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Item História e memória: um estudo sobre a violência na infância com base em relatos de idosos de Goiás(Universidade Federal de Goiás, 2007-08-28) ALMEIDA, Gizela Bastos da Mota; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128The present dissertative paper presents the process and the result of a search named MEMORY AND HISTORY: : a study about violence in the infant based in the elderly report from Goiás. Articule in the search line of Formation and teaching Professionalization, mainly, the Politics Public project and Infant Education in Goiás: history, conceptions, projects amd practice, connecting the Program of Post- Graduation Mastery from the Faculdade de Educação/UFG, this study has as its goal know the repreentations and conceptions from the infant and the education, taken from elderly, citizens from São Luís de Montes Belos GO. Intended to investigate the caracteristcs of the education process of the children in the half first of the last century and the possible relation from violence establish in this process. Based on the social-historical view and dialectic, used the oral report and interview as the way of obtain information and necessary knowledge of the internalization from the object of investigation. The search universy constitute of 23 interviewed, 10 Sirs and 13 madams between 60 and 94 years old, and the collect of the datas happened in the period from 2005 to 2007. Tried, by the ways of the found analyses, understand the dinamic from the relation intrafamiliars, as the era of the education process, as the caracteristcs socialeconomics and politics from Goiás and the living in that historical period. The relation between parents and sons were the object of the investigation, mainly in the case that refers to the authority and the ways how they educated and corrected their sons. The way of the teaching in the State made interesting for the major understanding from the peculiar of the period and the context where the people from the search came from in their infant. In this way, tried to reveal the presence or not from violence in this phase of people life as well as express about the infant and education. The caracteristics of familiar life, of education and of the habit of the period ilustrate the representation of the infant in that period.Item Concepção de infância e criança em Goiânia sob o olhar da assistência social(Universidade Federal de Goiás, 2010-08-26) ALMEIDA, Renato Barros de; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This work, linked to the Teachers Training and Professionalization Research Line, of the School of Education (Post-Graduation Department), of the Federal University of Goiás, is also integrated into the Research Project "Public Policies and Education of Children in India: History, concepts and practical projects "developed by the Group for Study and Research for Children and their Education in Different Contexts (GEPIED). Our aim, based on an socio-historical dialectics approach, discuss the concepts of Childhood and Child, from the perspective of social assistance from its managing agency in Goiania, the Municipal Foundation for Community Development - FUMDEC from its facility in May, 1974 to 1997, when their actions aimed at children from zero to six years under LDBEN 1996 was transferred to the City Department of Education. We analyzed six programs and their projects in the period of 1987 to 1997. When basing the reflections in the f races of historical and social Brazil and Goiás reality, we got to childhood and child, and their presence in the Brazilian education as resulting of a socio-historical construction. We sought to reveal and analyze their meanings in Western society and yet how it was the formation of different senses of child / s: form helpless under ages and vulnerable to social child exclusion, as an individual bearer of rights. For this interpretation we resorted to policies for early childhood education in Brazil, and their contact with the Social Assistance and Educational School. Finally, we discuss the diversity of a more terminological than conceptual idea, Childhood and Children in Goiania under the assistance view we were able to demonstrate the great difficulty imposed on poor under ages to be, in fact, recognized as citizens children, people of rights and respect. The research also revealed that even with the advent of legal formulations of structural character as the Constitution of 1988, ECA, and LOAS LDBEN, which advocated a new conception of Childhood and Child, programs and projects analyzed incorporate only the formality of these new conceptions maintaining the essential concepts expressed in their justifications, aims and goals, remnants of a paternalistic tradition, which denotes the need for educational training of new habitus able to internalize culturally not only new conceptual classifications, but above all, the unfolding senses they desire.Item INFÂNCIA, FAMÍLIA E CRECHE: um estudo dos significados atribuídos por pais e educadoras de uma instituição filantrópica(Universidade Federal de Goiás, 2006-10-30) ARAÚJO, Denise Silva; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This research set out to study the meaning and significance of childhood, family and crèche for educators and family members of children attending a philanthropic institute in the southern region of Goiânia. In order to carry out this investigation, the