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Tecendo resistências: feminismos outros nas vivências e memórias de mulheres da EJA em Belo Horizonte – MG
(Universidade Federal de Minas Gerais, 2025-06-06) Roberta Rodrigues Ramos
A lo largo de sus vidas, las mujeres negras, periféricas y empobrecidas han enfrentado —y aún enfrentan— múltiples barreras para acceder y permanecer en la educación formal. Entre estas barreras, se destacan la negación histórica del derecho a la escolarización en la infancia, la imposición de estereotipos de género que desvalorizan la educación femenina y la sobrecarga de responsabilidades domésticas. Tales experiencias, lejos de ser meros obstáculos, han moldeado trayectorias marcadas por la resistencia, la agencia y la reexistencia frente a las estructuras patriarcales y coloniales que las oprimen. Esta investigación, basada en un enfoque cualitativo, decolonial e interseccional, se propuso analizar las narrativas de mujeres estudiantes de la Educación de Jóvenes y Adultos (EJA), con el objetivo de evidenciar los límites del feminismo moderno europeo, blanco y liberal, que muchas veces no contempla las experiencias de estas mujeres. A partir de una escucha sensible de sus memorias, se buscó comprender cómo enfrentan múltiples formas de opresión, tanto en el ámbito privado como en el social, revelando, en sus trayectorias, prácticas cotidianas de resistencia y reexistencia que tensionan las lógicas coloniales, racistas y patriarcales que históricamente las han marginado. El estudio se llevó a cabo en dos clases de EJA de una escuela municipal de Belo Horizonte, mediante entrevistas semiestructuradas, y utilizó como metodología el Análisis de Contenido propuesto por Bardin. Las voces de las participantes revelaron estrategias cotidianas de resistencia y de reescritura de sí mismas, en las cuales la educación se comprende no solo como un derecho negado, sino como una posibilidad de reconstrucción identitaria, emancipación y transformación. La investigación se apoya en marcos teóricos como los feminismos otros (Lugones, Segato), la pedagogía crítica de Freire y la teoría de la colonialidad del poder, para discutir los desafíos que enfrentan estas mujeres y los límites de un enfoque eurocéntrico de la educación y del feminismo. Se concluye que las trayectorias de estas mujeres expresan prácticas de reexistencia, entendidas como gestos insurgentes que actualizan saberes invisibilizados, desafían los patrones hegemónicos de género y raza, y reinventan el sentido de la escuela desde los márgenes. Los hallazgos refuerzan la urgencia de políticas públicas y prácticas pedagógicas que rompan con la lógica colonial y reconozcan los saberes de las mujeres de la EJA como fundamentos para la construcción de una educación justa, plural y verdaderamente emancipadora. A partir de los resultados de la investigación, se desarrolló un recurso educativo en forma de secuencia didáctica, dirigido a educadores de EJA, especialmente diseñado para apoyar prácticas pedagógicas sensibles a las experiencias de los sujetos de este tipo de educación.
Sujeitos escolares, escola e o ramo da indústria calçadista em Nova Serrana, Minas Gerais
(Universidade Federal de Minas Gerais, 2025-07-10) Renato Raimundo Silva
This study aims to understand the relationship between the schooling process and child labor in the footwear industry in Nova Serrana, Minas Gerais. To this end, it was based primarily on Marx, followed by Conde (2012), Souza (2014), Búfalo (2008), Oliveira (2014), Custódio and Veronese (2007), Marin (2012), Marchi (2013), Ferraz, Gomes (2012), Diniz et al. (2012), Cardoso (2012), Ramalho and Mesquita (2013), Kassouf (2007), Arroyo (2015), among others. We analyzed determinations that emerged in the research process, guided by the research problem, using bibliographic and documentary study as the investigative path, as well as the analysis of empirical data from reality. Interviews were conducted with school subjects: three 9th grade students, two teachers, two education specialists and a school principal. Thus: we searched through the Academic Production Balance (BPA), research on child and adolescent labor, in the period between 2019 and 2024, described the main causes of child and adolescent labor and its effects on the schooling process; presented the principles of the State and the public educational policies that aim to combat child labor present in the Brazilian reality; and, finally, analyzed the reality of child and adolescent labor in the footwear industry and school education in the investigated municipality. The research indicates that: there is a gap between current legislation and empirical reality; the emphasis that legal documents give to Brazilian schools conceals the exploitation of child and adolescent labor that continues in Brazil today and in the reality investigated; social and educational policies such as the “Bolsa Família Program”, the “Pet-de-meia” program and “O Aprendiz Legal” that have been in place in recent years are compensatory, and are aimed at mitigating the enormous losses historically suffered by the working class due to the ever-increasing predominance of social inequality in our country; schools remain an instrument at the service of the ruling class, with the aim of qualifying workers for the job market, as in the case of the apprenticeship law, and are disconnected from any revolutionary perspective.
