https://repositorio.unimontes.br/handle/123456789/32 Wed, 22 Apr 2026 08:57:55 GMT 2026-04-22T08:57:55Z https://repositorio.unimontes.br/handle/1/2551 Título: Usina Hidrelétrica de Irapé, reassentados e programas para a agricultura familiar no Vale do Jequitinhonha, Minas Gerais Autor(es): Veloso, Danny Alisson Oliveira Abstract: This dissertation identifies the impacts of the resettlement process promoted by the Usina Hidrelétrica de Irapé on the living conditions and productive practices of farming families resettled in the municipalities of Botumirim and Cristália, in the Jequitinhonha Valley, state of Minas Gerais, Brazil. The study aimed to identify the impacts caused by the resettlement of families affected by the construction of the hydroelectric plant, focusing on the transformations in their living conditions and productive strategies. The research adopted a qualitative approach, based on semi-structured interviews, direct observation, and photographic records, combined with the analysis of socioeconomic data from the resettled families. The results indicate that, although the resettlement ensured formal land tenure, limitations persist regarding production conditions, access to rural credit, and technical assistance, factors that directly influence agricultural organization and income generation. Production occurs predominantly on a small scale and is mainly oriented toward subsistence, with diversified productive systems and pluriactivity practices such as animal husbandry, artisanal dairy production, and fishing used as complementary strategies for social reproduction. The narratives of the interviewees reveal that the compulsory displacement involved not only material losses but also territorial and symbolic ruptures, requiring continuous adaptation to new living and working spaces. The study concludes that the resettlement process has been marked by challenges in consolidating sustainable rural livelihoods, highlighting the need to strengthen public policies aimed at supporting family farming in resettled territories. There is a need to strengthen actions related to technical assistance, rural credit, and support for family farming, considering the socio-territorial specificities of resettlement areas, in order to promote more dignified conditions for remaining in the countryside Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.unimontes.br/handle/1/2551 2026-02-27T00:00:00Z https://repositorio.unimontes.br/handle/1/2550 Título: O direito à cidade nas margens: fragmentação socioespacial e condições de mobilidade em bairro periférico de Montes Claros/MG Autor(es): Oliva, Jheimisson Ferreira de Abstract: The dissertation investigates how the unequal production of urban space conditions the access of peripheral populations to opportunities, services, and urban life itself. Taking the Residencial Sul neighborhood as its empirical focus, the study is grounded in the understanding that housing provision, when dissociated from infrastructure, transportation, and public facilities, is not sufficient in itself to guarantee the realization of the right to the city. The main objective is to analyze how sociospatial fragmentation is manifested in residents’ everyday mobility experiences, highlighting limits, strategies, and perceptions built from the concrete experience of the territory. Methodologically, the research adopts a quali- quantitative approach, combining a critical literature review on the production of urban space and mobility, analysis of municipal documents and legislation, and semi-structured interviews conducted with twenty neighborhood residents. The findings indicate that the presence of the Dr. Mario Tourinho Avenue highway operates as an important physical and symbolic barrier, reinforcing the peripheral condition of Residencial Sul and hindering its integration into the urban fabric. Public transportation provision proves to be insufficient, with a limited number of routes, long headways, and operational constraints, which increases travel time and imposes daily burdens on workers and students. In this context, urban mobility reveals itself to be deeply unequal: those who own private vehicles reach the city with greater speed and autonomy, while others remain subjected to long waits, multiple transfers, and high costs. Mobility therefore moves away from the notion of a universal social right and becomes closer to a logic of selective privilege. It was also observed that many essential services, employment opportunities, and leisure options are concentrated in more central areas, forcing residents to undertake frequent trips to meet basic needs. The study concludes that although housing policy has enabled access to homeownership, it has not been