This research maps the processes of producing realities of members of the digital community
on Facebook entitled Vacinas: O lado obscuro das vacinas. To do this, we identified the entities
that were most influential and important for which members joined. Next, we seek to build
forms of visualization that allow us to understand the reality(s) that are produced. The main
theoretical-conceptual framework was based on the guidelines of the Actor-Network Theory
(ANT) and the studies of Bruno Latour and collaborators. In addition to these, Netnography

(KOZINETS, 2014) and Social Network Analysis (SNA) were adopted as theoretical-
methodological references. Data collection took place from March to April 2021, moments in

which we immersed ourselves in monitoring the community on Facebook, collecting content
and comments deposited by members on their posts. Our first analyzes are surrounded by a
social census seeking to characterize information about who the members are. This survey led
us to identify a predominance of female members, residents of the South and Southeast regions
of Brazil, being parents and with access to secondary and/or higher education. Together, we
describe the space-time that makes up the digital community and focus on the modes of
participation involved between the digital platform and humans, namely: Perpetuator,
Influencer, Maintainer, Questioner, Initiator, Referrer, Interested and Marker. Subsequently,
we identified the most important and influential entities in that community by marking and
treating the nouns present in the posts and comments. Having made our inventory of what
makes up the community, we were guided by the concept of performance (SORENSEN, 2009)
in order to relate what emerges between the relationships of the inventoried elements. Our
results indicated a price for group members for official science work (LATOUR, 1994); a
predominance of the female figure as a watchdog of the relationship between herself, her
children and health professionals; the importance of the work carried out by referring members
in association with the links; the perception of a city detached from an environment through
cleaning processes; and the proposal of community members to use natural elements as
preventive measures against diseases. Such performances showed us an organization shaped
like an epistemological bunker (FURMAN, 2023), in which community members protected a
feeling of dominion and service to nature through an attack on a science that is not only
mediated in the laboratory (LATOUR , 2011), but also proposes a link between human bodies
and the nature of this world (LATOUR, 2020a).

Given the context caused by the Covid-19 pandemic, many changes have occurred around the world, from the way we relate, work, study and have fun. Therefore, basic education was also affected by this reality, bringing new configurations and challenges to everyone involved in this process: school, teachers, families and students. In view of this, the present study aimed to analyze and investigate the possible effects on the pedagogical practices of Physical Education teachers in a small town in Minas Gerais during the Special Regime for Non-In-Person Activities (REANP). The study is based on the assumptions of the Actor-Network Theory (ANT), which understands that we live in a world of relationships and exchanges, not only between humans, but also between humans and non-humans, in which it seeks to map and track how these exchanges occur and how each actor acts within this network of connections. The methodology used was qualitative in nature, with semi-structured interviews. As a result, we observed that the actions chosen by government officials and school managers to continue teaching were precarious and simplistic, failing to produce an innovative, humane educational response that was closer to students. Teachers became mere intermediaries in their teaching practices, sending and receiving proposed activities through Tutored Study Plans (PET), demonstrating how REANP was configured in technical education. With regard to Physical Education in particular, REANP produced a disembodied, cognitivist teaching, focused only on resolving content activities, measuring what was right and wrong, disassociated from the subject's object of study.

This research aims to investigate the São Francisco de Assis Asylum (São João del-Rei)
between 1888 and 1940 to understand its operation and the care given to orphan boys. We were
interested in understanding the Asylum's relationship with other institutions linked to it, besides
identifying the inmate boys and understanding the masculinities present in the context of the
boys' formation inserted in the São Francisco de Assis Asylum. The time frame is established
concerning the first movement of building up the Asylum in 1888 and ending in 1940, the year
in which the direction of the Asylum ceased to belong to the Instituto Padre Machado, becoming
the entire responsibility of the administrative board of the VOT and passing the education of
the sheltered boys to be taught in school groups in the city. For the research, several historical
sources were listed: the statute of the São Francisco de Assis Asylum; contracts signed between
the Asylum and the institutions linked to it; reports sent to the Secretary of the Interior; list of
minors admitted to the Asylum; minutes of VOT meetings; letters sent to different subjects and
institutions; photographs; besides newspapers, educational legislation and legislation for the
protection and assistance of minors. Concerning data analysis, understanding “power relations”
and the “production of knowledge and truth” allowed us to know better the care provided to
Sanjoanense orphan children from actions of the São Francisco de Assis Asylum and
institutions linked to it. The results point to the education of asylum seekers focused on physical
and moral faculties and learning arts and crafts to form disciplined citizens ready to serve the
working world and homeland. They still indicate the culture of masculinities, propagated at the
beginning of the Republic, inserted in the actions of the Asylum's formation of male individuals,
that is, the orderly, healthy, productive, and serviceable youth.

The object of study of this dissertation is child participation and its relationship with the human
development of children. Its guiding question is: Is there a child's participation in Early
Childhood Education, in a humanizing perspective, according to national surveys? Therefore,
the objective is to understand if and how the child's participation in school happens, its
implications for the teaching work and for the humanization of children and teachers of Early
Childhood Education, revealed in Brazilian research. The theories that support the reflections
made about the data produced are the Historical-Cultural Theory (THC) (VIGOTKI, 2010;
2018) and the ideas developed by Rogoff (2005) about cultural development. It understands
participation from a humanizing perspective, as a movement, an action of individuals,
consistent with their characteristics, interests and needs, which puts them in interaction with the
social, cultural and/or object environment, and therefore promotes their learning and
development . To achieve the general objective, a bibliographical research was carried out in
the following databases: Catalog of Theses and Dissertations of Capes (CAPES) and Scientific
Electronic Library Online (Scielo). Using the search expressions: “Child Engagement” AND
“Early Childhood Education”, “Children Engagement” AND “Early Childhood Education” and
“Child Engagement” AND “Early Childhood Education”. In the production of data, eighteen
works were selected (theses, dissertations and articles) that were studied and divided into three
axes of analysis: participation as a right and the child's right to participation, the conception of
participation adopted by the researches and the conditions for the child participation in Early
Childhood Education. Data analysis allowed a historical contextualization of the construction
of the child's identity as a subject of rights through the legal systems developed throughout the
20th century. It was verified that despite all the legal apparatus, in the realities investigated, the
child is still denied the right to participate in the space of Early Childhood Education. About
the concept of participation adopted in the researches, it was verified that these were based on
different areas of knowledge due to their complexity, however none used the T.H.C. Regarding
the necessary conditions for the effective participation of children in Early Childhood
Education, the data showed that a conception of an active child, a democratic school and a
teacher who is the protagonist of their pedagogical work should support Early Childhood
Education so that the child finds conditions for participation. Another finding found in the data
is that the child has always participated in social and school life, even before participation was
a right of this group, however, this participation was regulated by the understanding and control
of the adult, linked to the interests of those who hold power. which does not always reveal work
based on the conception of humanizing participation. For THC, participation is humanizing
because it considers the child as active in their learning process and allows them to understand,
reflect, give their opinion and transform the reality they live.

This research seeks to understand which meanings teachers of state and municipal public
schools of São João del-Rei and neighboring towns are building in relation to the arguments
of the Escola sem Partido, or School without Party Movement, which is aligned with the
neoconservative current and advocates the silencing of teachers, the disregard of their
constitutional right to freedom of teaching and, thus, aims to legitimize the dehumanization of
the teaching professional and their work. Paulo Freire's critical pedagogy is used as the main
theoretical reference, in order to promote a critical debate about the conceptions of the
banking model and transformative education, education as a political act, and the impossible
ideological neutrality in the educational context. The methodological instrument used was the
Dialogical Focus Group, through the virtual platform Google Meet, by means of a proposal
that privileged dialogue, from the Freirean perspective, besides the attentive and sensitive
listening to the teachers' voices during the four meetings. From the data collected, three
thematic categories were built, namely: ideological neutrality versus diversity in the school
context; the right to freedom of expression for teachers and the persecution suffered by
teachers; and the existence of other neo-conservative movements whose goals are aligned
with those of the movement studied here. At the end of the analytical process, it was possible
to understand that the participating teachers heard in this study construct multiple critical
meanings in relation to the School without Party Movement. They perceive it as a movement
with a clear political motivation, aimed at promoting an educational project that is in line with
the maintenance of the privileges of the dominant classes and the status quo in force. They see
themselves as the main addressees of the proposals of the movement, which, to achieve its
goals, defends the silencing of their voices and the devaluation of their teaching work. The
dialogues established with the teachers also allowed us to understand that, although there is
no law in force to legitimize the interests of the School without Party Movement, the
discourse adopted by it is alive in the school context and, therefore, self-censorship is present,
as well as censorship by others, even if in a veiled way, and the need to adapt the way they
exercise their office in order to avoid complications in their daily school life and sanctions in
their teaching careers. From reflections on the meanings constructed by the subjects of this
research, about the proposals of the School without Party Movement, it was found that many
are the challenges faced by teachers to ensure their constitutional right to freedom of teaching.
The proposals of neoconservative movements such as the one analyzed here need to be
opposed with the approval of public policies that are in line with a project of democratic
education, transformative, not surrendering to market conditions, thus promoting an education
that is inclusive, diverse, and able to promote the belonging and transformation of the
subjects.

