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A expansão dos cursos de pedagogia em Goiânia: um estudo comparativo
(Universidade Federal de Goiás, 2005-09-05) OLIVEIRA, Danúsia Arantes Ferreira Batista de; MACEDO FILHA, Maurides Batista; http://lattes.cnpq.br/8107202394331830
This work presents an analyze of the expansion of private higher education with profit ends in the context of educational politics in Brazil and also the process of expansion of the pedagogy course in national, regional and local scope. The research objects are the pedagogy course of private sector with profit ends in the city of Goiânia and a comparative study of the pedagogy course from two institutions: Catholic University of Goiás and Faculdades Alves Faria. The study is done through documental research (oral and written sources) in a broader sense, with the perspective of social and historical context, analyzing its macrostructure and respecting its historical particularities and specificities. The research shows the way private higher education with profit ends, that offers pedagogy course in a context of expansion, organizes itself to take part of the competitive market of education in Goiania. The analyses identifies a process of expansion in the higher education sector, especially in the late nineties, with the establishment of new institutions and pedagogy course as well as increase of vacancies. The flux and reflux phenomenon emerges as a response to this expansion boom, which changes the competitive logic of the market. This phenomenon is observed through the number of vacancies, demand, enrolments and the number of graduated students.
Educação Ambiental no Ensino Fundamental: um estudo da profissionalidade de professores do município de Goiânia-Go.
(Universidade Federal de Goiás, 2006-05-05) PEIXOTO, Elza Alcântara Macedo; GUIMARÃES, Valter Soares; http://lattes.cnpq.br/2733981651920914
This work search to apprehend the teacher s profissionality of the municipal net of Goiânia concerning EE3 Such process implicates to apprehend what is specific in the action and in the training of these teachers, their knowledges and as they see their practice in EE Four reading keys were used for the grouping and analysis of the data: the first reading key refers to the genesis and lines of the teacher s training for EE The second one to the knowledges that characterize the educational practice executed at classroom also in relation to EE In the third was tried to know how grows the projects of EE their characteristic lines which actions are predominant in EE and which the materials are used by the teachers The fourth key approaches the evaluation that the teachers do of the own training in EE the unfoldings of their work with the students and profissionality in general The subject of this research are the students/teachers in the course of Pedagogy of the agreement FE/UFG/SME4 It is a research developed in a qualitative approach with a quite wide theoretical-methodological referencial However for better exploration of the subject were used also quantitative data In this process was accomplished that the training in EE comes from several sources and, consequently different conceptions of EE originated as much of conservative patterns as from democratic-critics patterns About the knowledges was looked for to apprehend the understanding that the teachers have of nature environment and sustainable development concluding with their concepts of Environmental Education For the teachers the Environmental Education is characterized mainly for the preservation of the natural resources and understanding of the environmental subjects; the predominant projects pt lack of continuity and fragmented activities at last the evaluation that they do of their training and of the work that they develop in EE They manifest to like the subject and the expectation of larger training in EE and also, they evaluate positively the work that they do at the schools
A sacralização da arte e do artista: seus mitos e desafios à prática docente em artes
(Universidade Federal de Goiás, 2006-07-31) BARBOSA, Késia Mendes; NOGUEIRA, Monique Andries; lattes.cnpq.br/7560951448803509
The following study, developed in the Teacher s Formation and Professionalization Line of research, analyses the relations among the sacralization of art and of the artist and the possible impediments to the good teaching practice in art. The concept of sacralization, based on Bourdieu s work, is considered as a field strategy and the result of a social-historical process of a net of relations that consecrates and mystifies the work of art and the artist besides causing their subtraction of the totality of life. Brazilian Education, specially in art teaching, equally suffered the curtailment promoted by the sacralization process, which is the impossibility of full esthetic development of the pupil and the teacher. In this context, the teaching function and the processes of professional formation of pedagogues and art licentiates are taken as motivators of the cultural practices, and investigated in a field reasearch of the ethnographic kind with teachers of the public and private system of education in Goiânia. It s possible to see that the conception of art sacralization is present since the story of life to the formation of teachers. The teaching practice is then evaluated once more, questioning the myths and challenges of the sacralization of the art and of the artist prposing, based on Bourdieu, that the fundamental thing in a dissacralization process is to develop the habitus of cultural practice, in which the esthetic experience is a condition and product of a deeper relationship with the world of art and, therefore, should be the primary role of the school.
