DSpace Communidade: Dissertações e Teses digitais organizadas por programa de pós-graduação

Entre a promessa da formação integral e a lógica do capital: a implementação da Reforma do Ensino Médio em Minas Gerais

Thu, 26 Feb 2026 00:00:00 GMT

Título: Entre a promessa da formação integral e a lógica do capital: a implementação da Reforma do Ensino Médio em Minas Gerais Abstract: The Brazilian High School Reform, initiated with the enactment of Provisional Measure No. 746, of September 22, 2016, later converted into Law No. 13.415/2017, promoted one of the most significant changes in the curricular structure of Brazilian basic education since the promulgation of the National Education Guidelines and Framework Law (LDB), of 1996. Inserted within a context marked by the advancement of neoliberal policies and the growing influence of international organizations and business groups over public education, the reform was disseminated through discourses emphasizing youth protagonism, autonomy, entrepreneurship, and integral education. By resuming proposals that emphasize competencies and skills, this reform brings back to the debate historical issues related to the purposes of this level of education. In this context, this research aimed to analyze the implementation of the Brazilian High School Reform in the state of Minas Gerais, investigating how the educational regulations guiding its implementation contribute, or not, to overcoming the historical duality of Brazilian secondary education, characterized by the separation between propaedeutic education and technicalprofessional training, as well as to promoting students’ integral human formation. To achieve this objective, we conducted a theoretical study with a qualitative approach, developed through the articulation of bibliographic and documentary research, grounded in the principles of historicaldialectical materialism. National legislation, guidelines, and regulations concerning high school education from the nineteenth to the twenty-first century were analyzed, as well as state-level regulations, with emphasis on the Minas Gerais High School Reference Curriculum, in addition to scientific production addressing the implementation of the New High School in the state. The theoretical framework is based on the contributions of Karl Marx, Friedrich Engels, and Antonio Gramsci, in dialogue with contemporary authors who discuss the concepts of integral human formation, omnilateral formation, polytechnic education, and the unitary school, such as Gaudêncio Frigotto, Paolo Nosella, Mario Alighiero Manacorda, and Dermeval Saviani. From these perspectives, we seek to understand how categories historically linked to human emancipation are appropriated by educational policies and re-signified under neoliberal rationality. The results reveal a mismatch between the official discourse of the reform and the concrete conditions of its implementation. Although the regulations emphasize youth protagonism, autonomy, and life projects, such categories are appropriated under a market-oriented logic, with emphasis on early employability and individual responsibility, disregarding the social, economic, and structural conditions that shape the trajectories of public-school students. The formative pathways, presented as a strategy for curricular diversification and expansion of students’ choices, are strongly conditioned by the material conditions of schools, the availability of teachers, and administrative decisions within educational systems, which, in practice, limit the proclaimed freedom of choice. Based on these results, we conclude that the High School Reform, as implemented in Minas Gerais, does not overcome the historical educational duality but rather updates it under new forms. By subordinating school education to market demands and neoliberal rationality, the reform empties the meaning of education as a social right and limits the possibilities for an integral, critical, and emancipatory human formation. Tipo: Tese

Construções discursivas da inclusão na formação inicial docente: uma análise bakhtiniana de produções acadêmicas, documentos institucionais e enunciados estudantis

Fri, 19 Dec 2025 00:00:00 GMT

Título: Construções discursivas da inclusão na formação inicial docente: uma análise bakhtiniana de produções acadêmicas, documentos institucionais e enunciados estudantis Abstract: This thesis is characterized as a qualitative, exploratory, and interpretative study, grounded in the Bakhtinian theoretical framework, particularly the concepts of dialogism (Bakhtin, 2011), alterity (Bakhtin, 2010), utterance (Bakhtin; Volóchinov, 2014), discursive genre (Bakhtin, 2016), and ideology (Bakhtin; Volóchinov, 2014). Its general objective is to analyze the constitution of conceptions of inclusion in initial teacher education, considering the articulation among academic, institutional, and student discourses. The research corpus is composed of papers presented in Working Group 15 of the National Association of Graduate Studies and Research in Education (ANPEd), the Pedagogical Course Projects of undergraduate teacher education programs at the Federal University of the Triângulo Mineiro (UFTM), and questionnaires administered to undergraduate students from the same institution. Data collection involved the analysis of Pedagogical Course Projects, the examination of works presented at ANPEd’s Working Group 15, and the application of questionnaires to students. The responses were interpreted in light of the concepts of dialogism, alterity, and utterance, with the aim of apprehending the meanings attributed to inclusive education and the tensions between formative discourse and pedagogical practices. The results indicate that, within the dialogical movement between academic training and school practice, certain gaps are partially addressed while others are reconfigured, pointing to the historical, relational, and unfinished nature of teacher education for inclusion. The discourses of undergraduate students reveal both insecurities regarding work with students who are the target population of special education and the recognition of the transformative potential of inclusion as a social and educational practice. It is concluded that initial teacher education needs to strengthen the integration among public policies, pedagogical practices, and formative experiences that foster the development of critical, reflective teachers committed to a democratic and inclusive school. By considering the voices of undergraduate students, the research underscores the importance of understanding teacher education as a dialogical process and of consolidating institutional policies that ensure equitable and high-quality education for all. Tipo: Tese

