https://repositorio.unimontes.br/handle/1/818 2026-05-16T04:45:42Z https://repositorio.unimontes.br/handle/1/2579 Título: Miro e Vejo a Política de Inclusão da Universidade Estadual de Montes Claros Autor(es): Barros, Suzana Alves dos Santos Abstract: This master's dissertation was developed within the research line Educational Public Policies, Diversity and Teacher Education of the Graduate Program in Education. The study was developed in the multipaper format, correlating three articles resulting from research on Aim and See the Inclusion Policy of the State University of Montes Claros, which was carried out between August and October 2024. The general objective of this study is to analyze the Accessibility and Inclusion Policy for people with disabilities at Unimontes, from the perspective of undergraduate students who accessed Higher Education through the affirmative action policy for people with disabilities. Based on this general direction, the specific objectives are: to characterize the Accessibility Policy adopted by Unimontes; to investigate whether there are challenges and/or situations that compromise the permanence of students who have some type of disability, such as auditory, physical, visual, intellectual and/or hidden disabilities in Higher Education; and to identify the architectural barriers within the institution that hinder the mobility of people with disabilities. The investigative method prioritized a qualitative approach and relied on a systematic literature review and field research, with the use of semi-structured interviews conducted with the participation of 08 interviewees. The results indicated the need for adaptations regarding the physical spaces of Unimontes, given that the current adjustments are not sufficient to meet the needs of students with disabilities. In light of this, we highlight the importance of the university assuming the Right to Education of the institution's students with a more humane perspective that promotes access, permanence and inclusion for people with disabilities. It is concluded that there is a need for a more effective educational policy regarding accessibility and permanence for students with disabilities, aiming to provide better conditions for students to perform their activities in a more equitable way. This dissertation, therefore, seeks to contribute to encouraging future investigations that deepen the debate on inclusion in Higher Education 2026-02-19T00:00:00Z https://repositorio.unimontes.br/handle/1/2578 Título: Tecnologias Digitais e Registros de Representação Semiótica no ensino de Sistemas Lineares: uma abordagem integrada Autor(es): Pacheco, Angelica Aparecida Abstract: The study presented in this dissertation was developed in the Mathematics Education research line and sought to answer the following question: To what extent do different Semiotic Representation Registers enable students to mobilize knowledge in solving tasks involving Linear Systems with the support of Digital Technologies? To this end, the general objective was defined as investigating how a pedagogical approach, based on the assumptions of the Theory of Semiotic Representation Registers and supported by the use of GeoGebra, can contribute to the mobilization of knowledge in solving tasks involving Linear Equation Systems. Three specific objectives were established: 1) To analyze how different Semiotic Representation Registers are mobilized in the content of Linear Systems, present in Mathematics textbooks; 2) To discuss the mathematical knowledge mobilized by students in solving tasks related to Linear Systems of two equations and two variables with and without the support of GeoGebra; 3) To analyze how different Semiotic Representation Registers are mobilized by students in tasks involving systems of three equations and three variables, and how the use of GeoGebra contributes to facilitating conversion between representation registers. The qualitative research involved analyzing three Mathematics textbooks approved by the National Textbook and Teaching Materials Program (2021) and conducting field research in a class of 2nd-grade High School students at a state school in Montes Claros, Minas Gerais, Brazil. The analysis of the textbooks revealed that, although they include different forms of representation, algebraic and natural language prevail, with a greater recurrence of tasks that require processing than those that require conversions. The results of the tasks show that students were able to coordinate at least two registers simultaneously and that GeoGebra proved to be a key tool for performing conversions and treatments in the graphic register. However, difficulties persist in relation to the algebraic resolution of systems — especially in the substitution and scaling methods — and the graphical interpretation of systems with three equations. Overall, the findings point to the relevance of linking the Theory of Semiotic Representation Registers to the use of Digital Technologies, as this combination enables more dynamic experiences and enhances different ways of thinking mathematically 2026-02-19T00:00:00Z https://repositorio.unimontes.br/handle/1/2560 Título: Educação antirracista: Letramento racial e práticas pedagógicas na Educação Básica Autor(es): Souza, Rosângela Pereira de Abstract: The present study aims to analyze how racial literacy is understood by early-year Elementary School teachers, discussing