socio-historical-dialectical method was used to study the phenomena of the concrete reality, in ongoing relationships with other phenomena, which are formed in the contradictions of antagonistic forces of movement and transformation. The unfolding of the social reality from a perspective of wholeness requires work of appropriation, organization and exposition of the facts, in which the target is the thought-out concrete reality. This theoretical appropriation involves the exercise of critical interpretation and evaluation of the facts, as a fundamental prerequisite for dialectic thinking. As a result of this epistemological stance, a qualitative approach was proposed for the investigative process and for the treatment of information. To arrive at these, semi-structured interviews were used, in which the subjects co-participants of the research process were able to express their opinions freely about the proposed themes, in order to allow for a broader understanding of the object under investigation. Working from these theoretical methodological presuppositions, an effort was made to understand the different meanings which family members and educators build around the role of the family and crèche, in caring and educating in the early years of childhood. In the analysis of the speech of the subjects, an understanding was sought of the meanings attributed to childhood: those connected to an idealized and naturalized conception of the child or those which permit an understanding of them as social subjects, involved in the concrete reality of social relationships. As well as that, it was hoped to grasp the conception of education, through analyzing the meaning attributed to the family and crèche in the social task of caring for and educating children from birth to the age of three. At different moments throughout this analytical process, it was possible to detail the meaning which the subjects attributed to the proposed themes and relate the similarities and differences between the constructed meanings, in their individual and social journeys. Meaning is understood as the most stable dimension of the word, but only one of the meaning zones which it acquires in the context of a discourse. Meaning is the sum of all the psychological factors which a word provokes in the conscience. It is the most singular aspect of the subject. Even though this distinction is adopted, the concepts of significance and meaning are understood as inseparable in the awareness of the subject, in his/her concrete involvement in life. These two dimensions in the process of meaning express the singularity and universality of social life in which the subject is, at the same time, product and producer. Thus, in this study, meaning and significance were analyzed at the same time, in the search for an understanding of the dialectic between the two. However, preference was given to the analysis of significance in order to make a comparison possible between two groups of interlocutors: family members and educators. The organizing plank of this investigation was the family, understood both as the milieu and as the social group, made up of people who assume different roles, and live out complex affective exchanges. They construct and reconstruct their understanding of the world and of themselves, mutually influencing each other to the extent that they are organized to satisfy individual and group necessities. Their involvement in the educational milieu of the crèche by means of the child provokes a construction of meanings and significance permeated by conflict and tensions in the social group.Item A especialização como espaço de formação continuada do professor de educação infantil em Goiás(Universidade Federal de Goiás, 2007-09-24) BOLDRIN, Leila Conceição Fávaro; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128Item Ensino fundamental de nove anos em Goiânia: o lugar criança de seis anos, concepções e fundamentos sobre sua educação(Universidade Federal de Goiás, 2009-08-10) COSTA, Sônia Santana da; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This research is linked to the Public Politic Project and Infant Education in Goiás: history, conceptions, projects and practices and to the line of research Formation and Professionalization of Teachers from Faculty of Education at Federal University of Goias. It aims to investigate the place of the six-year-old child on the Nine-year Elementary School in a Municipal school in Goiânia. This is na ethnographic research based on the dialectical materialism method with Socio-Historical approach and on the writings of the following authors: Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). A mapping of the theses and dissertations deposited in Capes from 2002 to 2006 dealing with themes related to this research was done in order to verify the relevance and the pertinence of the research. The conceptions of Infancy were situated historically through the analysis of the theses and dissertations to comprehend its place in history, its vinculation to the school context and to select the paradigms that guide the current school and that define the place of child in this space. Legal orientations that determine the inclusion of the six-year-old child in the Elementary School were discussed in order to understand the place of Infancy deliberated by legal procedures as well as the Pedagogic proposal of the Municipal Education Bureau to understand the conceptions of Infancy and Education that