accompanied by equivalent investments in urban integration, resulting in the persistence of barriers that limit residents’ full inclusion in the dynamics of the city. Everyday mobility experiences thus reveal how sociospatial fragmentation continues to structure inequalities and redefine who can effectively enjoy the right to the city Sun, 01 Mar 2026 00:00:00 GMT https://repositorio.unimontes.br/handle/1/2550 2026-03-01T00:00:00Z https://repositorio.unimontes.br/handle/1/2549 Título: Perspectivas de diretores escolares da rede pública estadual norte mineira sobre o Novo Ensino Médio Autor(es): Oliveira Neto, Luciana de Abstract: This study examines the New Secondary Education Reform (NEM), focusing on the perspectives of school principals working in Northern Minas Gerais. It addresses the reform established by Law No. 13.415/2017, which introduces a controversial curricular reconfiguration, prompting protests from different sectors of civil society, including students and teachers' unions. In this context, the perspective of school principals is relevant, as they act as key interlocutors in the implementation of this policy. The study analyzes the historical antecedents and implementation process of the NEM, examines its purposes and structural guidelines, and identifies both positive aspects and major criticisms. The research adopts a mixed-methods approach, including literature review, document analysis, and electronic questionnaires. The findings, organized into three articles, highlight privatization interests, curricular fragmentation, unstructured flexibility, and the intensification of managerial logic in public schools. I Fri, 30 May 2025 00:00:00 GMT https://repositorio.unimontes.br/handle/1/2549 2025-05-30T00:00:00Z https://repositorio.unimontes.br/handle/1/2545 Título: Relações Étnico-Raciais e Educação: a lei nº 10.639/03 e suas implicações no ensino de Arte nos anos finais do Ensino Fundamental das escolas municipais de Montes Claros-MG Autor(es): Santos, Elizabeth Alves Meira Abstract: The research that resulted in this dissertation addresses ethnic-racial relations in Basic Education, focusing on a discussion of Law n° 10.639/03 and its repercussions in the Art curriculum component in the final years of elementary school in the municipal schools of Montes Claros-MG. This law has an impact on formal education by making the teaching of Afro-Brazilian and African History and Culture mandatory in Brazilian schools. From this perspective, this study aimed to understand how Law n° 10.639/03 is reflected in the planning and pedagogical practices of teachers who teach the Curriculum Component of Arts in the final years of elementary school in the municipal schools of Montes Claros-MG. The theoretical framework was based on the epistemological foundations of the field of Education and, specifically, Art and Education, and uses the interpretative lens of decolonial thought, directing its discussions towards the following thematic axes: Cultural Diversity in Basic Education, Education for Ethnic-Racial Relations in Basic Education, and the Curriculum Component of Arts in Basic Education. The research methodology was characterized as qualitative with an exploratory nature. The methodological procedures used were bibliographic research, carried out in works that contemplate the thematic axes of the theoretical framework, documentary research in Brazilian legislation concerning Ethnic-Racial Relations and the teaching of Art in the Basic Education, the National Common Curriculum Base (BNCC), and the Municipal Curriculum Framework of Montes Claros-MG. A survey was also conducted, which used a self-administered questionnaire with closed and open questions directed to teachers of the Curriculum Component of Arts in the final years of elementary school as the data collection instrument. The research universe comprised teachers specializing in Art or one of the artistic languages of the final years of elementary school. For data organization and analysis, Bardin's (2016) content analysis was used. The results indicate that most teachers incorporate issues related to Law n° 10.639/03 into their lesson plans and practices. It became evident that both the BNCC and the Montes Claros Curriculum Framework guide their teaching work. Therefore, it is concluded that, although the content of the Law is present, it still faces significant challenges for its implementation. Its effectiveness depends on integrated actions between public policies, school management, and teacher training, in order to guarantee that art education truly presents itself as a space for valuing cultural diversity Mon, 01 Dec 2025 00:00:00 GMT https://repositorio.unimontes.br/handle/1/2545 2025-12-01T00:00:00Z