http://bdtd.uftm.edu.br/handle/tede/1 Dissertações e Teses digitais organizadas por programa de pós-graduação Thu, 24 Sep 2026 14:23:59 GMT 2026-09-24T14:23:59Z 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 Mon, 17 Feb 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2152 2025-02-17T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2151 Título: Práticas museais e cidadania: tensões, ações e narrativas de inclusão em museus Abstract: This work aims to investigate how the actions developed by the museums participating in the research reveal paths, tensions, and possibilities in the promotion of citizenship, from the perspective of social inclusion, based on the views and perceptions of their professionals. Four museums of different typologies participated in the study: the Museu Afro Brasil Emanoel Araujo (typology: art museum), Museu das Favelas (typology: community museums), both located in the city of São Paulo; Museu da Vida (typology: science museum) and the Museu Histórico Nacional (typology: traditional museum), located in the city of Rio de Janeiro. We used conversation as the methodology for data construction, and from these conversations we built the narratives, the central point of our work. We drew on the foundations of Sociomuseology, new interdisciplinary museological approaches: engaged museology, collaborative museology, and critical museology, and decolonial studies, supported by the works of Arias (2012); Krenak (2019); Santos (2013). We investigated how the actions carried out can promote citizenship, understanding it as sociohistorically situated formulations and practices that recognize people and their social experiences and operate within social struggles and disputes. The narrated actions that move toward social inclusion were systematized into three axes: (I) Material/Symbolic Accessibility; (II) Social Participation; (III) Plural Epistemologies. Based on this organization, we created two dimensions of analysis a posteriori: Dimension I-Inclusion Practices: accessibility, participation, and plural epistemologies; Dimension II- Challenges and disputes in the implementation of social inclusion actions. The actions described in this work indicate that, indeed, museums have asserted themselves as social tools in promoting citizenship through social inclusion, despite the contradictions and disputes structures, museums are promoting experiences that sensitize, educate, and mobilize, contributing to social justice. Tipo: Tese Fri, 19 Dec 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2151 2025-12-19T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2150 Título: INFÂNCIA VIVIDA: as experiências da corporeidade criança brincando de ser super-herói na escola Abstract: This research seeks to reflect on the importance of lived childhood within the school context. The thesis was built around the following questions: Is there room for welcoming the imaginary world and play in the early years of Elementary Education? How does the child’s corporeality experience its freedom, creativity, and invention within the school? Is it possible for the child’s corporeality to develop sensitive relationships, values, principles, and attitudes through the play of being a superhero? The central objective was to understand how the child’s corporeality, present in the early years of Elementary Education, experiences and explores the imaginary world through play and the construction of values, principles, and attitudes, based on a pedagogical proposal entitled “Playing at Being a Superhero.” The research is qualitative in nature, interwoven with a phenomenological approach, and of a descriptive type, having as protagonists children regularly enrolled in the 1st year of Elementary School I in a school located in the city of Uberaba, Minas Gerais. The instruments used were semi-structured interviews, three field diaries, and a Samsung brand A53 model cell phone. For data analysis, we used the Phenomenological Interpretation Analysis Technique and the Situated Phenomenon Analysis Technique. The results showed that it is possible to build a pedagogical proposal grounded in children’s play of being a superhero, in such a way that the educational environment provides playful experiences enabling children to explore the values lived through play. Although there is still little production of knowledge aimed at creating educational proposals based on children’s interests regarding the play of being a superhero, we were able to highlight some fundamental points, in our view, namely: corporeality and imagination are central dimensions of childhood(s) and manifest powerfully in the symbolic experiences lived by children, such as in superhero play. Such experiences, far from being mere distractions or fleeting fantasies, constitute legitimate forms of expression, meaning-making, and the development of human values, such as justice, courage, friendship, protection, and solidarity.; Esta investigación busca reflexionar sobre la importancia de la infancia vivida dentro del contexto escolar. La tesis fue construida a partir de las siguientes problemáticas: ¿existe espacio para la acogida del mundo imaginario y del juego en los primeros años de la Educación Primaria? ¿Cómo la corporeidad infantil vive su libertad, creatividad e invención dentro de la escuela? ¿Es posible que la corporeidad infantil desarrolle relaciones sensibles, valores, principios y actitudes a partir del juego de ser superhéroe? Como objetivo central se planteó: comprender cómo la corporeidad infantil presente en los primeros años de la Educación Primaria vive y explora el mundo imaginario a través del juego y de la construcción de valores, principios y actitudes, a partir de una propuesta pedagógica titulada “Jugando a ser superhéroe”. La investigación se configura como cualitativa, entrelazada por el enfoque fenomenológico, de tipo descriptivo, teniendo como protagonistas a niños y niñas matriculados regularmente en el 1º año de la Educación Primaria de una escuela en la ciudad de Uberaba, Minas Gerais. Como instrumentos se utilizaron la entrevista semiestructurada, tres diarios de campo y un teléfono móvil modelo A53 de la marca Samsung. Para el análisis de los resultados se emplearon las Técnicas de Análisis de Interpretación Fenomenológica y Análisis del Fenómeno Situado. Los resultados mostraron que es posible construir una propuesta pedagógica basada en el juego de ser superhéroe de los niños, de modo que el espacio educativo proporcione experiencias lúdicas que les permitan explorar los valores vividos en el juego. A pesar de que aún existe poca producción de conocimiento orientada a la creación de propuestas educativas fundamentadas en los intereses de los niños respecto al juego de ser superhéroe, pudimos evidenciar algunos puntos que consideramos fundamentales: la corporeidad y la imaginación son dimensiones centrales de la/s infancia/s y se manifiestan con potencia en las experiencias simbólicas vividas por los niños, como en los juegos de ser superhéroe. Tales experiencias, lejos de ser simples distracciones o fantasías pasajeras, constituyen formas legítimas de expresión, construcción de sentido y elaboración de valores humanos, como la justicia, el valor, la amistad, la protección y la solidaridad. Tipo: Tese Thu, 17 Jul 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2150 2025-07-17T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2149 Título: Atividade antifúngica in vitro e in vivo de cristais de tungstato de prata ( Ag2WO4 ) contra Candida albicans. Abstract: Candida albicans remains the most prevalent cause of invasive candidiasis and is recognized as a critical priority fungal pathogen given its global clinical burden, high mortality rates, and rising antifungal resistance. Here, we investigated the antifungal activity of α-Ag₂WO₄ microcrystals against C. albicans in vitro and in vivo. The crystals exhibited strong activity, with low MIC (3,125 μg mL⁻¹) and fungicidal effect (6,25 μg mL⁻¹). They markedly suppressed the yeast–hypha transition, even at sub-inhibitory concentrations, and inhibited biofilm formation in a concentration-dependent manner. Pre-treatment of abiotic surfaces with α-Ag₂WO₄ effectively prevented fungal adhesion and biofilm maturation, with complete inhibition achieved at 10 mg mL⁻¹. However, no synergistic effect with fluconazole was detected, and in vivo analysis using Galleria mellonella showed limited efficacy, as treatment failed to protect larvae from C. albicans infection despite low toxicity. These findings highlight that while α-Ag₂WO₄ crystals may have restricted potential as systemic antifungal agents, they represent a promising strategy to prevent device-associated infections by targeting adhesion and biofilm development on abiotic surfaces. Tipo: Dissertação Tue, 07 Oct 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2149 2025-10-07T00:00:00Z