In this study, the main objective is to understand the internationalization process at
the Federal University of São João Del-Rei from the point of view of the coordinator,
vice-coordinator and member of the collegiate of three graduate programs of the
institution. We understand the concept of internationalization in higher education in
graduate studies as a phenomenon under discussion in Brazil, essential for
understanding academic mobility in the country, since universities present in their
policies common actions of large volume of bilateral agreements and agreements
between countries. Morosini (2006) states that the internationalization of teaching is
understood as a complex concept, which involves several related terms and presents
different stages of development. As there are many graduate programs that the
university has in all, we chose only the areas of psychology, letters and education by
time criterion, since the Master's course has undergone changes due to COVID-19
and by human criteria, because the representatives of these areas were the ones
who showed more openness to participation in this work. This research, which is
characterized as qualitative, is developed from a bibliographic review, considered
documental, since we used the Catalog of Theses and Dissertations of the
Commission for the Improvement of Higher Education Personnel (CAPES) to
produce the survey and through semi-structured interviews followed by a script that
was constructed thinking of possible categories within the data analysis. Thus, in the
search to understand the limits and possibilities of each graduate program at UFSJ,
we investigated how the three representatives of these programs understand
internationalization based on the demands of the Capes evaluation. There are many
impasses faced by the postgraduate programs presented in this research, especially
the question of economic resources and the language barrier. The implementation of
an internationalization policy that really consolidates a more effective integration of
international academic mobility is an obstacle. However, we believe in a UFSJ action
plan that dialogues with researchers to enable a more qualified and collective
process of internationalization.

This research aimed to map the training processes of Physical Education teachers in two
programs to encourage teacher training, the Institutional Program for Teaching
Initiation Scholarships (Pibid) and the Pedagogical Residency Program (RP). The
investigation was carried out with 08 (eight) students of the degree course in Physical
Education at the Federal Institute of Education, Science and Technology of Southeast
Minas Gerais (IF Sudeste MG) - Barbacena campus, who necessarily participated in

both programs, between the years 2018-2021. One of the main theoretical-
methodological references adopted in the research was the Network-Actor Theory

(ANT) proposed by Bruno Latour and collaborators. For the collection and production
of data, an investigation was initially carried out in official documents (such as
government notices) that support the proposals for both programs. Then, we did a
bibliographic review in the field of Physical Education in studies that took Pibid and RP
as research objects. Our perspective was also to identify the existence of these programs
through the traces produced in different places in the field of teacher training. In
addition, semi-structured interviews were conducted with the undergraduates who

participated in both programs, in which we sought to identify the human and non-
human actors who were present and the socio-material practices that marked the main

associations from the perspective of the participants, affecting bodies in formation of
future teachers. The results point to a diversity of actants present in the interviewees'
reports, among them, the Physical Education course, the students, the former Pibidians,
the teacher, supervisor/preceptor, the Covid-19 pandemic. 19, field schools, supervised
training and the relationship between theory and practice. The undergraduates were
becoming teachers as they learned to be affected by the links established with the
various identified actants. In this context, participation in Pibid and RP and the
associations resulting from this participation made the undergraduates more articulated
for teaching.

This research aimed to understand the dynamics of student representation in a public
school in Minas Gerais. We analyzed the experiences lived by student
representatives in the Class Representative Council through a case study, carrying
out observations, document analysis, interview, and the application of a
questionnaire. In this way, we seek to answer: how is student representation built
and what learning emerged from this representative experience? To answer this
question, it was necessary to study youth and the main aspects of high school
student representation and its relations with the student movement. The data were
analyzed using political representation theories. We observed that the dynamics of
student representation int the school was guided by a regulation by the State
Department of Education to create the Class Representative Council, which was
made up of students elected by vote, chosen mainly due to their communicative
skills. The council, coordinated by two professors, met throughout the school year to
raise, and discuss demands, inform students, define an action plan, and decide on
the organization of events. The school has been encouraging student representation
and there are advances and difficulties in meeting demands. When we look at the
representatives’ experience in the representative process, we come across with the
development of communication and leadership, the addition of responsibilities,
solidarity, a sense of citizenship, as well as other affections that challenge them. At
the same time, difficulties in the relationship between representatives and those
represented are evident, as well as frustration when demands are not reached, and
participation is not full. The research shows the importance of teachers’ guidance in
helping students to organize. Finally, we show that the representative experience
opens up to a pedagogical experience of politics, influencing the construction of
values such as respect, cooperation and solidarity, essentials to citizenship
education.

This educational work addresses a type of cinema with a strong collaborative nature
between indigenous and non-indigenous people. However, this joint effort listens to and
projects how the listening of bodies permeates an intimate relationship of indivisibility
and complementarity with nature and its elements. Three films were analyzed: Yvy
Maraey, Tierra sin Mal, A Febre e El Corral y el Viento, these films were seen and
reviewed, seeking to examine the present sonic dimension, while conducting a literature
review and exploring concepts that interacted with these works. The acoustic layers of
these films delineate the off-screen, the invisible, the unusual, the falls, the initiations, the
multiple worlds, and their other sonorities beyond their already established forms.
Therefore, the practice of sensitive listening to the forests and jungles is pervasive,
determining other ways of being, knowing, and relating, assigning a pedagogical
character to these initiations that provide expanded sensory journeys.

xx

This work aims to present a process for developing a Didactic Sequence (DS) based on urgent
environmental issues and identified by members of a school community. Our focus was on
verifying the sociomaterialities constructed through DS around the environmental problem
identified by the class. We think about the relationships between human beings and the planet,
guided by recent discussions that refer to the Anthropocene, a possible new geological epoch,
in which human action is the main force acting in the modification and transformation of the
planet. From the field of didactics, we rely on theoretical formulations developed on Didactic
Sequences (DSs), which advocate the organization of teaching proposals centered on certain
pedagogical objectives. In addition to these, our theoretical-methodological repertoire is
composed of the Actor-Network Theory, which understands that there is no hierarchy between
humans and non-humans in the composition of the social, thus defining it as a peculiar
movement of association between different entities. The field of investigation took place in a

state public school, located in the municipality of São João del-Rei, M.G., where the teacher-
researcher also teaches Science content. Based on the identification of an urgent socio-
environmental issue, the theme of the water cycle and the occurrence of floods was selected for

the DS content. DS was developed in seven stages plus a preliminary moment, consisting of the
following: o) Previous moment - with the aim of understanding the students' perspective on the
water cycle; i) Moment I - to identify the problem situation regarding some water realities –
flooding; ii) Moment II - theoretical and conceptual basis on the study topic; iii) Moment III -
focused on extending the location and broadening the students' view of the problem; iv)
Moment IV - collection of responses in groups; v) Moment V - presentation of the conclusions
found; vi) Moment VI - to synthesize and generalize all conclusions and, vii) Moment VII – to
systematize knowledge with a path towards political action. Data were collected through
participant observation and recorded through photographs, audios, videos and written work by
students. To analyze the data when building the networks, we used Gephi and Force Atlas 2
software. Our results indicate that three realities emerged from the data. In the first, the problem
situation experienced by the students is articulated in a more localized and intimate
performance. In the second reality, apprentices' performances of action and political
enlightenment emerge. Finally, in the third reality, the problem goes beyond the local, having
global repercussions and relating to human action on the planet. We therefore conclude that the
potential of Didactic Sequences, as a teaching practice, is capable of promoting political
protagonism for learners.

xx

The present study sought to understand how the body and its meanings are constructed and problematized on the digital platform Instagram by students participating in a Media-Education (Physics) pedagogical experience. Interest in the topic began to be built through discussions in the Link@ Study Group and my daily journey as a Physical Education (PE) teacher at school. For this reason, a qualitative study was carried out, dialoguing with the bases of the Actor-Network Theory, studied during the group meetings, in order to think about the relationships between humans and non-humans and the traces left by them within a network sociotechnical. As an instrument for constructing the data, action research was used as a methodology, so that I could become a network actor during the pedagogical experience developed during Physical Education classes at a School belonging to the State Educational Network of Minas Gerais, taking an active and participatory role within the research. For this methodological journey, we had the problem question: in what way(s) can Instagram, combined with the teacher's intentionality, produce an educational experience, undertaken in terms of students' affectations, about the body in digital culture? The research results were mapped and described in three scenes, and they indicate that, from this media-educational experience, a socio-material arrangement in association with cell phones, photographs, applications and social networks, produced four different effects, namely: the production of risk awareness regarding the use of images and social networks; the participation of students, who did not participate in PE classes as protagonists (both effects described in the description of scene 1); the mobilization and authorship of media posts on social networks based on the experience of PE classes (described in scene 2); and, finally, the agencies of social networks in the daily lives of students (result of scene 3).