Entre sombras e flores: continuidades e rupturas na educação estética de devotos-artistas de Santos Reis
(Universidade Federal de Goiás, 2006-08-05) SOARES, Marcos Antônio; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284
This work is a research about the esthetic education of worshipper artists that integrate the Companies of Santos Reis do Jardim das Aroeiras and of Jardim Primavera, in Goiânia, Goiás, and it is linked to the research line Education, work and social movements in FE/UFG. Based on a dialectic and historical orientation, mainly, with the contributions of Antonio Gramsci and authors linked to the theoretical and methodological perspective of Marx, it was led the investigation process with procedures and used resources by the bibliographic and empiric research of ethnographic type. Answering to the challenges of the problem previous delimitated, we decided to divide the exposition in four distinct and complementary chapters. Initially, we present a reflection about the concepts and essential implications to the understanding of the thematic referred, specially, in relation to the particularities and senses that hold the terms culture, esthetic, art and education. Based on the reference of Gramsci, we develop, at the second chapter, the analysis of some aspects of the complex social-cultural context in which the life and the knowing of the denominated simple man are processed. The third chapter deals with the deciding, social-historic and contradictories concepts, related to the religion, devotion and tradition phenomenon. At the last chapter, when we articulate the several concepts, we also analyze the aspects that involve a concrete educative situation and shared by worshipper artists of Santos Reis in their courses, meetings and singing moments around the neighborhoods in Goiânia, aiming the comprehension of the mediations, appropriation and socialization of the artistic knowing produced on a determined social-cultural context with their continuities and ruptures. At this research, it was noticed the understanding of the education as an essential phenomenon of constitution, appropriation and transformation of the popular culture, like a social practice historically sited and interested, returned to the concretization of certain desires and attitudes, makings and knowings, ways of being and living, which demands symbolic and material mediations, social interactions and mutual helping, constant repetitions and improved masteries. Besides, it was confirmed the necessity of deepening about the education that it is processed in different moments and spaces of the social life.
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/8032275045906128
This 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 cost
PRÁTICAS FORMATIVAS E FORMAÇÃO CONTINUADA: um estudo com professores em exercício
(Universidade Federal de Goiás, 2006-08-29) IRIGON, Oneida Cristina Gomes Barcelos; GUIMARÃES, Valter Soares; http://lattes.cnpq.br/2733981651920914
This shidy was conducted in the program of Pos-graduation in Education of the Faculty of Education of Goiás Federal University. It is releved to the lide of research named Teacher formation and profissionalization . The aim of this work was to identify and characterize the formative practices considered well succeeded on the teacher s continuous formation and, on this way, to comprehend better the way that this professional learns the profession. The adopted methodology was the qualitative approach. As a theoretical referential to understand the initial and continuous formation and what knowledges that permeate this formation, we appeal to the Nóvoa (1997), Schön (2000), Zeichner (1997), Alarcão (1998), Porto (2000), Santos (1998), Tardif (2003) e Guimarães (2004) studies. In this referential, we find the valuation of the teacher knowledges acquired by the practice reflection (ZEICHNER, 1997). In Bourdieu (1983), we have fundaments for the use of the habitus concept and, in the Sacristán studies (1999), the educative action context and of the power of the institution/institutionalization and of the habitus so present on the practices. The professional life cycles are analyzed by Huberman (1995). For the formative practices investigation on the continuous formation, two works were very important: the study about significant learnings on the initial formation of teachers, achieved by Cunha (2000), and the other one, by Guimarães (2004), that intended to know the formative profile of teacher formation courses of a public university. The development of the investigation became necessary the achievement of empiric research and, for that, the used instrument was a questionnaire, which was proposed to 166 teachers that represented the continuous formation reality at the primary education. These teachers were concluding the graduation on the Mathematics, Letters and Pedagogy courses of the Universidade Estadual de Goiás (State University of Goias) and on the Pedagogy course of the Faculdade de Educação/Universidade Federal de Goiás (Education Faculty/Federal University of Goias). Concluding this study, we can say that the vision constructed on it is not the only one, nor the most correct, but the results propitiate the understanding of how the teacher learns and apprehend the teacher profession . The conclusions indicate that the teachers are being graduated and graduating themselves by the practice and also that they have been learned, significantly, through experiences changes. Besides, it was clear that the teachers consider positive the support that the formative practices on the continuous formation assure to their formation. A result which deserves prominence on this research is the high ratio of satisfaction in relation to the teacher profession. As a result, it was evident that the reach of the formative practices considered well succeeded varies according to the professional life cycle.
