A Gênese da Escola de Educação Básica da Universidade Federal de Uberlândia - 1977 a 1988

• Ano de defesa: 2024
• Autor(a) principal: Obo, Marielly Mateus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: História da Educação; Colégio de Aplicação; ESEBA; Instituições Escolares; History of Education; Application School; School Institutions; CNPQ::CIENCIAS HUMANAS::EDUCACAO; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/44434; http://doi.org/10.14393/ufu.di.2024.785

This study, developed within the scope of the Postgraduate Program in Education at the Federal University of Uberlândia (UFU), in the research line of History and Historiography of Education, investigates the genesis of the UFU Basic Education School (ESEBA), focusing on its constitution and development between 1977 and 1988. During this period, ESEBA transitioned from an institution originally intended for the children of UFU staff to a public school with broader access. The research is based on the following questions: 1) What were the political and economic contexts that led to the creation of ESEBA? 2) What was the justification for establishing a school exclusively for the children of UFU staff? 3) Which leaders played decisive roles in the founding of ESEBA? 4) What pedagogical practices were developed at the school? 5) What is ESEBA's educational and social representation in promoting quality education? The main objective is to analyze, from a historical pproach, how ESEBA was established and consolidated as a school with public access, as well as to assess its impact on promoting quality education, meeting the expectations of the academic community and society of Uberlândia. The research adopts a qualitative approach, using bibliographic surveys, documental analysis, and interviews. In the theoretical-methodological exercise, we relied on authors such as Saviani (1995; 2007, 2008, 2011; 2013), Araújo (2005; 2012); Nosella and Buffa (2013; 2005), Lombardi (2005), Sanfelice (2006, 2007, 2008, 2012), among others who extensively address discussions about educational institutions. The ources collected from UFU and ESEBA archives revealed the main actors involved in the founding of the school, highlighting political leaders, and allowed for an understanding of the educational benefits the school brought to the local setting. The dissertation is structured into three main chapters: the first one historically contextualizes the Practice Schools in Brazil and the federalization process of UFU; the second addresses the genesis and implementation of ESEBA, analyzing the economic, social, and political conditions that influenced its creation; and the third is devoted to analyzing the pedagogical propositions developed at the school and the role it played in promoting quality education, taking into account the demands and expectations of the academic community and society. It is concluded that the genesis of ESEBA exemplifies how the interaction between political, economic, and social factors can shape and strengthen an educational institution, ensuring its success and lasting impact on the community.