The research addresses the significance of teaching philosophy in high school, ex-
ploring the knowledge of teachers and the identity of philosophy teachers. It uses Ricouer’s hermeneutic understanding to analyze interviews conducted with high school philosophy teachers, seeking to understand how they perceive their academic training, the initial chal- lenges in teaching philosophy in high school, and the teaching of the discipline. The goal is to establish a relationship between personal identity and teaching practice.

xx

In its embryonic phase, Bidocência, also known as Co-teaching or Collaborative Teaching, is a topic
that needs to be further explored in the educational scenario, within the scope of Special Education,
considering its practice in regular public education classes. This model of teaching work is designed in
partnership between the class teacher and the teacher specialized in one of the areas of specialization
in special education. The general objective of this investigation focused on describing, analyzing and
discussing the working model of bi-teaching and/or co-teaching, carried out by the common room
teacher and the teacher specializing in Special Education. To this end, in order to contribute to the
descriptions and analyses, we undertook a bibliographic review on the processes of inclusion and the
institution of Bidocência and/or co-teaching as a possibility of teaching in Brazil and an exploratory
study of a bibliographic nature carrying out a survey of scientific research, in search portals using the
descriptors: bi-teaching, co-teaching and inclusive collaborative teaching. To structure the discussions,
the present study is framed in qualitative research, using the author's own writing as a methodological
writing instrument. The search for this understanding focused on my own experience, as a leading
teacher, bringing together two experiences focused on the school inclusion of students with disabilities.
The first section brings co-teaching structured in partnership between the leading teacher and the
teacher specializing in special education, and in the second experience, the specialist teacher's place is
replaced by the support professional, an intern who is studying pedagogy. The narrative of the two
experiences in the inclusive educational context made it possible to discuss the tensions experienced in
the work relationships carried out by professionals, in dialogue with the theories of scholars such as bell
hooks (2021), Paulo Freire (1996), Miguel Arroyo (2015) and Tardif (2014), the main drivers of my
reflections. Given the above, the investigation points to the importance of dialogue between all
educational bodies: legislation, education departments, schools, management and pedagogical teams,
teaching staff, the school community and professionals involved in bi-teaching. Offered to students with
disabilities and need to reflect on initial, in-service and continued training in this work format. It was
concluded that the work format, along the lines of bi-teaching and/or co-teaching, is a positive bet for
inclusive education practices if structured based on collaborative relationships on the part of
professionals.

The premise of this research is to understand the educational trajectory of Rosina José de The
premise of this research is to understand the educational trajectory of Rosina José de Carvalho
Alves (1931-1994) in her more than 30 years of experience as a teacher at Escola Rural Mista
Francisco Xavier de Sales, located in the Serra da Garça I community in Liberdade/MG. Rosina
was a woman, mother of nine children, she became a lay teacher at the age of 17 and coordinated
the rural community in which she lived, managing the purchases of food, medicine, work contracts
and social organization, as she was one of the few people which had customary access to the urban
area of the municipality of Liberdade/MG. This research allowed us to realize that Rosina occupied
a place of power unlike most other women in her social reality, a fact made possible by her level
of education and paid public position in the decades between 1940 and 1990. Her educational
trajectory, as a lay teacher, It was based on students' literacy, through teaching adapted to the rural
conditions of the time in conjunction with existing rural legislation. The sources analyzed ranged
from personal documents, such as letters from his aunt to his father, while he was still a student,
receipt slips, letters to the mayor, to official documents from the school where he worked, such as
attendance sheets, enrollment forms, among others. . In terms of the results, it was possible to verify
that Rosina, in addition to being a teacher, was also a woman with a position that went far beyond
being a teacher, which was what was expected for a teacher. Rosina built a position in the society
in which she lived, dealt with services, actions and had an attitude that was expected of a man, not
a woman, mother and teacher. On the other hand, it was seen that, even in this situation, Rosina
still had duties that were considered feminine, such as taking care of the house, children, layettes,
etc. For the documentary analyses, the sources were discussed in line with authors such as: Cellard
(2008) in understanding the documentation; Revel (1998) in linking the figure of Rosina to the
national educational context; Foucault (2019) in the analysis of the construction of the place of
power that Rosina occupied in the society in which she lived; Perrot (2017) in the disruption of the
position of female teacher that was expected for Rosina; and, finally, in the Basic Education
Guidelines Laws of 1961 and 1971, which were not dedicated to thinking about specific education
for rural areas, which was the premise for the discussion of the entire work.

This work seeks to emphasize that there were specific pedagogical practices in
Brazil, often disregarded within the current "pedagogical currents", but which
directly influenced the teaching and practice of many teachers today. Even with
the accumulation of research in the area, many of these practices still have little
visibility even within the historiography of Brazilian education, as well as the
low visibility of intellectuals who dedicated themselves to the production of
these practices, especially when it is the woman who occupies this space of
education. intellectual in education. This is due both to the lack of
historiographical sources for research, and to their lack of knowledge. In the

Brazilian scenario, specifically that of Minas Gerais, we have the case of the
São João educator Alexina de Magalhães Pinto (1869 – 1921). By using folklore
in her educational practices, Alexina Pinto can be considered as a proponent of
an innovative education for childhood education, valuing the use of popular
culture in this training. Professor of drawing and calligraphy at the former
Escola Normal de São João del-Rei, Alexina distinguished herself by breaking
with the traditional educational practices that were strongly in force in the 19th
and early 20th centuries. Alexina remained for a short time as a teacher at
Escola Normal, but continued her studies and teaching in the city of Rio de
Janeiro, however little is known about her professional performance, being a
little known figure within the context of research in History of Education.
Presenting the above context is that the present work is inserted, proposing to
reflect on the teaching, social and intellectual performance of this Minas Gerais
educator. The interest is to describe and analyze the trajectory and the social and
educational performance of Alexina de Magalhães Pinto, identifying discursive
practices and subjects that were part of her life. For this, the methodology
adopted is based on documental research and information analysis (CELLARD,
2008). Such analyzes mobilize power relations, the production of knowledge
and truths (FOUCAULT, 2019), as well as the idea of intellectuality and
sociability networks (SIRINELLI, 2003). Finally, the discussion about female
invisibility (PERROT, 2017), a reading key that permeates the teacher's
educational trajectory.

In this research, we investigate how Axel Honneth's theory of recognition is related to
remote education caused by COVID-19 pandemic in the year of 2020. It is a normative
social theory in which individuals seek recognition of themselves and others, through the
spheres of love, law and solidarity, as a way of building their identities. In this way, we
analyze the Honnethian theory of recognition and how it has been presented in education
research in order to analyze the discourse of two basic education teachers from Minas
Gerais, aiming to answer the following questions: Axel Honneth's spheres of recognition
are observed in the speech of the teachers on remote teaching imposed by the Minas
Gerais State Department of Education due to the quarantine caused by the new
coronavirus (SARS-CoV-2)? Which spheres are revealed and which are denied? First, we
present what Axel Honneth's theory of recognition is, how he formulated the spheres,
what the struggle for recognition is and what he considers as reification. Understanding
the theory, then we analyze the teachers` speeches enunciated during a moment of
listening that took place in our research group (GPECTHUS) in the year of 2020, through
the content analysis proposed by Laurence Bardin. The results pointed to the presence of
the spheres of recognition, both being effective and denied and interconnected with each
other. We see the effectiveness of the sphere of solidarity by the teachers towards the
families of the students and, at the same time, they were not recognized in this same
sphere by society, as well as in the legal sphere (law) by the school system of which they
are part.

The present research seeks to reflect the progress of the Extension Program
“Community of Philosophical Investigation” (CIF), of the Laboratory of Education in
Philosophy (LAFIL), of the Federal University of São João del-Rei (UFSJ), and its
possible reflexes in the practice of three regent teachers of a state school in São João
del-Rei. The path taken began with the curiosity to know the singularities of LAFIL
when realizing that something had changed in the students with their participation in the
Extension Program. From the research, the school environment began to be strange,
with which he was already familiar, inquiring about the possible impacts that the ICF
could reflect on the pedagogical work of the teachers involved in the Program. For this
scientific walk, the case study methodology was used, as it is a specific event of LAFIL
at school. However, the research was crossed by an (auto)biography, starting from a
principle based on the understanding of the situation, through the social actor and the
importance of the interaction between the researcher, who is also a researched person,
and the research people. In this way, life stories were intertwined with social, cultural,
economic, political and religious contexts. As an instrument for the construction of data,
a narrative interview was used with the three teachers, who received the ICF in the
classes for which they taught. Content analysis was chosen to analyze the interviews
and reflect on the possible impacts of the ICF on teaching pedagogical practice, on
teacher training and on the relationship of projects with the schools that receive them.
The research revealed that the CIF Program, which inhabits the floor of the Tomé Portes
Del Rei State School, contributed, and still contributes, to the process of teacher self-
training, based on the principle of the analysis of its actions, which occurred during the
course of the Program. at school, with the classes of the surveyed teachers. Furthermore,
it highlighted the need to rethink the forms of interaction between the school's teachers,
in order to provide a reflexive-interaction of the experiences lived in the Program's
workshops.

This work deals with playing in adolescence within a public elementary school, from the understanding of playfulness in its broad sense, as an activity/human need and a right to be guaranteed. The main objective of this research is to present the senses and meanings of pre-teens and adolescents in relation to the time and space of playing within the school. It is a study in which the theoretical body is given in the sociocultural perspective, from the conception that it is the social that characterizes the action in the subject's playful activity. It is mainly based on studies by Winnicott, Wallon, Paulo Freire, Foucault, Vygotsky and Merleau-Ponty. The data collection instrument was an essay. The analysis of the collected data was carried out through a qualitative approach that consisted of content analysis (Bardin, 1977). The results revealed that adolescents attribute meanings and meanings to playing, recognizing it as a right and highlighting its importance in everyday school life. Control of bodies also appeared in newsrooms. The final considerations indicated that adolescents feel the need to play and that the school, as an institution, can be a space of joy and beauty by encouraging play.