O tambor de crioula e a educação na unidade escolar Antonio Martins Costa, municipio de Brejo – MA : vivências e formações que permeiam a práxis pedagógica
(Universidade Federal de Minas Gerais, 2025-06-06) Pedro Teixeira Diniz
This research addresses Tambor de Crioula and education at the Antonio Martins Costa School Unit, Municipality of Brejo-MA: experiences and training that permeate pedagogical praxis. The research was conducted at the Antonio Martins Costa School Unit, located in the village of Vila das Almas, a community with quilombola heritage, in the municipality of Brejo-MA. The main objective was to present Tambor de Crioula as a pedagogical strategy for the integral and sociocultural development of students, based on the experiences of the community and of the municipal public school. It also sought to understand the history and culture of the locality in which the school is situated, in order to explore possibilities for incorporating Tambor de Crioula into pedagogical activities within the Physical Education curriculum component, as well as to promote local culture and history for the development of the students’ Afro descendant identity. Furthermore, it aimed to identify relevant legislation supporting the inclusion of Tambor de Crioula as a cultural and pedagogical experience; to present pedagogical proposals prioritizing its incorporation into school activities; and to prepare a pedagogical guide fostering the appreciation and respect of Afro-descendant culture—especially by integrating local cultural practices into school experiences that contribute to the development of social identity and to the pedagogical practices of teachers. The central research questions were: What is the importance of Tambor de Crioula in the school curriculum as part of the students’ identity formation in the quilombola school “Unidade Escolar Antonio Martins Costa” in Vila das Almas, municipality of Brejo-MA? How can Tambor de Crioula be integrated into school activities to promote the comprehensive and sociocultural development of elementary school students? What strategies can be used to include it as a cultural experience in activities developed within the Physical Education curriculum component? The methodology combined bibliographic research with fieldwork, given the need to draw from diverse literature and to conduct in loco observation in the research setting. Several bibliographic sources were used to support the study, including Candau (2010), IPHAN (2017), Resolution 01/04, Law 10.639/2003, Freitas (2021), and Gomes
O perfil de estudantes com laudo médico em uma escola estadual de ensino médio: transformando preconceitos em patologias
(Universidade Federal de Minas Gerais, 2024-02-12) Elizabete Bassani; Eduarda Fernandes Silva Duarte; Júlia Arrebola; Jair Ronchi Filho; Simone Cardoso Lisboa Pereira
The present research carried out in the year 2020 aimed to know the profile of students with a medical diagnosis in a State High School in the municipality of Serra, Espírito Santo. A documentary study was developed, which allowed the analysis of enrollment forms and medical reports of 21 high school students. The data collection showed that all the students in the research were part of the school's Specialized Educational Service. Of these, 71% were male. As for racial data, 61% declared to be brown or black. As for the diagnoses, 57% had the diagnosis of Mental Retardation, which, added to the 19% with Intellectual/Cognitive Disability, totaling76% of the students surveyed. It was concluded that, according to the profile of the students and the diagnoses identified, there seemed to be in the school and in the medical diagnoses a conception that points to the naturalization of human development from perspectives crossed by biological and individualizing determinants. This shows that, as in several other studies, the school routine has been constituted through a history marked by prejudice and homogenization, in which black and poor boys are the ones who suffer most from this logic.
P-wave velocity log simulation for petroelastic inversion using gardner's equation, neural networks and ensemble methods based on trees: a case study of the Santos basin, Brazil
(Universidade Federal de Minas Gerais, 2024-06-20) Caique Pinheiro de Carvalho; Jéssica Lia Santos da Costa; Tobias Fonte-Boa; Tiago Amâncio Novo; Maria José Campos de Oliveira; Fernanda Moura Costa

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