guide the work developed in schools. In order to apprehend the concrete real , the conceptions of Infancy and Education and their implications to the school quotidian were analysed having in mind the representation objectivated by the six-year-old child about him(her)self when starting Elementary School. The child speech was analysed aiming to understand the place attributed to the child by school and the place claimed by her(him)self. In this process categories as escolarization and issues related to this concept of Zone of Proximal Development and Discipline were highlighted. Another concept that emerged in the dialogic interaction with children and with adult was Ludicity when teacher or child-directed play was proposed. Some intervenient factors such as: Religiosity and Sexuality were also analysed. After this study it was possible to comprehend that the six-year-old child demands an education that is differentiated from the traditional one offered by the Elementary School.This study presented some considerations and among them that the the six-year old child lost his/her place historically instituted , the Infantile Education, that has been studied by various researchers in order to qualify this space, so that the specifity of the child could be respected and also to propose a teaching based in an omnilateral perspective.This is the place defended by the six-year old child. He/she demands a differentiated education from the Elementary school. The child has searched his/her space by the speech, cry, agressivity and indiscipline. It is necessary to listen to the child. And based on this listening it is necessary that the Municipal Education Secretary and schools start a critical and democratic debate aiming to analyse and guarantee an educational space to fulfill the child wishes and needs, that offers a meaningful and ludic learning and to propiciate his/her development.Item O lugar do ato criativo na aprendizagem da criança na educação infantil(Universidade Federal de Goiás, 2008-10-10) GONÇALVES, Larissa Silva; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This work, linked to the Line of Research Training and Professional Teacher Project and the Public Policy and Education of Children in India: history, concepts, projects and practices of the Group of Studies and Research Childhood and education in different contexts, investigates the importance of art for the formation of young children by examining the development of perception and memory of girls and boys from their learning expressive and symbolic. This research aims to probe the place of creative experiences for child development, emphasizing the role of cultural mediation and images of everyday life and art for the child's cognitive performance, and seek to understand the process of signification that introduces these subjects in the world of knowledge through exercises and awareness creation. Based upon the socio-historical references, especially in studies of Vygotsky, Luria, Leontiev and Wallon, this work is guided by three themes: psychological function, awareness and creative exercise, which served as subsidy for conducting a field survey participant with a nonary children enrolled in a nonprofit day care center in the city of Pirenopolis / GO. For five months, the creative girls and boys aged three to four years, was observed, encouraged and shared. This interaction, fellowship and study, it was concluded that small perceive and know the same time they express and transform their memories, thoughts and context, the playful action and imagery. This occurs through a wide awareness, involving body size, cognitive, emotional and social. It also showed that the child is a cultural producer, because constructs symbols and meanings transformed through interaction with affective images, and everydaynew, exercised and synthesized in the appropriation of the gesture, speech and activity of drawing.Item Coordenação pedagógica na educação infantil: trabalho e identidade de profissional na rede municipal de ensino de Goiânia(Universidade Federal de Goiás, 2007-08-03) LIMA, Nancy Nonato de; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128Our research composes one of various subprojects on development in the project Public Politics and Childhood Education in Goiás: history, conceptions, projects and practical, of the Studies and Researches of Childhood Education group, on the research line Teaching Formation and Professionalization for the concession of the doctor s degree on the research program of the Education Faculty, in the Federal University of Goiás. We investigate the pedagogical coordination at the childhood education, trying to understand the work and the constitution of the professional identities of the pedagogical coordinators on the Municipal Centers of Childhood Education in Goiânia. We adopt the principle that the pedagogical coordination is one dimension in the administration, responsible for the collective joint of pedagogical and political project as well as of learning and teaching process, on a democratic perspective. On the basis of dialectical materialist method, we developed one theoretical research, documental and empirical, with the participation of ninety and three pedagogical coordinators, on seventy and six childhood educational centers, in the years of 2005 and 2006. The investigative data construction articulates documents analysis, questionnaires and interviews. Aiming at to catch the concrete