The present research aimed to analyze the digital literacies developed in activities that mobilized the social network Instagram in science classes. In order to accomplish it so, it started with the following research questions: What digital literacies were possible to develop in activities carried out on the social network Instagram with students of Brazilian Elementary School II in Natural Sciences? Which were developed most often? In what sense did the research process change the teaching praxis? The research was based on a qualitative approach with an exploratory and descriptive nature and the methodology was organized in five moments: 1) bibliographic review, 2) description of the activities developed in the profiles created on Instagram 3) analysis of the activities in the light of digital literacies, 4) of the answers to the questions proposed in the Instagram stories and 5) of the change on teaching after the analysis. The activities analyzed were carried out with students from the sixth, seventh and eighth years of an elementary private school, from 2017 to 2022. This study was related to the action-reflection research and the analysis was carried out from the perspective of self-reflection about what was done and the changes needed to improve activities with the development of digital literacies using the social network Instagram as a pedagogical tool. When facing the perception of others in relation to the activities developed, both students, family and friends reinforced the importance of recognition and protagonism of students when their works, tasks, videos, research, and experiments were published. Four literacies had the potential to be developed in the analyzed activities: print, mobile, network and participatory. In relation to praxis, perceptions emerged to consider the development of socio-emotional skills, new digital tools, the inherent technical and pedagogical difficulties and to plan and systematize the digital literacy for the students’ assessment. 

The interest in this research has been throughout my trajectory, its focus
revolves around the life and professional trajectory of two teachers of the Musical
Inclusion project of the State Conservatory of Music Padre José Maria Xavier de São
João del Rei - MG. We seek to understand what are the experiences, trajectories and
conditions that led them to become teachers, music teachers in an inclusive
perspective, inclusive teachers? We will treat it as Inclusive Teaching according to the
definition of Hermes (2017). We also try to understand the conflicting relationships of
inclusion from the perspective of the institution. From this, as a methodology we use
interviews and studies of official documents of the Institution in vogue. We also seek
to draw a historical parallel between Music Education and the Education of people with
disabilities to better understand such processes, as we adopt the teaching point of view
to understand this inclusive symbolic place, we approach issues related to the teaching
condition, emphasizing from some historical elements, the processes of constitution
and precariousness of teaching. We then present the voices of the two teachers, their
personal and school trajectories until they became teachers and, in the second
moment, their professional experiences, finally we focus on the institution, the
conflicting relationships between Inclusive teaching and the Conservatory Space. We
conclude that it is not enough for the institution to have teachers who mobilize in favor
of school inclusion, if it maintains a logic focused on exclusion, however much it may
be in order to include, with all research situated in the conflicting field of the
exclusion/inclusion binomial.

The present text presents the result of the research research that is part of the Graduate Program in Education at the Federal University of São João del Rei (UFSJ) and received research funding from the Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG). Based on the concept of free expression, formulated by Celénstin Freinet, and based on the foundations of the Historical-Cultural Theory, a research presented starts from the following problem: are children in Early Childhood Education oriented to writing as a form of free expression? From this question, another one arises: how different social contexts and remote teaching (the family and remote teaching) project, in the period of the pandemic, the child's relationship with written language? Faced with such questions, the general objective of the research is to investigate the child's free expression, especially related to writing, and the relationship with teaching (school and family). The following specific objectives were established: to understand a cultural-theory language perspective; and investigate the activities performed by the child and their relationship with writing. Based on the concrete reality of the historical moment currently experienced - the covid 19 pandemic and its impacts, empirical research was carried out. Among the methodological paths, the review of the bibliography on written language in Early Childhood Education and the empirical research, carried out with a child and his mother, in the municipality of São João del-Rei, stand out. The child is five years old and, at the time of data generation, was regularly enrolled in the last year of Early Childhood Education in a municipal school. Data generation was organized into four axes of analysis: 1- Teaching relationships; 2 – Play as a guide activity; 3 – Drawing as a form of expression; and 4- Literature in Early Childhood Education. We can specify that, for the child to be interested in writing, it is in real conditions with writing. If it doesn't happen, it will be encouraged by the family and the school, he will most likely feel and this will greatly facilitate the social function. Therefore, one of the essential functions of the Early Childhood Education school is highlighted: organizing the conditions for the presentation of written culture as a way of creating a need for writing as a form of free expression.

The affective and educational development of students with disabilities depends on
emotional and cognitive stimuli that will impact their learning processes. In the school
environment there are interactions with teachers and students who will contribute to the
learning of both.In advance, of this trajectory, many students with disabilities enter
higher education. But social thinking historically built on people with disabilities makes
educational inclusion difficult. This social notion that characterizes disability as
inferiority interferes with social participation and feelings in the face of the disability of
students with disabilities. Thus, an investigation was proposed with the objective of
understanding how the interactions of students with disabilities collaborate with the
historical-cultural transformation at the Federal University of São João del-Rei (UFSJ).
With the return to classes, after the covid-19 immunization process, a field work was
carried out through a questionnaire that was forwarded to students with disabilities from
UFSJ. Subsequently, two of these students were interviewed from the perspective of
semi-structured research. For the analysis of this research, Lev Vigotski's thought was
the theoretical-methodological basis, from the perspective that considers the cultural
historical transformation of man, defended by Vigotski, in the book The social
formation of the mind, through interaction. . In this perspective, the research made it
possible to know the affective and educational development of ufsj students, as well as
the contributions of the interaction between students with disabilities and teachers and
other students, at UFSJ, in relation to incentives, and cultural historical changes in the
institution. Students who presented difficulties in the educational process broke the
organic difficulties, and reached higher education and, in this medium, one of the
contributions may be the interaction with other stories of students who broke the
prejudices, and who are in this environment. On the other hand, the interviews presented
different contexts of development in relation to the educational process, but have
similarities in relation to the importance of the affective bond around development. On
the other hand, the educational trajectory was challenging for one of the interviewees,
due to the lack of knowledge of their disability by teachers in the course of basic
education. Another issue, which was raised by both, refers to the collaborations of
interactions with students with disabilities in the academic environment. It is concluded
that the interactions between students with disabilities with other students with and
without disabilities and teachers collaborate with the history of inclusion in higher
education, with the emergence of support policies, thus, there is a historical-cultural
transformation in the UFSJ, through mediation among students with disabilities.

This research aims to understand how the image of being a teacher is constructed by cinema,
through the characters of teachers. The analyzes were supported by different authors - Freire
(1980, 1985, 1986, 1993, 1996), Larrosa (2002, 2015, 2018), Kohan (2019), Rancière (2005) -
who deal with the teaching profession in their works. Pasolini (1990) helped us to think about
the pedagogical language of things, including cinema and its effects on the consumer society.
The research, with a qualitative approach (MINAYO, 2012), was built on the methodological
perspective of cartography, having Passos, Kastrup and Escóssia (2009) and Deleuze and
Guattari (2008) as the bases. The bibliographic review helped us to broaden the look on this
theme and what has been studied in Brazil. From the survey of films, we verified which
cinematographic works approach the teaching profession and present different forms of
construction of the image of being a teacher. For a more detailed analysis, the documentary Ser
e ter (2007), by director Nicolas Philibert, was chosen to understand how the image of the Early
Childhood Education teacher is constructed in the cinema, based on the observation that this
segment is what has minor film production. In the relationship between this teacher and his
students, attentive listening, dialogue, affectivity and love appear at different times. From the
study of the films, we understand that the constructed images of being a teacher refer to: those
who struggle in favor of a liberating, emancipating, transforming education; to the ignorant
master, whose teacher is the one who assumes the role of provocateur and mediator; to the hero
teacher, who demonstrates a stereotyped view, emphasizing effort, sacrifices and full-time
dedication to the profession and, finally, to the unmotivated teacher, who faces the challenges
caused by the meritocratic and consumerist view we have in the world in which we live. The
different images of being a teacher, constructed by cinema, reveal that the most recurrent and,
therefore, most consumed images are those of the hero teacher and the unmotivated teacher.
This focus can create a stereotyped conception of the social role of male and female teachers
who are often required to be able to “save” an educational system that does not work in the
manner in which it is set and/or suffers from devaluation and the precariousness of working
conditions, without effective public policies for Education.

.The aim of this research is to try to understand the way of life of students who live in a student residence, as well as the implications that this experience has in their academic life. It has been used a qualitative methodology and a participative approach through an ethnographic research experienced inside the student residence, which is located in a public university in the southeast of Minas Gerais. Based on the theoretical framework of Paulo Freire’s Pedagogy, this investigation proposes a critical view of the reality of people from lower classes that face the injustices of the social inequality present in different ways of oppression and dehumanization. The student assistance is explored in different moments, going through a historical rescue of the theorization of the topic and the implementation of the assistance for poor students in a Brazilian context. The suggested analyses are made from data excerpts, interviews and transcriptions of recorded conversations during the experience. The research is divided into six chapters: in the first one we make preliminary discussions about the poor student and his/her continuity in a public university, contextualizing the racial issue in the discussion; in the second, we discuss the student residence as an acquired right, and consider the public policies of student assistance in Brazil through a historical rescue and a bibliographic survey; in the third, we focus on a discussion about the realization of a research in a student residence and we discuss about the negotiations and conditioning to realize the project in the specific area; in the fourth, we deal with the historical background when it comes to student residence; in the fifth, we present the residents who live in the student residence and took part in the research and mention about their life stories and academic experience. In this chapter, we also discuss the academic daily lives of the students and their relationship with the “Pró-reitoria de Assuntos Estudantis”; and lastly, in chapter six, we show a review about the dehumanizing oppression that could be observed in the experience. The research enabled us to understand how the dehumanization is present in the life of the students who live in the student residence from the project, and several oppressions such as hunger, racism, homophobia, xenophobia, chauvinism, insecurity, poor working conditions, lack of infrastructure and access to study, have been reported and analyzed. It has been noticed that, although the student assistance has a fundamental role in the students who are in social vulnerability, a demand is necessary for the improvement of these policies, which do not assist the students completely. Despite the injustice involved, the research allowed us to see that the students who live in this researched student residence believe in the potentiality of studying, engaging themselves in their academic activities. Furthermore, they also believe that education is a hopeful way for a better, fairer and less dehumanizing future.