Educação como Formação Humana em Kant: Da Razão à Moralidade
(Universidade Federal de Goiás, 2006-08-29) CORBINIANO, Simone Alexandre Martins; COELHO, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078
This work proposes a reflection about the human formation based on the Kant s work, looking for education fundaments in essential concepts as reason, liberty, morality, autonomy and others. The reflection about the education sense as human formation finds out, at this context, principles that recognize the reason and the subject humanization as the end by excellence of the education. The totality which implies this formation aims, mainly, to cultivate at the man the morality and the capacity of directing, by his own reason and liberty in order to construct him as an autonomous being. For Kant, although nature is part of one of the constitutive dimensions of the human being, as his senses and understandings, man is determined by his free dimension, practices, by which he construct his humanity. Since he is a rational and free being, he can, at the same time, to deliberate his human conclusions and obey them, originating, on himself, the morality. The human formation ideal is, so, to guide the man, awaking on him all the natural dispositions, integral basis of the possibility conditions of the autonomous man, as a free being and, at the same time, responsible. This trajectory is only concretized by the reason work and the education. On this sense, the construction developments of the rational, free, moral and, therefore, autonomous man permeate, anyway, all the context of the Kant s conceptual and challenging forces
A ênfase na aprendizagem e a educação contemporânea
(Universidade Federal de Goiás, 2006-08-31) BASTOS, Rachel Benta Messias; MIRANDA, Marilia Gouvea de; http://lattes.cnpq.br/7051422864028373
This study, tied to line of research of Culture and Educational Processes, aims to discuss the learning and some of its appropriations in contemporary education. Understanding learning as a universal category subject to historical particularities, this literature and exploratory study was proposed to seize ownership of education nowadays, by reference (1) the guidelines that govern macropolitical education and (2) Master's dissertations in education (1990 - 2000). The emphasis on learning has been identified in the documents studied, in particular the reports to Learn to be Aprender a ser (1970) and Education: The Treasure Within Educação: um tesouro a descobrir (1990), which were proposed as a new education, geared towards the action of the individual student and individualization of the educational processes , focusing on the subject, and also in the discourse sought to justify the need for change, referring to new paradigms of learning, learning to learn. Learning was cited as an important category in 71.2% of the dissertations studied. These essays showed that learning is a category that articulates the new directions of education conducted in the light of psychological benchmarks, especially Piaget and Vygotsky. The two sources relate the idea of a learning innovation in educational practice. It was concluded that the emphasis on innovations in educational practices under the guidance of a possible "revival of learning" meets new forms of organization of productive forces and social relations produced in this historical particularity. Teaching and learning are split and included in their externality corroborate functional educational concept on effective society. It reaffirms the assumption of a learning rule on education in contemporary education, which is expressed in the critique of traditional education.