and contradictory movement of the research object on the social and historical totality, we realized analysis and critical reflections on a dialogue with Marx, Mészáros, Frigotto, Mascarenhas, Kuenzer; in educational administration area: Dourado, Paro, Silva Jr., Oliveira, D.; on the childhood education field: Barbosa, Oliveira, Z., Rosemberg, Arce, Faria; about the educator s formation course: Brzezinski, Freitas, H., Anfope. We identify challenges, commitments and not commitments, possible advanced for the childhood education as a field of public politics, to understand the material and symbolical conditions that mediates the pedagogical work in this educational stage. We analyze the history and actual proposes for scholar administration of the educational municipal system and we evidence limits and possibilities, around the democratic administration, that we understand as a necessary utopy on the fight for social quality on education, in opposition to the total quality desired for the market. We perceive the complexity, the challenges and the ambiguous aspect of the coordination work on the educational childhood centers, where the professional identities construction happens on the social production process and incorporates collective and individual aspects in the images and self images historically transformed of the teaching work, the educator s formation courses identity, school supervision, educational childhood institutions, child and childhood. Catching the contradiction of the real is possible to affirm that the pedagogical coordinators play an important role on the childhood centers administration, being able to contribute for a democratic and collective administration on the childhood education, in the historical limits of the social materialityItem O Banco Mundial e a Educação Infantil no Brasil(Universidade Federal de Goiás, 2006-08-28) MARQUEZ, Christine Garrido; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This text is one of the several sub-projects that are in a development process integrated to the project Public Politics and Childhood Education in Goiás: history, conceptions, projects and pratices, linked to the research line Teacher Formation and Professionalism Process at Education Faculty in Goiás Federal University. We investigated the Brazilian scene that delineates around the public politics of Childhood Education subsidized by the World Bank. We carried through a critical reflection trying to understand the conceptual and political orientations of that Bank about the education, mainly, the childhood education and to identify projects that base their implementation in Brazil, since the 90 s years. Based on a dialectic-historical-social perspective, we developed a documental and bibliographic research. We started from an organizational vision from World Bank and its educational politics present in the Education Sector Documents (1971, 1974, 1980, 1995 and 2000) to, then, analyze the public politics elaborated, implemented and monitored for the children education from zero to six years old. We carried through a historical rescue of the financing public politics of the Brazilian and childhood educations, considering the extinction of the projects, programs and actions directed toward the first childhood, scattered by the social welfare and attendance areas, health, work and education. In the scope of the public education, we verified that the proposals of the bank became concrete constructed during the Brazilian educational history with the national consent and participation. The Childhood Education is taking place in the agenda of the World Bank, since the 90 s years, monitored by the economic vision that bases its global, particular, and mainly educational politics, enrolled in economic principles and in the public expenses reduction, incorporated as a component of the financed projects, through the informal alternative programs of low costItem Os cursos de Pós-Graduação Lato Sensu em Educação Infantil na Bahia: políticas e práticas da universidade pública(Universidade Federal de Goiás, 2012-07-24) OLIVEIRA, Anatália Dejane Silva de; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This study is integrated to research line of teacher Education and Professionalization of the College of Education, Federal University of Goiás, developed by the Nucleus of Studies and Research of Infancy and Infant Education in Different Contexts. It was investigated the Infant Education, at post graduation courses, Lato Sensu, aiming at analyzing the political nature and the social function of Infant Education at post graduated level of three different universities from the public sector in Bahia. The major assumption underlying this research is that Infant Education at this type of course understands continuing education if it creates the means of a specific training based on a critical and political approach from the process of production condition and of the teacher s work. The investigation was based on the historical and dialectical materialism as a method of knowledge production (MARX, 1977; BARBOSA, 1991, 2004, 2006; SAVIANI, 2008; KUENZER, 2008; KOSIK, 1976). The instruments to gather data were: bibliographic research, document analyses, interviews and questionnaires. During the complex task of analyzing, explaining and exposing, we work with the articulation between three methodological categories (praxis, contradiction and totality) and three conceptual (teacher