The age scenario of the Brazilian population has been changing and the World Health Organization (WHO) estimates that by 2025, Brazil will have the 5th largest elderly population in the world. INFOPEN data show that, in 2017, there were 726,712 people deprived of their liberty in Brazil, with at least 5,891 elderly people in prison, 87% between 61 and 70 years old and 13% are over 70 years old. This action research intends to understand the role of poiesis in the recognition of the self for elderly people who have aged in prison or who have been condemned after entering old age. The focus of the research is the Association for the Protection of the Condemned - APAC of São João del-Rei-MG and the sample was composed of twelve elderly people, including men and women who rarely had opportunities to reflect on who they were and / or how they realized themselves. The theoretical work brings dialogues within Paulo Freire, especially when we understand educational action as a process of formation that is so particular and at the same time essentially collective. It also dialogues with Mario Ottoboni, creator of APAC, who conducted throughout his life an initially religious work until it became a breath of humanity in serving his sentence. Gerontology researchers (Batistoni and Cachioni) who are dedicated to understanding the subjective well-being of the elderly were also sought.

It is common in the daily life of the classroom to hear the terms “adapt” and “loosen” the
curriculum for students in Special Education. Officially, the teacher has the obligation to align
the content given to the Common National Curriculum Base (BNCC) (BRASIL, 2017), the
most important document for Basic Education to the needs of the subjects included in the
school. However, there is not always a reflection on how this adaptation or curricular
flexibility occurs in pedagogical practice. For this reason, the general objective of the
research is to understand what orientations and contributions the BNCC brings to the
teacher in relation to the adapted and flexible curriculum aimed at Special Education.
Therefore, we built our theoretical framework on “curriculum”, considered as contested
territory, based on authors such as Santomé (1995), Silva (1999), Sacristán (2000), Lopes
and Macedo (2011), Candau (2002), Traversini et al. (2007), Mesquita (2010), Arroyo
(2013), Oliveira (2016) and Saviani (2016). The theoretical discussion on “inclusive
curriculum” was based on Vigotski (1995), Glat e Blanco (2007), Mendes (2010), França
(2013) and Capellini (2018). This is a qualitative research with a documentary character,
having as a primary object of investigation the BNCC document. Through an exploratory
reading of the text of the BNCC, the most important guidelines, mentions, clues and excerpts
that were related to the theme were sought. In addition, to collaborate with the debate, a
literature review was carried out using the Coordination of the Improvement of Higher-level
Staff (CAPES) Theses and Dissertations Bank on the adapted and flexible curriculum in an
inclusive perspective. For the treatment of data and information collected during the
research, the Content Analysis of Bardin (1976) was used. After placing the base in the
context of curriculum policies in Brazil, we accounted, organized and analyzed the text of
the document using the following keywords: adaptation, adapt, adjust, flexibilizacion,
flexibility, diversity, inclusion, curriculum, special education and inclusive education. We
conclude that, the terms “adaptation” and “flexibility” are not treated as they should, causing
confusion in their meanings, and that there is no reflection and theoretical understanding
about what they mean and about its application in pedagogical practice. Furthermore, the
BNCC proved to be homogeneous, contradictory, superficial, based on a universal subject,
leaving explicit business interests and the commodification of education.

This research aims to understand how the field of continuing education has been constituted
(or not) in the reality of Physical Education teachers who work in the public network of the
city of São João Del Rei - MG. To do so, the following research problem was started: how has
continuing education in Physical Education at School been constituted and signified by
teachers in this area who work in the municipal network of the city of São João Del Rei-MG?
Currently, the public network of São João Del Rei-MG has 8 Physical Education teachers
who work in the segments of Elementary Education I and II, in 8 schools in the city's urban
area. However, 6 Physical Education teachers who work in 7 institutions participated in this
research, considering that two teachers who work at the same school expressed difficulties in
participating in the study due to the pandemic resulting from Covid-19. The research is
qualitative approach (BOGDAN; BIKLEIN, 1994; DEMO, 1998; CHIZZOTTI, 2003; YIN,
2016). In the data analysis, the Content Analysis proposed by Bardin (2016) was used, which
aims to understand the meanings contained in communicative messages, in this specific case,
in interviews with Physical Education teachers. In the data analysis process, the Content
Analysis proposed by Bardin (2016) was used, which aims to understand the meanings
contained in communicative messages, in this specific case, in interviews with Physical
Education teachers. Three thematic categories emerged from the research named: “Deviation
or Motivation Factors for Continuing Education”; “The Continuing Training Practiced: Its
Limits, Materiality and Context” and “Demands and Limits of Training Actions”. This
research showed that the family, especially the children; and the indiscipline of students are
aspects that influence the training deviation of these teachers. As responsible for promoting
training for teachers in the municipal education network, it was found that the SME fulfills
this function. However, such formations have imposition contours and have not met the
demands raised by teachers. Indeed, to overcome such demands, teachers have invested in
training via digital information and communication platforms, especially through virtual
learning communities. Still in relation to the use of information and communication platforms
for the continuing education of teachers, it was also possible to identify that teachers have
established relationships with Media-Education. It was also verified that the training policies
for teachers, through the Pedagogical Residency Programs and the Institutional Program for
Teaching Initiation Scholarships, which are programs of incentive and appreciation of
teaching, are also significant training for Physical Education teachers. Regarding the training
demands raised by the teachers, it was observed that the inclusion of people with disabilities
in school Physical Education classes and the didactic mobilization by the teachers were the
most effervescent issues. Regarding the limitations around the training that teachers
participated, they highlight the lack of resources offered by the school for the development of
classes and the absence of exchanges of experiences with peers. Teachers highlighted that the
school and the university are fundamental to the continuing education process. In addition,
teachers also suggested that school training modules be used as a training space for teachers.
When referring to the expectations for this work, the teachers indicate as a consequence the
realization of a continuing education course, showing interest in participating.

This study belongs to the field of Sociology of Education, in the area of those who that deal with the understanding of school trajectories, more specifically it investigates a family from popular backgrounds. The objective of this Dissertation, based on a case study, is to identify, analyze and understand the possibility of irradiating school capital built over generations, explaining why it does not propagate linearly or continuously among family members of the fourth generation and seems to be a lost asset for some young people in this family. The methodology used was, basically, a genealogical interview and content dedication, for the reconstruction and analysis of the trajectories of the five young people surveyed. The questions that guide the analyzes are the following: what happens in school terms, in the fourth generation of this family, which indicates that the irradiation effect is configured as a lost asset for some young people? Why do some young people in the family seem not to value school? What happens in this family, among its members, in their relations with the school, which makes some descendants not see school success as a possibility for further economic and cultural ascent? In general, the results show that the presence of different socializing models and the relationship with knowledge developed by young people are fundamental points to understand the different trajectories developed by the young people surveyed. According to the social dynamics in which young people are inserted in a given period, they rely on different socializing models, sometimes based on school, sometimes on practical life. As for the relationship with knowledge, when a relationship of pleasure with studies is not developed, capable of mobilizing the individual to the point of making an effort and even when making an effort to still feel pleasure in what he does, the relationship with knowledge is impaired. Furthermore, it is also evident that this relationship is not a static relationship, incapable of being reconfigured over time, as it is possible that the relationship with the saber is reformulated according to the desired personal objectives.

The work scenario has been undergoing significant changes and the flexibilization imposed
by the new capitalism interferes in the professional life of many workers. For teachers, it is
no different. In the case of federal public higher education professors, their work in teaching,
research, extension and academic management, exclusive dedication hiring and other work
conditions and arrangements make up intense processes and organizations and long hours of
work. Based on this scenario and the readings of Sennet (2010), Antunes (2009), Codo
(1999), Clot (2006), Mancebo (2007) and Tardif (2014), among other authors, they share the
theoretical perspective discussed about the work scenario, its changes and how this context
reached the work of professors at the university and created risks to their health. In this sense,
this research is about the health of professors in higher education. The research follows a
qualitative approach and was carried out with the collaboration of professors from the Federal
University of São João del-Rei (UFSJ). The study aimed to investigate the health of
university professors considering their work environment, here specifically the context of the
UFSJ. In this perspective, we use documental research to analyze the history of the university
institution, its expansion and its proposal of health care for its servers, as well as using the
online questionnaire to survey the illnesses and absences of professors and their perceptions
about the generation of risks to your health in the work environment. Data were organized
based on similar themes, which were compiled into empirical categories, in addition to the
construction of graphs and tables, which facilitate the observation of information. The study
points out that the accelerated institutional growth walked out of step with the structure and
working conditions at the university, indicating fragile and precarious aspects in the
organization and work processes at the university. We also note that most cases of illness do
not generate leaves and the server support system does not register or monitor professors and
administrative technicians in order to consider the specifics of each job. The work
environment, in its physical and professional relationship conditions, indicates suffering,
illness and persistence of the professor, who resists the sickness at work. The results indicate
that the intensification of teaching work generated by the expansion of the UFSJ, added to the
flexibility of contemporary and multitasking/polyvalent work placed in education by
capitalism, in the university institutional environment studied, offer risks to the health of the
teaching worker, who lives with the overload, stress and other sufferings and illnesses. Thus,
health care for university professors requires a complex understanding of macrostructural and
micropolitical aspects of work processes in the context of Brazilian education in order to
approach the causal links between health and work in our society.

