http://bdtd.uftm.edu.br/handle/tede/246 Sun, 04 Oct 2026 05:42:17 GMT 2026-10-04T05:42:17Z http://bdtd.uftm.edu.br/handle/123456789/2153 Título: Vinte anos da Lei nº 10.639/2003 e o contexto da formação inicial e continuada de professoras e professores de Educação Física: uma metassíntese da produção acadêmica Abstract: This study proposes an analysis of the contributions and challenges associated with the implementation of Law No. 10.639/2003, which makes it compulsory to include African and Afro-Brazilian History and Culture in basic education curricula nationwide. The study seeks to understand how this law has been incorporated into teacher training curricula, identifying the challenges and opportunities that emerge from this process. The research adopts a qualitative approach, using meta-synthesis as the method for reviewing the literature. The analysis is based on official documents, curriculum guidelines and academic productions related to the theme, allowing a comprehensive view of the pedagogical practices and theoretical conceptions that permeate teacher training. The data was collected through a bibliographic survey on the search platform of the Brazilian Digital Library of Theses and Dissertations (BDTD), focusing on theses and dissertations that discuss Law 10.639/2003 and its implications for Physical Education. The study's theoretical framework is based on the work of authors such as Nilma Lino Gomes, Kabengele Munanga, Silvio de Almeida, among others, who address issues of racism, cultural identity and Education for Ethnic-Racial Relations. The results show some progress, but also point to persistent challenges, such as the resistance of educators and the lack of specific training on the subject in educational institutions. The conclusion is that the inclusion of Afro-Brazilian culture and history in the Physical Education curriculum represents a fundamental step towards valuing cultural diversity and promoting a more inclusive education. However, the research emphasizes the need for continuing education programs that enable teachers to deal with these issues in a critical and reflective manner. Tipo: Dissertação Thu, 29 May 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2153 2025-05-29T00:00:00Z 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/123456789/2148 Título: Educação e sexualidade em narrativas bio-gráficas escreviventes: a jornada do h(eu)rói Abstract: This research is part of the research line “Foundations and Educational Practices” of the Graduate Program in Education at the Federal University of Triângulo Mineiro (PPGE/UFTM), focusing on the axis “Educational Spaces and Formative Processes.” The dissertation investigates the relationship between education and sexuality through bio:graphic escrevivente narratives, anchored in the researcher’s personal and professional trajectory as an educator, psychologist, and gay man. Considering the Hero’s Journey theory by Campbell (2007) and Vogler (2015) as a guiding framework, a narrative methodology is adopted that weaves together bio:graphy, fiction, and critical analysis, giving visibility to the marginalized experiences of the LGBTQIA+ community and promoting reflections on identity construction, the confrontation of prejudice, and the pursuit of liberatory educational practices. Throughout the study, the process of self-knowledge and the difficulties experienced in school contexts—marked by heteronormativity and social stigmas related to sexuality—are made evident. Writing takes on a transmedia character, incorporating references from literature, music, cinema, and Japanese animation. Although psychoanalysis constitutes a central axis of analysis, the work also dialogues with other lines of psychological investigation, in articulation with philosophy, education, and queer studies, thus composing a plural analytical framework. School life is described as a space permeated by resistance, discrimination, and violence against sexual diversity, but also as a place of care, transformation, and the construction of what is termed esper-ação (hope-action). The research emphasizes the role of the educator as an agent who not only transmits knowledge but also fosters critical debates and creates safe spaces for the recognition of diversity. Drawing on the researcher’s clinical and teaching experiences, the dissertation points to possibilities of overcoming sociocultural conditioning and valuing experience as an instrument of learning and emancipation. In the end, critical hope emerges as the driving force of transformation, reaffirming that education, by transforming subjects, contributes to social transformation. Thus, this work becomes an invitation to celebrate differences and to build an educational practice that integrates affection, ethics, and politics, reiterating the power of writing as a political, aesthetic, and pedagogical gesture. Tipo: Tese Fri, 17 Oct 2025 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2148 2025-10-17T00:00:00Z