education, specific education and infant education) it was prioritized the unveiling of relations in the totality of the social reality, identifying and recognizing the contradiction processes which generated and produced changing results in the constitution of historicity, on the political nature and on the social function of Infant Education, at post graduation courses, Lato Sensu. In this movement, we learnt the conceptions and senses attributed to these. It was captured both the movement of the courses, their particularities in the field of teacher education of Infant Education at post graduated level. The present study revealed that Infant Education, at post graduation courses, Lato Sensu, offered by public institutions in Bahia is a relevant locus of teacher formation associated to Brazilian educational policies. However, they were not in specific continuing education provided that the movement of the processes of production condition and of the teacher s work address childhood, children and Infant Education as a political and epistemological component of the course.Item Professores com formação Stricto sensu e o desenvolvimento da pesquisa na educação básica da rede pública de Goiânia(Universidade Federal de Goiás, 2008-09-25) SILVA, Kátia Augusta Curado Pinheiro Cordeiro da; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This study is related to the Teacher s Formation and Professionalisation research guideline. The work theme can be generally defined as teacher s formation, however, the specific object is the basic education teacher research, more specifically the basic education teacher who has a master or a doctor degree. The principal objective of this research is to analyses the research conceptions related to the researcher/reflexive teacher ideal, also, we want to see some alternatives for the research on basic education, on a scientific perspective. The principle that guides the analysis is to understanding the research as a necessary component on the teacher s action and formation, and in the same time, seeing the teacher as an able professional who produces knowledge about his own work. However, if we understanding the education as a hegemonic battlefield, thinking on the research for the teacher s training and performance, may represent different projects. These projects may represent progress on the teaching work because enable the praxis theory and practice unity but also can contain pragmatic and neotechnicist purposes about the theory and practice relationship, and also a policy dependence, that creates and guides these proposals. We are starting from the analysis of double dimension of the work as a teaching activity between the determination of alienation and emancipation possibilities. From this perspective, we adopted the historical dialectical materialism as a method, and also the theoretical production of Vazquez (1968) and Gramsci (1995), authors who have studied the theory and practice relationship question, or rather, the praxis. In the dialogue with authors who have studied the research of the education professional, like Freitas (1995), Freitas (1999), Duarte (2000b) and the production of ANFOPE (1984, 1986, 1988, 2000, 2002, 2004). Intended to reveal the object, we opted for four methodological strategies: a) a contextualization of the field, through a literature review; b) questionnaires proposals; c) interviews; d) documents analysis such as the plan for public career of teaching (in the state of Goiás and the city of Goiânia), official texts and documents relating the basic education teacher s research. The investigation takes as a reference teachers with master or doctor degree that works on basic education, in the state or municipal schools, on the city of Goiânia, because they experienced a researcher formation and also realized a research. In the research and action field we discuss with the guiding questions: What is the meaning of research on teaching work? What is the role of the research for the teacher s performance? The basic education teachers really held the practice of a research? This work points to the following conclusion: the research/reflection on practical epistemology is conceived in a broad and pragmatic sense and has no the teaching work as a reference. However, if we want the research for basic education teachers, this research needs to be taken in the strict sense of doing science. Thus, we believe that teachers can do research, but, with the epistemological and training discussion, we need to create policies for the research and discuss the material conditions of the career in school, or rather, thinking on the profession and professionalization of teaching.Item A educação infantil no curso de pedagogia da FE/UFG sob a perspectiva discente(Universidade Federal de Goiás, 2007-08-29) SILVEIRA, Telma Aparecida Teles Martins; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128Nossa pesquisa compõe um dos vários subprojetos que ora encontram-se em desenvolvimento, integrados ao projeto de Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, o qual se encontra ligado à linha de Pesquisa Formação e Profissionalização Docente da Faculdade de Educação da Universidade Federal de Goiás. Investigamos o lugar da educação infantil no curso de Pedagogia, com o objetivo de compreendermos o lugar que a Educação Infantil ocupa no Curso de Pedagogia da FE/UFG, sob a ótica dos discentes. Assumimos a premissa de que o Curso de Pedagogia é o lugar