A research that follows aligns the universe of poetry with that of science, analyzing the dialogue between these two areas of knowledge and the potentialities in the sense of a humanist and critical formation. First, a theoretical framework was created, bringing authors who justify the use of poetry as a way of building knowledge and relating art and science. Next, a bibliographical review of works in this line of thought and action is presented. The empirical part was divided between an intervention with undergraduates of the discipline “Research in Chemical Education” with the application of a questionnaire and the development of investigations by the students. After surveying the questionnaire data, we analyzed how the graduates' surveys were carried out through categories followed by an analysis of their surveys. The research allowed a broad look at poetry allied to science teaching, highlighting the problematics of the insertion of the thematic in school and also formation possibilities, which start from the enchantment, the sensitive and the discovery of the new from the universe of art

This work aims to identify, understand and analyze the educational practices carried out in the
normal course of Colégio Imaculada Conceição, located in the city of Barbacena – MG, in the
period between 1900 and 1940, in order to understand how the formation of girls, future
teachers, worked in this confessional institution. The research is justified both by the
uniqueness of the institution and researched sources, as well as by its contribution to
investigations on “educational practices” within a Catholic institution. The methodology
consists of a bibliographic research, reading, selection, and research in institutional historical
sources and local periodicals, as well as the consultation of the historiography that deals with
the following themes: women, women teachers educational training, Catholicism and
educational practices throughout the history of Brazilian education. The results show that
there are no works related to the researched educational institution, Colégio Imaculada
Conceição, as well as there are few that analyze educational practices in Catholic confessional
schools. The reading and analysis of the documentation allowed the identification of
educational practices related to the constitution of a femininity profile of the students, with
great emphasis on manual work, the discipline within the institution, as well as understanding
the strategy used by Colégio Imaculada Conceição to adapt to the New School speeches over
the years. In view of this investigation, it was possible to verify the institution's concern with
women teachers training following an ultramontane, nationalist discourse, whose objective
was to train elite women and educators for the benefit of the nation and society.

The present work consisted of a qualitative research that sought to discover what the meanings of taking
the discipline Media-Education in the Bachelor’s Degree of Physical Education at UFSJ mean and, in a
specific way, to understand which mechanisms are active for these meanings to emerge and also, which
representations about the discipline are more visible to the students of the Bachelor’s Degree. Twelve
academics enrolled in the Bachelor’s Degree of Physical Education (out of a total of 20) accepted to
participate in the present work, who were contacted by email, messages in the WhatsApp application
and personal contact. The Discussion Groups method guided by a pre-established question script was
used for data collection. The Discussion Groups took place in two sessions on the Dom Bosco and
Tancredo Neves campuses, with each group having six participants. The exploitation of the obtained
data took place through the Content Analysis of Laurence Bardin, for that, it was used the Free Software
WEFT-QDA, an open source tool for the analysis of textual data. As a result of the data analysis, three
categories that encompassed the participants' statements were created through Content Analysis, which
are: (i) Expectations regarding Media-Education; (ii) Critical Relevance of Media-Education; and (iii)
Didactic-pedagogical context. As a result, it was found that Media-Education does have a place in the
Bachelor's Degree, however the view presented by the participants, points to a link between the
development of in-depth critical analysis and the relationship to other contexts in the Bachelor's Degree
area of activity (sports and fitness). The representations of students about the study of the media, as a
theme inherent to their field of action, are linked to the fact of having knowledge that points, solely and
exclusively, to the assumptions of their (future) professional area. Thus themes that do not focus on
sport and the world of fitness were promptly rejected. Because of this, a (worrying) truth when trying to
understand student representations, is in the fact that students have a perception of the Bachelor's Degree
(at least during the course of the subject Media-Education) far from a unifying look of the field of
Physical Education, showing a strong tendency to aim more and more, for a separation of training
modalities. It is worth taking into account that the perceptions of the academics in this research are still
subject to change, since they were attending the second semester of the course (in a total of eight
semesters) and, therefore, they will still be able to meet other training paths. experiences that will expand
or even ratify the perceptions per hour expressed.

.

This work was proposed to think about some possibilities of working with reading images, in this case, photographs, because, increasingly, this reading becomes important in a world full of images. The search for paths in which we can unfold the image in creative and powerful thoughts takes place in a risomatically way and is present in all work, taking as inspiration cartography. The idea of a crossing in the company of images and concepts helps us to detach from common sense and think about the power of the encounter with photography. For this it was necessary to bring to dialogue concepts such as coming, bending and outside and authors such as Rouillé, Deleuze, Guatarri, Barthes, Blachot and Warburg, creating encounters between these concepts and photographs authorand other photographers to think about relationships between photography, education and image reading.

This work investigated how the care and education of babies occurs in educational practices in the nursery of a daycare center, located on the outskirts of the municipality of Juiz de Fora, Minas Gerais. A showcase was presented dealing with the inseparable process of the actions of caring and educating babies in collective educational environments, in a humanizing perspective. The study was based on the foundations of Vygotsky's Historical-Cultural Theory, especially in the social situation of human development in early childhood, in which the process of humanization takes place in the relationship with the more experienced one and with the environment; and in the postulates of the Emmi-Pikler Approach, in understanding the care and education actions with practices that respect the baby and the small child, allowing free movement and autonomous activity. The methodology was grounded on a qualitative approach, the research course took place through observation with photographic records, films and field notes, which provided the production and analysis of episodes in the light of the literature on care and education of babies. The growth and advances in recent years over very early childhood, in the historical, legal, documentary and academic fields, have contributed over time to the possibilities of pedagogical work with babies to overcome some challenges and also allowed to elucidate the adversities still present in the day to day care of the nursery. In general, as a result of the research it was evident that at some moments, the educational practices of care were considered dissociable from those of education. However, different moments revealed the day care center as an educational, potent and lively space that, once unveiled, showed the potential of promoting practices of learning and development

Since the 1990s, Social Inclusion has become a recurring issue in the most diverse areas of
society, including higher education institutions. Since it became a state imperative, people
with disabilities, as they are called by law, have conquered social space. As a result, more
information was established on a legal basis. The last of them, Law No. 13,146, of June 2015,
known as the Statute for Persons with Disabilities, explains, in addition to other aspects, on
higher education and inclusion (BRASIL, 2015). Thus, the inclusive public policies of the
most recent years have fostered the opening of opportunities and many enter higher education.
However, how many? Who? What paths took you to the university? These are questions that
persist. With that, an investigation was proposed with the objective of mapping self-declared
undergraduate students with disabilities in the courses of the Federal University of São João
del-Rei (UFSJ) and to know their challenges and achievements along their trajectories of
school life and teaching higher. The research was developed seeking to aggregate various
information about the theme so that, initially, a bibliographic review was made in different
databases, followed by a survey of legal documents since the Federal Constitution of 1988
tracing the paths taken for the democratization of education higher. Subsequently, fieldwork
was carried out, initiated with a questionnaire applied to the group of students with disabilities
in situations of inclusion in the university. Of these, later, 03 were interviewed, in the
perspective of the narrative interview. For the analysis, Pierre Bourdieu's theory was the
predominant theoretical-methodological framework, based on the concepts of cultural
heritage, the different types of capital and habitus. Thus, the research made it possible to
know the profile of students with disabilities at UFSJ, as well as the school trajectory of some
and, with that, understand what they did to achieve higher education. Students from low
income groups and with disabilities have been allowed access to the University in recent
years. It is not possible to think about this without considering how the Quota Law (Law
12,711, of August 29, 2012) positively influenced this entry. It is evident that, among students
with disabilities enrolled at UFSJ, a good part of them would not have the possibility of
continuing their studies at a higher level (BOURDIEU, 2015). The interviews, on the other
hand, presented approximations and distances between students. The interruption of studies,
the incentive to continue studying by people outside the family circle and belonging to a
group were some of the approaches found. In this regard, Bourdieu's theories about the
family's intention to convey its status quo to descendants have been affirmed. The three of
them had as their main incentive friends, co-workers and, in the case of Ana, the LIBRAS
interpreters with whom she lived during the school period. Another issue that stood out in the
interviews is that the student-teacher relationship is still a challenge. For an inclusive attitude,
there must be commitment and take into account the individual needs and the recognition of
the heterogeneity of undergraduate classes. It is also concluded that the revision of concepts
and attitudes is essential. The experience as a researcher generated reflections. In particular, in
contact with the interviewees, it was possible to rethink my own attitudes as a professional
and researcher. The act of researching generates knowledge exchanges and recognition in
some situations, which inevitably compels a deep reflection on the researched reality, but,
perhaps, mainly on ourselves.

In the area of Child Sociology and Social Pedagogy, different researchers seek to address the issue of children and adolescents in situations of social vulnerability. This is a topic which has been discussed in Brazil since the 1990s, more specifically, and deals with historical context precepts on how the social construction of poor children and adolescents happened. This research had the general goal to analyze the children's voices about their experiences in a “Casa Lar” institution, considering factors that encompass the social construction of their childhoods. The specific objectives were: to present a brief history of legislation and public policies for children and adolescents who are undergoing abandonment, hospitalization and reception processes in Brazil; discuss the ways in which the social construction of childhood went through, having as a theoretical basis the historical-social context within the social studies of childhood. The children’s speech about their experiences at Casa Lar is the subject of study. For this, we made a field research, which was qualitative, with participative observation and talking with the children. The data analysis was organized in the following themes found in the children’s speech: 1) Identity Construction; 2) Creation of toys and games; 3) Family and Community Living; 4) Punishment; and 5) Personal Goods. The factors that embraced the social construction of the studied children passed through their voices through a division into axes which generated themes that concern the social construction of these childhoods. As well as the construction of toys and games made from the children’s protagonism as subjects who are in the world and constitute their imaginary worlds. The children presented their worlds, invited us to enter it and showed the rules.The appeal to family and community living, punishment as a bodies controller, the construction of their identity processes along with the absence of their personal belongings can reveal how the social construction of institutionalized childhood occurs.