Qualidade em acessos vasculares periféricos: Avaliação das propriedades métricas do miniquestionário sobre cateter intravenoso periférico – Versão Português do Brasil.

Thu, 20 Feb 2025 00:00:00 GMT

Título: Qualidade em acessos vasculares periféricos: Avaliação das propriedades métricas do miniquestionário sobre cateter intravenoso periférico – Versão Português do Brasil. Abstract: Introduction – Vascular access is a widely used procedure in healthcare, and evaluating its quality is essential to prevent complications such as early failures and issues related to the peripheral intravenous catheter (PIVC). Healthcare professionals need to have mastery of infusion therapy based on evidence-based recommendations, as well as integrate quality management strategies into their practice. Regarding PIVC care, there are several ways to establish improvements that will impact clinical practice, one of which is the application of tools to assess the quality of care related to PIVC. Objective – To evaluate the measurement properties of validity and reliability of the Mini-questionnaire on Peripheral Venous Catheter – Brazilian Portuguese version (PIVC-miniQ-PB). Material and Methods – A methodological study with a quantitative, observational, and prospective approach was conducted in a public teaching hospital in Minas Gerais. Conducted in two stages, validation of the instrument’s metric properties. Concurrent and predictive validity, through a longitudinal study; and discriminative construct validity were evaluated by comparing the overall scores of PIVC-miniQ-PB across different inpatient sectors, using the Student’s t-test. Additionally, interobserver reliability was assessed using the Kappa coefficient and the Intraclass Correlation Index. The study population consisted of hospitalized patients with PIVC. Data were collected using three instruments: PIVC evaluation and monitoring tool, PIVC-miniQ-PB, and the Portuguese Phlebitis Scale. Data were analyzed using IBM® SPSS® software version 25. The study adhered to all necessary ethical considerations. Results – The study evaluated 315 patients, mostly men (60.6%) and white (49.8%), aged between 18 and 96 years (M=58.5, SD=17.56), mainly hospitalized in the Medical Clinic (69.8%). The quality of PIVC care was monitored until catheter loss, with significant drops in the number of participants observed: 23% on the second day, 68% on the third day, and nearly 90% from the fourth day onwards. Construct validity revealed higher scores on the PIVC-miniQ-PB for patients hospitalized in the ICU compared to wards, with significant differences (p<0.05) in the first two evaluations. The instrument demonstrated high reliability (ICC=0.96; p<0.001) and good correlation with the Portuguese Phlebitis Scale, confirming its robustness and utility in assessing the quality of PIVC care. Discussion: In the original study, independent evaluators in two Norwegian hospitals found that the intraclass correlation coefficient between raters was significant, similar to the findings of this study. Other studies using the PIVC-miniQ have enabled healthcare professionals to identify, monitor, and intervene in a standardized way, minimizing risks and improving the clinical decision-making process. Conclusion – The PIVC- miniQ-PB demonstrated satisfactory metric properties, has proven to be valid and reliable for assessing the quality of care for peripheral venous catheters implantation in the Brazilian context. Tipo: Tese