por excelência para a formação de professores de educação infantil. Com base no método materialista dialético, desenvolvemos uma pesquisa teórica, documental e empírica com a participação de 266 estudantes, e também com professores que participaram da elaboração do novo currículo do Curso de Pedagogia da FE\UFG aprovado em 2003. Para apreendermos o movimento concreto e contraditório deste objeto na sua totalidade sócio-histórica, realizamos as análises dialogando com Marx, Hobsbawm, Bianchetti; na área do Ensino Superior: Dourado, Oliveira, Catani, Neves, Sguissardi, Cunha; no campo da formação de professores e do Curso de Pedagogia: Brzezinski, Freitas, ANFOPE; quanto à Educação Infantil: Barbosa, Oliveira, Silva, Rosemberg, Arce, Kuhlmann, Kramer. Analisamos a historicidade e o papel da FE\UFG nas lutas dos movimentos de educadores. Partimos do campo da Educação Superior no Brasil, a partir da década de 1990, regida pelas transformações econômicas, políticas e sociais, evidenciando o impacto das reformas educacionais no Brasil para a formação de professores para a educação infantil, visando entendermos como a lógica do capital se relaciona diretamente com as políticas educacionais. Este trabalho contextualiza a trajetória dos Cursos de Pedagogia nas últimas décadas. Buscamos relacionar a FE/UFG aos seus elementos históricos, bem como sua postura teórica e política diante das transformações sociais pelas quais vivenciaram os seus atores e as alterações ocorridas em 2003 em relação ao lugar dado à Educação Infantil, sendo esta considerada a primeira etapa da Educação Básica. O debate se dá especificamente na concepção e percepção dos discentes sobre as mudanças que o currículo do Curso de Pedagogia da FE/UFG sofreu nesse ínterim buscando relacioná-lo com a Educação Infantil, materializado nas falas dos discentes do Curso de Pedagogia da Faculdade de Educação da Universidade Federal de Goiás FE/UFG, mostrando o lugar que ela ocupa. A educação infantil sob esse contexto está começando a ocupar um lugar com discussões pontuais, necessárias para a atuação do professor, porém ainda de forma não suficiente. Acreditamos ser necessário que professores e alunos, numa discussão coletiva, repensem a estrutura curricular, e a formação desses profissionais para atuarem tanto na Educação Infantil como nos anos iniciais do Ensino undamental.Item Educação Infantil: Políticas Públicas e Práticas Educativas na Pré-escola de Escolas Municipais de Ensino Fundamental em Goiânia(Universidade Federal de Goiás, 2012-08-28) SOUZA, Rosiris Pereira de; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This research is one of several sub-projects within the broader project Public Policy and Early Childhood Education in Goiás: History, Conceptions, Projects and Practices, being carried out by the Center for Studies and Research into Early Childhood and Education in Different Contexts (NEPIEC) within the line of research Formation, Teacher Professionalization, Educational Practices of the Post-Graduate Program in Education at the Faculty of Education, Federal University of Goiás. It analyzes a theme of significance for school education: the relationship/connection between the pre-school and primary school and highlights policies implemented in recent decades and educational practices. The research focused on policies and educational practices and the relationship between the pre-school and the elementary school in the Municipal Education Network in Goiania. The dialectical materialist method for undertaking a bibliographic, documentary and empirical research was used as a reference. Tools for data collection included observations, field diaries, audio recordings and interviews. The theoretical reference for critical reflection and analysis of the object under study was based on authors with considerable scientific output, such as Azevedo (1964), Nagle (2001), Romanelli (1993), Shiroma (2011), Germano (1993) and Dourado (2010) in the field of educational policies; and Barbosa I. (2011), Barbosa M. (2006), Alves (2007), Arce (2008), Kramer (2003), Kuhlmann Jr. (2000), Schultz (1995), Rosemberg (1992), Haddad (2006), Cerisara (1999), Faria (1999) and Souza (2008) in the area of policies and educational practices for early childhood education. For the documental analysis, official documents on early childhood education prepared by the Education Ministry, the Education Secretariat and the Municipal Education Council of Goiânia were used. The empirical research was conducted in two phases. The first consisted of observations and records in five primary schools with pre-school classes while the second involved interviews and observations in one of the five schools selected in the first phase. From the data analysis, it could be said that, from a historical standpoint, in the drawing up of policies for children and early childhood education, the institutions (crèche, nursery, kindergarten and pre-school) distinguished themselves both in terms of this assistance, and in the way they followed paths different from those of compulsory schooling. At times, the foundation and maintenance of these institutions is justified, especially the pre-schools, precisely because of their connection with the later stages of education. Based on the field research, it was established that pre-schools set up within the schools take on the model of anticipating the content and practice of the elementary school. It was seen that to a certain extent