The present thesis aimed to understand the mathematics used in the aesthetic construction of
craftwork bedspreads and carpets in Resende Costa, estate of Minas Gerais, Brazil, as well as
its relationship with the Ethnomathematics Program, since the Resende Costa’s handmade
weaving is integrated with cultures and techniques permeated by knowledge that is part of the
community’s cultural heritage, representing a protected and documented immaterial asset. For
this, this research work was conducted under the perspective of Ethnomathematics and had as
main theoretical reference the contributions of the author Ubiratan D’Ambrósio. Thus, it was
questioned about the correspondence between school mathematics and the know-do present in
Resende Costa’s weaving, considering, in particular, the making of designs on bedspreads and
carpets. It was also questioned whether the dimensions of the Ethnomathematics Program are
observed in the know-do of this weaver community and what are its specific characteristics.
Therefore, the group chosen for this study was formed by locals which develop decorative
patterns in the manual loom. In all, 18 weavers answered an interview questionnaire, and
there was also the observation of the making of carpets carried out by two weavers, following
the designs making. Thus, there was an approximation between this art and mathematics
based on data collection in the field, in order to understand the knowledge and practices of
these subjects in relation to the weaving and mathematics used. Therefore, this study is based
on the ethnographic procedure with regard to an exploratory qualitative research that used
interviews and participant observations of the moderate type, with image, audio and video
recording. The results indicated the discovery of a particular universe, that is, both in terms of
the weaver community's way of life and in the field of mathematics. In this sense, it was
found that, for the exercise of this handmade activity in the making of quilts and carpets with
drawings, the weavers make use of counting numbers, numerical line, basic operations,
measurements, symmetry principle, mirrored figures, notions basics of geometry and plane
geometry. During the research path, there was also the perception that this weaving activity
has some characteristics that fit the conceptual, historical, cognitive, epistemological, political
and educational dimensions of the Ethnomathematics Program. Finally, a proposal was made
for the inclusion of Resende Costas’s weaving in Mathematics Education.

This research aims to understand the educational action developed by the coachmen
(carriage drivers) in the city of Tiradentes, in the state of Minas Gerais, as well as to make sense
of their life experiences and how those experiences are represented in the narratives and in the
stories they tell the tourists, while conducting them through the city streets.
Socio-cultural questionnaires; direct observation of the coachmen activities at the tourist
sites; and carriage rides were used to draw the group profile throughout this research.
Moreover, in order to reconstruct the life histories of the coachmen, interviews were conducted
using the framework provided by the Oral History Approach, always searching for the
comprehension of the testimonies within the historical and cultural context of the city.
The coachmen are officially considered by a local law, Intangible Heritage of the city.
It was possible to observe that this group is formed greatly by men, whose education level is
concentrated in Middle School; they have the habit of visiting museums; and they recognize
themselves as heritage of the city. Their narratives focus on the following themes: History of
the city of Tiradentes and its occupation during the gold era; the Material Heritage (or “made
of stone and whitewash”, present in the listed architectural ensemble); Intangible Cultural
Heritage (legends, traditions, religious rituals, and humanity), Characters who were considered
important who lived there and their achievements; the political movement known as
“Inconfidência Mineira”; and some aspects related to slavery.
The city of Tiradentes is the place they spent their childhood and, also, where they live
and work. It is in this city where their memories, feelings and affections are. Their narratives
draw on the experiences they lived in the city; on the oral stories told and shared by their family;
on the formal education they received at school and from the course books; on the conversations
they had with colleagues working on the same job; on the religiosity; and on their traditions.
This way, each coachman or coachwoman interviewed shows his/her own version of the
history; the representation of what is meaningful and makes sense for them, but meanwhile,
there is a collective memory of the city that is narrated throughout the carriage rides.

Considering the hypothesis that federal technical schools – currently called Federal Institutes (IFs) – show excellence on course offering, determinant physical infrastructure quality, a qualified body of teachers and technical staff, student support programs, and variety on the levels of courses offered, one would expect that choosing this kind of educational institution becomes part of certain families’ strategies. The aim of this research, then, is to understand the process through which a group of families – that comprise the object of study of this research – chooses the IFMG Campus at Ribeirão das Neves for the integrated technical education of their children. In order to constitute a more specific research approach, it was first necessary to analyze the profile of students and families that have children enrolled in courses that integrate technical teaching into its high school program at the IFMG Campus at Ribeirão das Neves. Such analysis allowed for initially coming close to the families and, more obviously, getting to know the researched subjects. In a second moment, there was an assessment of parental support concerning the task of choosing a teaching institution for their children, more specifically the choice for the IFMG Campus at Ribeirão das Neves. From this point of view, the families were questioned in relation to their choices ranging from middle school to their arrival at the IFMG. And, finally, it was verified if different families had strategies that differed and defined their choice of the teaching institution mentioned before, bearing in mind that each family has their own desires and plans regarding the schooling of their children. The theoretical basis provided by Bordieu (2015), Nogueira (1998), and Portes (1993, 2001), among other theoreticians from the sociology of education field, supported the development of this research. The qualitative methodology nature and the methodologic resources – field mapping, questionary/form analysis, interviews and content analysis – used to carry out this research, guided the research procedures development. Finally, this research pointed out, as results, the habitus action of the various families while choosing an educational institution for their children; the families’ parental support, highlighted by the psychologic, social, and economic efforts employed on the enrolment and permanence of their children at the IFMG; the main role played by mothers on guiding the education of their families, which, even with different school levels, show similar intentions regarding the academic success/longevity of their children.

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The aim of this research is to make a photographic analysis of Born into Brothels: Calcutta's Red Light Kids, USA-India, 2004, from the perspective of Educommunication. More than working Communication with (and for) Education, Educommunication is a relatively new area of knowledge and is expanding, showing itself as a field of social intervention where two fundamental elements contribute to its execution: the educommunicador and educomunicational tools. The mode of investigation used in this research was cartography. In this way, it was also intended to establish an approximation between cartography and Educommunication based on the actions of Zana Briski, a photographer who is also a character in the documentary Born into Bordéis. The question that guided this research was: can photography be identified as a device of Educommunication in Born into Brothels? At the end of the research, it was possible to understand the process around the problem question and how the documentary can serve as an example to understand educomunicational practices

This research analyzes the five resources model of critical digital literacy (HINRICHSEN; COOMBS, 2013) contributions in a formation of a group of students from the Chemistry course of UFSJ based on their interactions with a video and hypermedia about community knowledge and scientific explanations about the dulce de leche. The research was guided by the question: What is the effect of the five resources model of critical digital literacy on students’ perceptions about their interactions with the DVD and the hypermedia? At first we seek to observe the interaction of 22 students of the subject “Instrumentação para o ensino de Química IV” with the medias about dulce de leche. Before we applied a survey that aimed to constitute groups for closer observation. Two groups with four academics were selected to register interactions in videos, considering the students for whom digital technologies were more familiar. The interaction happened in two classes, followed by the first discussion. After, an educative action related with the model mentioned above it was given by the researcher, followed by its discussion in each group with the second interaction and the review of the actions had established with medias before and posterior debate. Later, due to the subject’s objective to make students familiar with the research in chemistry teaching, we purposed that they should develop investigations using the five resources model as theoretical reference. The data analyze was done based in Content Analyze (BARDIN, 1994). The results permitted to observe what the students realized in analyze of each model resources: decoding, meaning maker, using, analyze and persona. About decoding, the model permitted students organize their knowledge related with digital technology, finding themselves spatially and differentiating the elements, besides that they organized a navigation with more attention. Regarding the construction of meaning, they gave more signification for community knowledge, comparing with the scientific explanations relative to the “dulce de leche” preparation, and their reading flowed more. About using, the academics created possibilities of uses for the medias they analyzed on teaching. About analyzing, they paid attention deeply into navigation and reading, expanded their perceptions and searched to analyze and evaluate the DVD and the hypermedia more critically. About the resource persona, they begin to observe elements, as security, reputation and identity. In their investigations, they did five researches organized in groups: one of them analyzed posts from a university professor on a Facebook page; another investigated the use of cellphone in academic activities in the chemistry course; one study it was about literacy related with the use of PowerPoint in experiences of presentation of academic works; one group investigated the chemistry undergraduate students’ perceptions about the construction of concrete versus digital model of crystalline structures and the digital resources used in a private school of city was the theme of unique investigation done at a school of basic education. Based in this set of actions, the students understood the model reaches and the importance of insert the digital literacy in teaching. The results pointed out the absence and necessity of integrate the digital literacy in higher education, suggesting collaborative practices between students and teachers. The five resources model of critical digital literacy can help in the systematization and organization of actions, since it presents parameters for understand and evaluate the consumption and production of digital resources.

