https://repositorio.unimontes.br/handle/1/818 2026-04-29T13:22:49Z 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 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 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 2025-12-01T00:00:00Z