A reestruturação do curso de pedagogia da Faculdade de Educação da Universidade Federal de Goiás no período de 1984 a 2004
(Universidade Federal de Goiás, 2006-08-31) ZARATIM, Joel Ribeiro; PEIXOTO, Adão José; lattes.cnpq.br/6113087861690446
This research enclosed the inquiry field of the education superior and tied with the line educational culture and processes, treating, specifically, on the reorganization in the Pedagogy course from Education College of the University Federal of Goiás (FE/UFG), in the period between 1984 and 2004. The study evidences the tensions, conflicts which occurred in the period in epigraph, they were fruit of the explosion of forces articulated, grew and transformed. It examines the disputes between the different theoretical fields represented there by the several fields of knowledgement in relation to the reorganizational process of the Pedagogy course, as well as of the formation projects that these disputes expressed. The methodological procedures have been adopted the documentary analysis, bibliographical revision of authors who have turned on the subjects related to the object of study and participation in syndical movements and meetings of deliberative bodies or evaluation in the scope of the UFG. The inquiry had as starting point the analysis of the educational system of the Brazilian State in the period after-1964, a time that influenced directly the decisions that organized the Pedagogy course in the Education College. The research identifies the importance of the FE/UFG as historical landmark of the reorganization of the Pedagogy course in Brazil in the period of redemocratization of Country. It analyzes the theoretical shock and the each agreement on the Education College that occurred between professors Ildeu Moreira Coêlho and Jose Carlos Libâneo, both professors of the FE/UFG, in 1992. It demonstrates that the economical transformations occurrence in the world of the work and the call globalization , influences in the formation of pedagogues in Brazil. It analyzes the course of Pedagogy offered in 1999 and 2003, in form as accord, for the workers in Education of City department of education (SME) of Goiânia. City that shows that experience was used later as reference for the modification in the regular resume of the course of Pedagogy occurred in 2004. It makes historical feed-back of what it represented the period between 1984 and 2004 in the reorganization of the course of Pedagogy of the Education College of the UFG. According our objectives, we they with this study, to make with that the rise of the debate on the understanding of the professional identity and the formation of pedagogue that still have a lot of ambiguities and contradictions.
Uma escola inclusiva de referência no contexto da educação especial no estado de Goiás: um estudo de caso
(Universidade Federal de Goiás, 2006-09-01) ALMEIDA, Gisella de Souza; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449
This study seeks to understand the process of implementation and results of the Inclusive Education Proposal into the mainstream education system of the Goiás State. The Superintendence of Special Education, which is a sector of the State Secretariat of Education, is responsible for this proposal. By using a case study, this study looks at the Inclusive School of Reference (Escola Inclusiva de Referência EIR) located in the capital of the state, that is, the Goiânia city. Since 1999, the State Government of Goiás, implemented the Educating for Diversity State Programme that aims to disseminate and implement the national guidelines for inclusion. The Inclusive School of Reference is a central organization in developing this policy. Considering this, this study reviews the development of special education policy in the state of Goiás from 1990 as well as it describes and analyses how the inclusive education proposal happens into the school and in its classrooms. Data has been gathered by using observation, formal and informal interviews, documental analysis and other information collected in the school. A qualitative descriptive and reflective analysis of the data has been carried out by adopting the theoretical and methodological framework of the Phenomenology, by which the study tries to understand the school as a phenomenon in the field. Throughout the study, then, numerous questions have emerged, amongst these, what is an inclusive school of reference? Can the State of Goiás School of Reference be considered a reference? Why? Is Education, in its own rights, inclusive? Finally, perceptions and perspectives are enlightened by the study as a means to contribute to push inclusive education forward.
O professor como personagem na telenovela: identidade docente e interação com a imagem da TV
(Universidade Federal de Goiás, 2006-09-04) SILVA, Joanise Levy da; NOGUEIRA, Monique Andries; lattes.cnpq.br/7560951448803509
This study aims at investigating the connection between teachers real lives and the fictional version of these lives in soap operas. Its main concern is to check if teachers identify themselves with the characters representation of teachers. Soap operas in Brazil are famous television drama programs watched by a great number of people and, most of the time; they portray ordinary models of identity. This enables viewers to project themselves into these models either being them real or fictional models of representation. Through questionnaires, teachers - from public schools in Goiânia - revealed what they think of these models of representation. These instruments of data collection gave access to a general historical view of the representation of teachers in Brazilian soap operas from 1951 to 2006. Based on the studies of Martín-Barbero (1998; 2001; 2003; 2004) and Orozco Gómez (1998) the results show that teachers professional identity interacts with the images portrayed in the soap operas which interferes with their interpretation and making-sense of the fictional image and their own real professional identity.