educational policies for children are causing four-to-six-year-olds to move to primary schools in order to meet goals of expansion and universal attendance and to respond to the compulsory enrollment of children from the age of four and the requirement of literacy for children up to the age of eight. Finally, what stands out in the relationship established between pre-school and school is a preparation for future stages, the prevention of failure and anticipation of practices and the content of elementary school.Item Educação e Relações Étnico-Raciais: Diálogos e Silêncios sobre a Implementação da Lei nº 10.639/2003 no Município de Goiânia(Universidade Federal de Goiás, 2011-08-29) VIEIRA, Cecilia Maria; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128The main objective of this thesis is the identification of whether the Course of formation of teachers on African History and Culture has made possible the production of dialogues or overcoming of the silence on ethnic-racial relations among teachers of the Municipal Education System in Goiania. The research began with the study of results of the formation course: to aid the implementation of the law 10.639/2003. From this viewpoint I examine ethnic-racial relations in Brazilian education, based on research on consciousness of teachers with respect to this theme and the production of publications about negros and education., seeking to show that the trajectory of the Black Social Movement has had and continues to have importance in the understanding of law 10.639/2003, as well as of legislation resulting from this law and by a comprehension of the process of continued formation of teachers. The methodology has involved bibliographic research, documental investigation in the files of the SME and interviews. In the course of this project a number of important themes have been recognized: Identity, Totality, the Myth of Racial Democracy, Historical Implications, Educational Legislation and Continued Formation of Teachers. The implications of the research were analyzed in light of the theoretical reference of dialectical historical materialism, which allowed the understanding of the possibilities and contradictions resultant of the new legislation. We conclude that the continued formation of teachers with respect to the question has not been given the necessary importance by the authorities (federal, state and municipal). Also, there exists a continual resistance by part of most teachers in relation to the racial question, silence and omission apparently due to ignorance of the historical contributions of black Brazilians and the continued Myth of Racial Democracy. There exists an urgent need of the creation of new spaces or retribution of spaces of dialogue in order to break the dominant silence and omission, initially of teachers but also of all society. This merely reinforces the argument which supports the relevance of the question.Item A comunidade indígena Terena do norte do Mato Grosso:infância, identidade e educação(Universidade Federal de Goiás, 2009-08-17) ZOIA, Alceu; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128Our research consists of several subprojects in the project development policies And Public Education of Children in India: history, concepts, projects and practices, Group Study and Research for Children and their Education in Different Contexts (GEPIED), on line search and Professional Teacher Training Program Graduate Education in the Faculty of Education, Federal University of Goias (UFG). This thesis investigates the indigenous Terena community of northern Mato Grosso trying to analyze his childhood and his education. In this sense, we sought to understand how does the process of training these children and what are the concepts of childhood and education that are present in this community. Anchored in the socio-historical approach, we conducted an ethnographic study, documentary and theoretical, where we have the effective participation of diverse community members in developing the survey. For the construction of research data, analysis of documents, bibliography, interviews and visits in the community during the years 2007 to 2009. To understand of social relations that are established in the study group, we present some elements historical constitution of the Terena people, your organization productive and political as well as fundamental aspects of their culture and identity. We seek also to reconstruct this text, the from oral histories and documents of the time, the trajectory of struggles by which these people come to its fixation on Gleba Iriri in Northern Mato Grosso. Having as a match the history of struggles of people, we understand how the educational processes would developing permeated by numerous difficulties in which they passed. Featuring also the great importance that the Terena culture and the need to preserve it take for this group. Through this research was possible to perceive that the community has Terena a constant concern for the education of children and that this is deeply marked cultural values espoused by the group. The child is highly valued and seen as a social and political agent and is deposited in it that are the hopes of keeping their culture, language and traditions. And within these questions, school, community, cultural, bilingual different circumstances and now assumes a prominent place in the villages, as local resistance and reorganization of the indigenous people.