Professor(a)-autor(a): a voz que assina a aula

Sun, 17 Aug 2025 00:00:00 GMT

Título: Professor(a)-autor(a): a voz que assina a aula Abstract: This thesis investigates the classroom as an authorial event, proposing the recognition of the teacher as a subject whose socially active and responsive voice produces singular utterances within the time/space of the classroom. The study begins with the observation that, although discourses about teaching (such as lesson plans, reports, and teachers’ reflections) have gained some visibility in academic production, the discourse of teaching — which is effectively produced in interaction with students — remains underexplored as a practice of authorship. Its general objective is to examine the class as the teacher’s authorial event, considering its discursive, interactional and didactic dimensions. The specific objectives are: (a) to understand the class as a multimodal discursive genre; (b) to identify marks of teacher authorship in oral discourse produced in the classroom; (c) to analyze the ethical-aesthetic relation between teachers and students in classroom interactions; and (d) to contrast the empirically generated data with discourses that render teacher authorship invisible in teaching practice. Seven principles for the teacher-as-author were established, drawing on contributions from education theorists. Grounded in the philosophy of language of the Bakhtin Circle — particularly the concepts of authorship, responsiviness, utterance, alterity, equipollence and style, among others — the study adopts a qualitative, exploratory-interpretative approach based on Dialogic Discourse Analysis, deriving five categories for describing classroom authorship. The research corpus consists of records of lessons taught by basic education teachers who voluntarily joined the project. These lessons were analyzed with a focus on discursive choices, interactions and stylistic features that highlight authorship in teaching discourse. The findings indicate that, even within the fluid orality of classroom discourse, it is possible to identify authorial enunciative movements that reveal the teacher as a professional whose speech generates meanings and positions them as the one responsible for shaping the fragment of the world presented to students. The analysis demonstrates that teacher authorship manifests both in the ways the content is conducted and in interactional strategies, in responsiveness to the group and in the construction of a distinct voice that, though traversed by norms, documents and teaching materials, differentiates itself through a unique manner of saying. The study concludes that recognizing the class as an authorial discursive genre broadens the understanding of teaching work and contributes to the symbolic and epistemic appreciation of the profession. By arguing that the class is more than the repetition of content — being also creation and positioning — this thesis dissertation proposes a shift in perspective: the teacher is not merely a technical executor but the author of a discourse that transforms, challenges and teaches.; Esta tesis investiga la clase como acontecimiento autoral, proponiendo reconocer al profesor como sujeto cuya voz social, activa y responsiva, produce enunciados singulares en el tiempo/espacio del aula. Parte de que, aunque el discurso sobre la enseñanza (planes, relatos, reflexiones) ha ganado visibilidad, el discurso de la enseñanza —el efectivamente producido en la interacción con los estudiantes— sigue subexplorado como práctica de autoría. El objetivo general es analizar la clase como acontecimiento autoral del docente, considerando sus dimensiones discursivas, interaccionales y didácticas. Los objetivos específicos son: a) comprender la clase como género discursivo multimodal; b) identificar huellas de autoría docente en el discurso oral en clase; c) analizar la relación ético-estética entre docentes y estudiantes en la interacción; d) confrontar los datos con discursos que invisibilizan la autoría del profesor. Se establecen siete fundamentos del profesor-autor, apoyados en autores del área de educación. Utilizando la filosofía del lenguaje del Círculo de Bajtín como marco teórico y metodológico, en particular los conceptos de autoría, responsividad, enunciación, alteridad, equipolencia, estilo, entre otros, este estudio adopta un enfoque cualitativo, exploratorio-interpretativo, basado en el Análisis Dialógico del Discurso, derivando cinco categorías para describir la autoría en el aula. El corpus de la investigación consiste en registros de clase de docentes de primaria, seleccionados a través de la participación voluntaria en el proyecto, y analizados con un enfoque en las elecciones discursivas, interacciones y rasgos estilísticos que evidencian la autoría en el discurso docente. Los resultados indican que, incluso en la fluida oralidad del aula, se pueden identificar movimientos enunciativos autorales que revelan al docente como un profesional cuya habla produce sentidos que lo constituyen como responsable del mundo que presenta a sus estudiantes. La autoría docente se manifiesta en la conducción del contenido, en las estrategias interaccionales, en la responsividad al grupo y en la construcción de una voz propia que, aunque atravesada por normas y materiales, se singulariza en su modo de decir. La tesis concluye que reconocer la clase como género discursivo autoral amplía la comprensión del trabajo docente y contribuye a la valorización simbólica y epistémica de la profesión. Al defender que la clase es más que repetición —también es creación y posicionamiento—, propone un giro en la mirada sobre el profesor: no solo ejecutor técnico, sino autor de un discurso que transforma, desafía y enseña. Tipo: Tese