As mudanças no mundo do trabalho e a ação sindical dos trabalhadores em educação
(Universidade Federal de Goiás, 2006-09-04) RODRIGUES, Fernanda Ferreira Belo; MASCARENHAS, Angela Cristina Belém; http://lattes.cnpq.br/5142224514451312
This studying has objective to analyze the union action of workers in education from the Union of Works in Education of Goias UWEG (Sintego), between 1988 and 2004. The search in analyzing and understanding how is structured the union action of UWEG (Sintego) in relation to the guarantee of flow of the worker fight presented in the way of the challenges lived in the working world and inserted in the political conjunctures inspirited in new-liberal conceptions. The union of workers in Goias has been affected in a context of a society guided by the capital logic, where the union fight has faced great challenges to guarantee the most elementary and defensive fight to the workers classes: the right for work, employment. This way, considering these problems and analyzes, the actual debate that has been accruing, in a worldwide level, in the capitalist system of production and in the work word, like the discussions about the union and political organization in Brazil and Goias. This way, looking of Antunes; Bhir; Boito Junior; Marx; Mascarenhas; Mészáros; Rodrigues; Oliveira, A; Oliveira,D, and so on, as theory resorts of supporting these analyzes. The methodology used in this study refers to proposes of a considerable research, using the method of colleting information; documental analyzes and interviews with union leaders and works in a public education in Goias.
SISTEMA MUNICIPAL DE ENSINO DE APARECIDA DE GOIÂNIA/GO: PROCESSO DE CRIAÇÃO, ORGANIZAÇÃO, INSTITUCIONALIZAÇÃO E GESTÃO
(Universidade Federal de Goiás, 2006-09-05) OLIVEIRA, Cecília Araújo de; OLIVEIRA, João Ferreira de; http://lattes.cnpq.br/9753142663168623
This work combines it the line of research State and Educational Politics of the Program of postgraduation in Education of the Education School of the Federal University of Goiás and consists as one case study of the Municipal System of Education of the city of Aparecida de Goiânia/GO. The decade of 1990 represented, in Brazil, a period of great transformations in the educational field. It is the decade where if it approves, amongst other normalization, the LDB - Law of Lines of direction and Bases of the National Education (Law N. 9.394/96) - and the Law of the FUNDEF - Deep of Maintenance and Development of Basic Education and of Valuation of the Teaching (Law N. 9.424/97), laws that will happen, excessively, on the municipal education. To count of the promulgation of the Federal Constitution of 1988, that it confers to the city status of being of the federacy, two laws are these that more will contribute in the direction of to induce the cities to assume a great parcel of school registrations of the basic education, especially, of basic education. Leaving of this premise we look for, in this research: 1) to evidence the reasons and the contradictions of one national politics of decentralization of the education, configured in the municipalization form, that has induced the Brazilian cities to constitute its education systems; e 2) to analyze as she has been lead management of the education in these municipal systems, verifying if these or they have not followed the beginning of the democratic management of public education, evidenced for the Great Letter of 1988 and the LDB/96. Better to understand these questions we choose as research methodology case study, in view of the fact of that this in allows them to concentrate in a specific case identifying, at the same time, its diverse interactive processes. In this direction, ahead of the 246 cities that compose the State of Goiás, we opt to choosing the city of Aparecida de Goiânia - located in the region metropolitan - for the reason of this if presenting as a city atypical. Amongst its characteristics it is a city dormitory , with about 40% of its inhabitants working or studying outside of the municipal limitations; it is as the more populous city of the State; it more presents one of the raised taxes of demographic density; it is as in economic wealth; it presents the fifth bigger GIP; however, he is 48° in quality of life. In view of our objectives, we analyze, therefore, the process of creation, organization and institutionalization of the Municipal System of Education of Aparecida de Goiânia, looking for to evidence you strike them politicians and ideological gifts in one national politics of education that if materializes in the municipal scope and the form of educational management assumed by the cities.
