, workers not enrolled in EJA. The application of a questionnaire to all EJA students in order to understand their profile and find among these rural workers who could participate in the interview, was added to the interview with workers not enrolled in EJA, as indicated by local residents. As a result, we observed that the EJA of the Padre Clemente de Maleto State School, in Campos Altos/MG, has the characteristic of receiving, primarily, very young students. The experiences of time experienced by the subjects participating in the research, enrolled or not in the institution, reflect a colonized time, which does not belong to them, which is/was taken from them and offered in rigid formats. Their trajectories, therefore, are permeated by multiple temporalities, highlighting that of survival, work and displacement, which suggests to us the need to reformulate the temporality of EJA to guarantee the permanence of those who arrive in it and to reach those who are still on the margins of education. Tipo: Dissertação Tue, 13 Aug 2024 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/1916 2024-08-13T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/1915 Título: Representações sociais de professores envolvidos no ensino de Matemática acerca da Educação Especial e Inclusiva Abstract: The general aim of this research was to understand the social representations about special and inclusive education of teachers involved in teaching mathematics who work in two public schools in the municipality of Uberaba, one of which is considered a regular school and the other a specialized center for students with intellectual disabilities. Semi-structured interviews were conducted with five teachers, two of whom are mathematics teachers who teach in mainstream schools, two support teachers and one mathematics teacher who teaches in the specialized school. The data was interpreted based on the theoretical framework developed by Serge Moscovici, the "Theory of Social Representations". To analyze the data, the Content Analysis proposed by Bardin was used, so three categories were created: a) teaching mathematics to students with disabilities, with two subcategories: "adapting is the key" and "each student has a need"; b) the role of the support teacher for mathematics teachers, with two subcategories: "fundamental" and "does the evaluator have legitimacy" and c) special and inclusive education from the point of view of math and support teachers, with three subcategories: "far from ideal", "specific training is necessary" and "welcoming". It can be concluded that, for this social group, the realization of a special and inclusive education requires adapting the content, bearing in mind that each student has their own needs. To this end, mainstream school teachers see the support teacher as fundamentally important and question who legitimately assesses the student's need to be accompanied by a support teacher. Finally, for this social group, special and inclusive education is far from ideal, requires specific training and can be summed up as welcoming. In view of the above, it is necessary for the school community, public managers and those directly responsible to come together so that education is truly for "Everyone". Tipo: Dissertação Mon, 29 Apr 2024 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/1915 2024-04-29T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/1874 Título: Matemática para além dos números: combatendo a xenofobia em uma escola de educação básica Abstract: This study integrates the research line Curriculum, Teaching, and training spaces for Science and Mathematics Education within the Postgraduate Program in Science and Mathematics at the Universidade Federal do Triângulo Mineiro (UFTM); and It investigates the role of the teacher as a sociocultural and political agent in the contemporary educational context, focusing on the valorization of cultural diversity and the fight against prejudice and xenophobia in school environments. Inspired by Paulo Freire's Pedagogy and aligned with the Reference Curriculum of Minas Gerais, the research aimed to propose, develop, and analyze pedagogical strategies in Mathematics that promote the valorization of cultural diversity, particularly in situations of xenophobia within the school context, through the analysis of perceptions of ninth-grade students at a state school located in Triângulo Mineiro. The methodology included the review of institutional documents, and the documentary analysis followed the methodology proposed by André Cellard, in addition to the implementation of ten Mathematics classes followed by discussion groups with ninth-grade students at a school in Triângulo Mineiro. The results provided a deep understanding of the sociocultural dynamics in the school, highlighting the importance of educational approaches that value diversity and combat harmful and pejorative stereotypes. This study contributes significantly to the field of Education by offering practical suggestions for the implementation of sociocultural and political themes, adapting them to mathematics content and other areas of knowledge. It is proposed that such approaches not only enrich the educational environment, but also prepare students for active participation in a plural and inclusive society. Tipo: Dissertação Tue, 13 Aug 2024 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/1874 2024-08-13T00:00:00Z