how anti-racist education has been promoted in the city of Janaúba, Minas Gerais. Additionally, as specific objectives, it proposes to: analyze the treatment of racial issues based on the official discourse present in the National Common Curriculum Base, the Minas Gerais Reference Curriculum, and the schools' Political-Pedagogical Projects; investigate perceptions regarding racial issues and teaching practices developed with children from the 1st to the 5th grade; reflect on the challenges in implementing Law 10,639/2003 and the potential of anti-racist educational practices; discuss the contribution of initial and continuing teacher education to the implementation of anti-racist pedagogical practices in the school context. The research was conducted in two state schools, strategically located in different socio-geographic contexts—one in a peripheral area and the other in the central area of the city—to observe convergences and possible distinctions in the treatment of racial themes. Eight early-year Elementary School teachers participated in the study, given their central role in promoting anti-racist education. The selection of the early years of Elementary School considered the relevance of this stage for the construction of children's identity and critical awareness. With a qualitative approach, the research was based on document analysis and semi structured interviews. Official documents such as the National Common Curriculum Base (BNCC), the Minas Gerais Reference Curriculum (CRMG), the Minas Gerais State Course Plans, and the Political-Pedagogical Projects (PPP) of the participating schools were examined. The theoretical framework is primarily based on Black scholars who discuss ethnic-racial relations and anti-racist education, such as Gomes (2002), Munanga (2003), Almeida (2019), Pinheiro (2023), among others. The results reveal a significant gap in the official guiding documents, which tend to transfer the responsibility for implementing anti-racist education to schools and teachers. It was also found that the participating teachers feel underprepared to address racial issues due to gaps in their initial education and a lack of public investment in continuing education on the subject. Despite specific advances driven by Law No. 10,639/03, the study shows that there is still a long way to go to consolidate a truly anti-racist education that recognizes and values Black identities, promotes racial literacy, and contributes to confronting structural racism in the school environment 2026-02-27T00:00:00Z https://repositorio.unimontes.br/handle/1/2559 Título: Repercussões do Itinerário Formativo Projeto de Vida no processo de escolarização de jovens estudantes do Ensino Médio Autor(es): Ledo, Debora Mayara Nogueira Vilas Boas Abstract: This dissertation investigates the repercussions of the Life Project Training Itinerary on the schooling process of young high school students at the Professor Plínio Ribeiro State School (Normal School) in Montes Claros (MG). The study is situated in the context of the implementation of the New High School (NEM), instituted by Law No. 13,415/2017, a reform that, despite its rhetoric of flexibility, is criticized for institutionalizing educational dualism under a utilitarian and neoliberal guise. The research is based on the conceptual premise that the place of schooling in young people's future plans should not be viewed in isolation, since, according to Velho (2003), individuals anticipate their future based on an individual plan, which is the basic tool for negotiating reality. Thus, the “Life Plan” educational pathway could serve as a guiding framework for young people in shaping their professional future. It is observed, however, that the market-oriented emphasis of the NEM and the reduction of Basic General Education perpetuate the distinction between education aimed at social advancement and that which merely equips young people for precarious entry into the labor market. In this context, the study seeks to map the research produced in Brazil on life projects as educational pathways in secondary education, analyze the Life Project Educational Pathway in terms of concepts, guiding principles, and methodological strategies set out in legal documents, and investigate how the pathway is perceived and evaluated by young people, as well as the role they attribute to schooling in their life projects. Methodologically, a qualitative critical-analytical approach is adopted, structured around a bibliographic survey, document analysis (BNCC, 2018; RCMG, 2018; PPP, 2019), participant observation over a six-month period and empirical research via focus groups and questionnaires, organized following initial contact with the research participants, which also guided the selection of the sample. The theoretical framework is based on authors such as Paulo Freire (1987), Dermeval Saviani (2021), Miguel Arroyo (2011/2013), Juarez Dayrell (2007), Anna Donato Teixeira (2021), and bell hooks (2013). The results show that what is officially proposed does not materialize in the classroom, revealing a pedagogical void and a “pedagogy of results” that neglects systematic knowledge. It is concluded that the Life Project, without a solid instrumental basis, becomes a mechanism for individual accountability, failing to provide the necessary tools for popular youth, mostly black, to transform their realities 2026-02-27T00:00:00Z