Ideologia pós-moderna e educação física: uma análise teórico-crítica
(Universidade Federal de Goiás, 2006-09-05) SOUZA, Luís César de; ZANOLLA, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708
We proposed at this text to discuss the post-modern ideology as a result of the contradictions of the contemporaneous industrial society of capitalist production, and how the education is inserted on this context, and, mainly, to analyze the influence of this ideology at the physical education (based on a negative and critical theory of the established society). In that sense, this text is characterized by the theoretical-philosophical debate, which we resort to the bibliographic research in order to understand the reasons that lead the post-modern ideology to announce the crisis of the principles and values constructed along the modernity. With an idea of crisis, the post-modern ideology refuses the theories that intend to understand the reality since the dialectical relation between universality and particularity, besides to despise the historical questions that allow us to comprehend the development of the productive forces and the production relations at the industrial society as factual action of the man. We run over to some concepts of Marx and Marcuse that wanted to understand critically the industrial society and the capitalism of their time -, important elements to the reflection of the contemporaneous society, with the purpose of justifying that the actual society is not , but it is , at a development phase that has ancient historical bases. Based on the perspective of these authors, we returned to the history to analyze the education at the industrial society context, since the ample development of the sciences and technology, making us to distrust about the post-modern conception of the education and the curriculum. We also analyzed the relation of the physical education to the industrial society development, since the requirements to the new man, which surged with the approaches of the burgher society of capitalist production, until the contemporaneous conflicts. We verified that the influence of the post-modern ideology at the physical education is not generalized, although there is an approval about the post-structuralists announcements that it is called linguistic rotation. We presented the mistakes of these conceptions because, according to their analyses, the material base responsible for the social relations is distrusted. At last, we comprehended that we are challenged to maintain the current of the principles that intend to emancipate the situation subject of exploration and minority. To the physical education, as it is implicated on the formative process, we must to promote constantly a critic to the contradictions of the industrial society of capitalist production and of the discourses that, when they are disrespected, they constitute on an ideology. This work was developed on research area Culture and Education Process, and it was supervised by Sílvia Rosa da Silva Zanolla
Os cursos de história da Universidade Católica de Goias e da Universidade Federal de Goiás: um olhar histórico
(Universidade Federal de Goiás, 2006-09-11) BORGES, Simone Aparecida; MACEDO FILHA, Maurides Batista; http://lattes.cnpq.br/8107202394331830
The ai mof this work is to reconstitute the way of the History Course at Goias Catholic University and Goias Federal University (Universidade Católica de Goiás e Universidade Federal de Goiás), since its creation until the year 2000, rebuilding, in this way, the historical trajectory of both. It is a historical research, that started with the collection, gathering, and interpretation of qritten documents (proceedings, bylaws, regulation, curricular schedule, scholar reviewm newspapers etc), and also of the pioneers memory, initially as students of the History Course at Goias Catholic University and, underlining where, when and with what intention this knowledge was invented. Later, it was demonstrated how and why the History comes to the academies in Europe and Brazil and, finally, in Goias. It is important to stand out that it was not primordial intention sometimes, basically, when the maintained relations are emphadized among the courses about the professor team, at the past, and that still survey at this moment. In short, we tried to trace the way of the History courses of both university institutions, focusing the political, social and economic contexts, and their implications on the changes occurred inside the universities and in the courses of this subjects of this research.
Lugar é laço: o saber profundo nas comunidades goianas de Cibele e Caiçara
(Universidade Federal de Goiás, 2006-10-13) ARAÚJO, Maria Emília Carvalho de; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284
Deep knowing is the conceptual matrix of this reflection, based on the agreement of that the process to learn and to teach is not restricted to the school, neither is exclusive fruit of the scientific rationality. For communities to know deep the citizens of the towns of Cibele and Caiçara are called, small agroupments of people near to the city of Itapuranga. The topofilies of knowing are the houses, churches, markets, locus of that pedagogical, verticalized essence of learning and teaching, underground in the collective memory of a community. In it I appeal to the depth knowing of the prayers and blessings, of the chore in cultivated filds and the houses, and of imaginary passes through, is that this study, established is placed theoretically in the Daily one from Michel Maffesoli, Manoel Barbosa and Jose Carlos de Paula Carvalho, who drinks in the source of the Deep Anthopology of Gilbert Durand and of the Paradigm of the Complexity of Edgar Morin. The study it is also based on Cliford Geertz, searching the said one of these primitive-next , dionisíacs citizens of blackfiels studied by Maria Isaura Pereira de Queiroz, Antonio Candido, Jose de Sousa Martins, Carlos Rodrigues Brandão and, more recently, for Jadir de Morais Pessoa. Modernity in its to know connoisseur if strangles, suspicion of a rational universe that falls down in the certainty of knowing them old, deep of the collective memory. This study, finally, it opens doors for a dialogue between anthropology, sociology, psychology and pedagogia. This to compose in depth has in the center the man and its imaginary one, the genetic and fenotípic system, the partner-cultural complex, beams of one all, neglected for the rational utilitarian knowledge of the modern times.