Alice is the character created by the English writer Lewis Carroll in the 19th century, and her
stories are described in two books: Alice's Adventures in Wonderland (1865)
and Alice Through the Looking-Glass and What She Found There (1871). We believe in
educational power of these stories, which connect with literature and images, which
made us take these stories as our object of research. Our main objective is
to find the possibilities and powers of learning with Alice's work. Through
history of these works, both in their time and in the present day, we highlight the presence
from the nonsense aspect The cartography method supports our processes in this work,
we also rely on the theoretical contributions of Deleuze and Guattari (1995, 1997),
Oliveira and Paraíso (2012), Costa (2014). To situate this analysis, we made a kind of
“inventory” or cartographic map of the main re-readings of Carroll’s books, being
that some of them became canonical and influential, while others still
seem to challenge stereotypes about Carroll's own literary universe. the notion
of “identity”, so dear to other perspectives of analysis, is taken by us as
problematic, as we deal with a concept of inventive learning.
Finally, new images are presented by us, created for this work, in a
effort of methods and craftsmanship that involve the exposition and discussion of the process
from creation. In Carroll's work, therefore, we seek not only to understand the potency of his
nonsense character, but we are also inspired in a purposeful way, with a process
commented that can be potent for the educational field.

The present dissertation was set up as an action research within a qualitative approach and sought to understand how the teaching approach of the TDICs may allow the revision and transition of certain pedagogical beliefs about the use of these devices in education. The research was carried out in a group of the Initial Years of Elementary School of the Tomé Portes del Rei State School of the city of São João del-Rei in Minas Gerais and had as support for the accomplishment of the activities with the TDIC Project Byte Maluquinho. The action research undertaken involved cyberculture and its developments in education, with a view to the social appropriation of TDICs. The actions of data construction succeeded in the traditional spaces of place (classroom) and in cyberspace, were based on observations, monitoring of virtualized productions and a semi-structured interview with a teacher. In order to systematize the empirical data, Atlas.ti software was used, which assisted in the treatment process, relationship and inferences that made up the Content Analysis developed. The teacher's contributions, categorized through Content Analysis, indicated that there are few Educational Public Policies aimed at the inclusion of digital technologies in the school. In this sense, it was also verified the precarious support of infrastructure and the lack of pedagogical support that orient the teachers in activities with the TDIC. The work undertaken with the teacher and her students has had a cultural impact on teachers in relation to the TDIC and enabled the reconfiguration of the student action towards learning. Another significant indication was that the actions undertaken jointly suggested a possible reflection and transition of teaching beliefs about traditional teaching and the use of TDIC as a pedagogical device.

The present work is a result of a Master's Degree in Education research of the Post-Graduation Program in Education of the Federal University of São João del-Rei, linked to the line of research Discourses and Production of Knowledge in Educational Practices. It aims at investigating the meanings that young militants of Levante Popular da Juventude, participants in the construction of Semana da Solidariedade Nós por Nós in Favela da Pedreira, Belo Horizonte, give to their condition of being young and how they (re)signify their political-pedagogical praxis within the formative movement they built collectively. Levante Popular da Juventude is a young people social movement that acts revealing characteristics of Brazilian and Latin American popular leftwing tradition, when using Popular Education elements as their theory of action and techniques of agitation and propaganda for the awareness and adherence of new militants. Our theoretical-methodological view is inspired by Mikhail Bakhtin and his enunciation and discourse theory, as well as by Paulo Freire and his theory of dialogic action in the process of awareness that takes place in and through the interaction between the subjects. From the notions of dialogue, enunciation and discourse, sociology of youth, experience and political-pedagogical praxis in social movements, we read young people as producers of culture and re-significances of political practices. We use the Participatory Research technique, a predominantly qualitative approach that combines research instruments such as questionnaires, interviews and field observation. The privileged material for analysis are the interviews of six young members of Célula da Pedreira who gave meaning to three analytical categories. In the youth experience of the Popular Project, we interpret the objective and subjective meanings of the relationship between subject, experience and awareness for struggle in the light of the dialectic of the juvenile condition. To what extent as for the Popular Project for Brazil we enter the dimension of the political project and the theory of action that mediate the search for its utopia project. In youth in movement: the pedagogy of us, we will analyze the collective and revolutionary political-pedagogical praxis in the light of the organization of Semana de Solidariedade Nós por Nós. The movement of analysis is towards understanding the youth in their awareness process of the self, the world and inequalities, perceiving themselves from the binomials experiences/struggle; change oneself/change others; protagonism/sacrifice and the subject-collective relationship. We understand that the language of struggle can only be used by a subject who is embedded in the context of struggle, in the signs of struggle, in the praxis of struggle. Hence, the struggle for these young people is so connected to life, their actions and their thoughts, materialized in action, in dialogue. What young people show us is a knowledge derived from their militant experience, which is forged from their historical references, the point of view they have of what being young is, and the political practices they generate to transform themselves and their reality. This transformation takes place, above all, in the culture, habits and the strengthening of the young person as a social actor capable of constructing culture as a process and as a human and humanized product. Thus, they celebrate history, life and action, updating to their dilemmas and their times, the utopias that cut across the history of the struggle between oppressed and oppressors.

Understanding the strategies developed by three art educators to circumvent the challenges, concerns and incompatibilities emerging from their professional experiences in public schools, the present investigation seeks to understand how these strategies, conceived here as “teacher inventivities”, redefine and/or reconfigure certain normative frameworks in the educational field. Being constituted as a qualitative research guided by the phenomenological approach, this dissertation is configured as the unfolding of the attitudes of: (a) return to the lived; (b) description of the lived; (c) analysis of the description of lived and (d) theoretical reflection and understanding from the emerging thematic axes of the analysis. As situations that belong to the dimension of “lived”, in this work we have two types of experiences, lived both individually and intersubjectively. The first case refers to my own career as an art teacher working at the Elementary and Secondary levels of two state public schools in Belo Horizonte (MG) between the years 2013 and 2015; in turn, the second is a interlocution with the art-educators Angela Consiglio and Sergio Tück, respectively working in public and municipal schools in the cities of Guarulhos (SP) and Bom Jesus dos Perdões (SP). Based on semi-structured interviews with art educators, it was possible to understand both the “Concerns, Incompatibilities and Challenges” and the “Inventivities” emerging from their experiences, which allowed a reflection linked to the elucidation of two types of frameworks: the Educational Project Modern and the Neoliberal Educational Project. After that, it was analyzed how the previously identified “Teaching Inventivities” set counterpoints to the constraints posed by these normative frameworks. Such counterpoints can be summarized as follows: the proactivity of art educators for a continued, critical and reflective self-formation; the construction of more affective, empathic and dialogical relationships in daily school life; the positive encouragement to school teachers and administrators through attitudes motivated by a sense of transformation; the leading role in the consolidation process of its own physical space for art classes at school. Moreover, this work is considered as a self-narration in the terms of Judith Butler, as it involves dimensions of critical understanding, self-transformation and self-creation intertwined with the experience of the two São Paulo art educators, not only in relation to my own educational performance, as well as the normative frameworks that condition it.

This research aims to explore and narrate the extinct Escola da Serra de Tiradentes, founded in 1996 by a Swiss couple, a teacher from São Paulo and an architect from Curitiba. It was thought inspired by the alternative schools movement which started in 1857 led by Leon Tolstoi and immortalized by authors such as: J.J. Rousseau, H. Pestalozzi, Maria Montessori, C. Frenet, Jean Piaget, Emília Ferreiro, Paulo Freire, Rudolf Steiner and J. Krishnamurti. Prominent in this essay has been the narratives of the school's history, after the review of several documents and meetings with twenty participants and their intensities, being them: memory, affection, experience and estrangement, seeking potency of the voices, scribbles and estrangements which we found in our path. With cartography and with a rhizomatic writing using a free indirect speech, we support the idea that the school, despite being extinct, can still tell many stories and is able to awake, in those who have walked these floors, feelings of free will and of freedom of thoughts.

O RASTREAR DA REFLEXÃO NA FORMAÇÃO DE PROFESSORES DE CIÊNCIAS E BIOLOGIA: UM ESTUDO ATOR-REDE NOS RELATOS DE LICENCIANDOS NO ESTÁGIO CURRICULAR SUPERVISIONADO.

EVASÃO E PERMANÊNCIA NO CURSO DE LICENCIATURA EM PEDAGOGIA NA MODALIDADE EAD DA UFSJ: FOTARES DE INFLUÊNCIA SOB A ÓTICA DOCENTE

This present study is in the Sociology of Education field, through the study of the familyschool relationship. The purpose of this dissertation was to understand the meaning of the events organized by the municipal school Escola Muncipal Professora Luzia Ferreira (EMPLF) for the families of its students. The challenging issue of this research arose from this purpose, with the following questions: what is the point of attending the school events and what do these festivities mean for the families of students? The school observed is part of the municipal school system of Santa Cruz de Minas, MG, and has classes from Kindergarten to Elementary School. The main data collection methods were interviews with the families and a research of ethnographic nature through participant observation of the parties. This report relies on sociologists that use ethnography in their researches, such as Norbert Elias, Justa Ezpeleta, Elsie Rockwell and Jean-Claude Kaufmann, in addition to authors associated with Sociology of Education and with the study of lower-class families, such as Geraldo Romanelli, Nadir Zago, Écio Portes, Pedro Silva and Daniel Thin. This research was built upon interviews with 8 families from the EMPLF Community. We noticed that all interviewed subjects are socially included into the so-called lower classes, because they have low school capital and few financial possessions. We also noticed that taking into account circumstances, such as the time of the parties and the interest in their children‟s socialization and participation in diversified activities, those families have considerable confidence in the work of EMPLF and are committed to attend the events organized by the school.