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- Campus Samambaia, Campus Colemar Natal e Silva, Campus Aparecida de Goiânia.
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Item type: Item , Papel da direção na gestão escolar da educação básica(Universidade Federal de Goiás, 2025-11-27) Pereira, Brenda Francesca Soares; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Fonseca, Maria Aparecida Rodrigues da; Luz, Mony Iaslyn SampaioThis study examines the role of the school principal in the management of public basic education schools, revealing challenges in the implementation of public education policies. The study is a qualitative analysis based on bibliographic and documentary research using academic works available on the CAPES Platform and the Brazilian Digital Library of Theses and Dissertations. The results indicate that, although democratic management is provided for in the 1988 Federal Constitution and in LDB No. 9,394/1996, its implementation still faces barriers related to lack of infrastructure, limited participation of the school community, and the absence of continuous training for principals. It was also found that recent educational reforms, guided by managerial principles, have intensified the demands on the principal's work, imposing goals and accountability mechanisms that strain school autonomy. Under these circumstances, the principal assumes a strategic role in articulating Coordination between the State, the school, and the community, aiming to balance the administrative dimension with the pedagogical and ethical one, in favor of a democratic, participatory, and socially committed public educationItem type: Item , As produções sobre a trajetória e qualidade dos Centros Municipais de Educação Infantil (CMEIs) em Goiânia-GO(Universidade Federal de Goiás, 2025-12-01) Sá, Jacilene Alves de; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Oliveira, Sheila Santos de; Luz, Mony Iaslyn SampaioThe study analyzes the trajectory and quality of the Municipal Early Childhood Education Centers (CMEIs) in Goiânia, examining how public policies for early childhood are materialized within these institutions. Based on a bibliographic review, it discusses the historical evolution of the concept of childhood—from the perception of children as “mini adults” to their current recognition as subjects of rights—according to national and international legal frameworks. The survey conducted in the CAPES Journals Portal and the BDTD revealed a scarcity of research specifically focused on the CMEIs of Goiânia and highlighted recurring challenges such as precarization, the closure of units, and the influence of neoliberal policies. The selected studies were organized into four main axes: quality and pedagogical work; public policies and legislation; the right to Early Childhood Education; and institutional management. The findings indicate legal progress but also reveal gaps related to infrastructure, equity, funding, children’s voices, and teacher training. Additionally, it presents updated data from the municipal network, which comprises 146 CMEIs serving approximately 30,000 children, and reinforces the lack of studies on the historical trajectory of these institutions. It concludes that, although essential to child development, the CMEIs of Goiânia remain under-investigated, underscoring the need for research that can support effective public policies committed to the right to Early Childhood EducationItem type: Item , Produção científica sobre egressos da pós-graduação em educação na região centro-oeste (2017–2024)(Universidade Federal de Goiás, 2025-11-28) Chagas, Alice Santos; Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Morales Gámez, María José; Santos, Genessí Borba Gomes AlvesThis study, developed as the Undergraduate Final Project in Pedagogy at the Federal University of Goiás (UFG), examines the scientific production on graduates (egressos) of postgraduate programs in Education in the Center-West Region of Brazil. Graduate Programs play a relevant role in training researchers and consolidating scientific production in the country, and their periodic evaluation by CAPES highlights the importance of monitoring graduates and analyzing academic works—theses, dissertations, and articles—as indicators of quality and social relevance. Within this context, the objective of the study is to analyze research published between 2017 and 2024, corresponding to the CAPES evaluation quadrennium. A qualitative bibliographic survey was conducted using the BDTD and the CAPES Journal Portal databases, identifying trends, gaps, and contributions present in the selected studies. The findings reveal the low representativeness of the Center-West Region in this field, with only three studies located in the period, mostly qualitative and focused on trajectories, identities, permanence, and training conditions. These results indicate that research on graduates remains incipient in the region, reflecting historical asymmetries in the National Graduate System and reinforcing the need for institutional policies and initiatives that support the monitoring of graduates and the strengthening of local research networks. By systematizing and discussing these productions, this study contributes to broadening the scientific visibility of the Center-West Region and to deepening the debate on equity and quality in postgraduate Education in BrazilItem type: Item , Efeitos das redes sociais no comportamento estudantil na educação básica pós pandemia da covid-19(Universidade Federal de Goiás, 2025-11-27) Almeida, Iasmin Aparecida Faria de; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Luz, Mony Iaslyn Sampaio; Costa , Fernando Wagner daThe present research proposes to analyze the use of social networks in the school environment, seeking to understand how digital culture and excessive exposure to these platforms impact student behavior and the teaching–learning process in Basic Education, particularly in the post-COVID-19 pandemic context. In this sense, the primary objective of the study is to understand the psychological and educational effects resulting from the moderate use of social networks by students, correlating such effects with current patterns of digital culture. Methodologically, the investigation adopts a qualitative approach and is strictly bibliographic in nature. Its theoretical foundation is based on the critical analysis of scientific works—such as articles, theses, and dissertations—whose meanings are examined and interpreted using specific academic repositories (the CAPES Journal Portal and the BDTD). The time frame for selecting this material was set between 2019 and 2024, aiming to contextualize the transformations that occurred in the educational landscape following the impact of the pandemic. Thus, when considering this post-pandemic panorama, in which social networks have taken on a central role in young people’s lives, it becomes evident that intensified exposure has significantly altered students’ attention patterns and mental health. Moreover, the excessive use of these platforms has generated clear negative consequences, such as difficulty concentrating, superficial assimilation of content, and a noticeable increase in cases of anxiety and stress. In light of this, the findings from the bibliographic survey—which indicate a strong correlation between intensive social network use and harm to psychological well-being and academic performance, a topic widely explored in the health field—highlight the major pedagogical challenge imposed by the culture of immediacy and the urgent need for more targeted studies in Basic Education. Therefore, it is possible to conclude, based on the relevance of this work to the educational field, that a deeper understanding of the effects of social networks is essential for the development of digital citizenship competencies, which will enable students to engage more critically, ethically, and responsibly in cyberspaceItem type: Item , Musicalização no trabalho pedagógico com crianças autistas: um estudo bibliográfico(Universidade Federal de Goiás, 2025-11-26) Menezes Sobrinho, Mariane; Silva, Maria Angélica de Oliveira da; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Machado, Gustavo Chaves; Silva, Maria Angélica de Oliveira daThis study aimed to understand musicalization in pedagogical work with autistic children. Methodologically, it is characterized as a qualitative bibliographic research, as presented by Minayo (2001), Gil (2002), and Lakatos & Marconi (2003). The theoretical framework is based on Vygotsky’s Historical-Cultural Theory (1991, 1999, 2018, 2022) and collaborators such as Nassif (2025). The categories of analysis included: identifying the main characteristics of Autism Spectrum Disorder (ASD); understanding the pedagogical practices developed in the process of musicalization; and recognizing the role of music as a resource capable of enhancing the specificities of autistic individuals. As a result, it is reaffirmed the importance of understanding what characterizes a neurodevelopmental disorder in order to properly identify ASD and its specificities. Regarding the relationship between music and autism, it is understood that music is a significant resource in the process of children’s development and learning, as it enhances their particularities and allows mediation to occur in accordance with the Historical-Cultural Theory. In this way, music is configured as a valuable instrument in pedagogical practices aimed at autistic children, providing meaningful educational experiences that foster communication, emotional expression, concentration, and social interaction