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/8032275045906128
This 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.
O ensino da odontologia no Brasil: concepções e agentes
(Universidade Federal de Goiás, 2006-11-16) QUEIROZ, Maria Goretti; DOURADO, Luiz Fernandes; http://lattes.cnpq.br/1883931901388039
The aim of this documental exploratory study was to investigate the evolution of dental education in Brazil based on three main organizations: the Pan American Health Organization (PAHO), the Kellogg Foundation (KF) and the Brazilian Dental Education Association (BDEA). The study covers the period since the institutionalization of dental education in Brazil in 1856, until the National Curriculum Guidelines for Undergraduate Courses in 2002. References: high education and health education legislation, the history of high education in Brazil, and PAHO, KF and BDEA documents and recommendations about health human resources. Changes until 1961 were determined by government and were not attended by professional categories. Education was not in accordance with norms and disciplines were not homogeneous in different courses despite of the existence of legislation. In 1961, the Education Basis and Guidelines law, some distortions were amended. Universitary Reform in 1968, influenced by the North-American model, introduced changes like modernization of high education, and inclusion of levels of education in Dentistry. Learning and practice models had structural limits due to high costs and difficulties for implementation. Many interventions tried to adjust dental education to the regional and national scenario and to include Dentistry in the health area. It must be highlighted the importance of the National Curriculum Guidelines for Undergraduate Courses, as a result of the Viña del Mar Seminar (1955), and the involvement of PAHO, KF and BDEA in this process. The collective construction of the National Curriculum Guidelines emphasized the need of an effective public health system and professional education in accordance with public services. Different protagonists and concepts originated many discussions and tensions, often not understudied by professionals. Concepts and political and pedagogical projects in dental education need to be more cleared and professional categories must lead the construction of a new dentist and reinforcement of the Sanitary Reform. Local and regional disparities also may be taken into account in this process. Dental profession must also conduct discussion about dental personnel, including auxiliary dental professionals
" Respeito, sou criança !" as narrativas infantis sobre o mundo de gente grande
(Universidade Federal de Goiás, 2007) Santos, Aline Sardeiro dos; Melo, Orlinda Maria de Fátima Carrijo; http://lattes.cnpq.br/1387268300288419
This work is linked to the line of research and Professional Teacher Training and has as object of study the narratives of children on the children, about their lives in the world of adults. Is based on theoretical studies of Cultural History with Chartier (1990), Melo (2007), Ariès (1981), Burke (1992), in a constant dialogue, saved the appropriate differences, with Bakhtin (1992), Vygotsky (1998), Brait (2005), among others. In this study the qualitative perspective, interviews with children are made to a municipal school of Goiânia - Goiás and used as criteria for selection of children, age, length of stay in school and the same amount of boys and girls. The research investigates how the child understands and narrates his vision of the adult world on it, trying to show that the child is able to speak to this from experience, recovering well, memories and representations made in this period of life, a certain socio-cultural space.
Certezas e incertezas da educação profissional por competências
(Universidade Federal de Goiás, 2007-05-18) COSTA, Manoel Pereira da; MASCARENHAS, Angela Cristina Belém; http://lattes.cnpq.br/5142224514451312
This thesis is situated at the research line: work, education and social moviments. Since it, it was investigated the multiple accepts that the term competence assumes at the professional education field. The investigation problem was to understand the bond that the professional education by competence has with the work world and if it is joined to this last one. The thesis bases on the pedagogy theory of the competencies with its certainties and uncertainties, so the work as a educative principal makes us to think again about the links between the productive life and culture, with the historical constitution, the autonomy, freedom and emancipation of the human being. The approach with the study object occurred by a wide literature review, consults to documents and publications about the subject. It also occurred by the analysis of a corporation of the professional education, SENAI National Service of Industrial Learning (Serviço Nacional de Aprendizagem Industrial), and its methodologies, that has as reference the Goiás SENAI. The aim was to discuss about the certainties and uncertainties that constitute the curriculum by competencies as elements of strategic mediations for both attitude and methodological changes related to the teachers and students acts. We concluded that a true background by competence just will be realized, at the scholar everyday life, if it propitiate to the students access conditions to a knowledge that goes beyond the scholar books, favoring them the development of the investigation spirit and the capacity to solve problems

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