CEPAE - Centro de Ensino e Pesquisa Aplicada à Educação

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A pedagogização do frescobol na educação física escolar: uma proposta baseada na pedagogia histórico-crítica
(Universidade Federal de Goiás, 2023-08-09) Moraes, Sara Caroliny Marques; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Cruvinel, Fernanda Pimentel; Inácio, Humberto Luís de Deus
The present work has as object of study the school physical education and the teaching of the sport racquetball in the school. It is justified by the need to look at the manifestation of racquetball body culture as a powerful practice for thematization at school as a content of physical education. However, in the context of hegemony of some school physical education contents, would racquetball be a possible sport/game at school? Is racquetball presented as an overcoming possibility in physical education classes, to reduce the hegemony of certain content? To answer these and other questions, the research, developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program at CEPAE/UFG, investigated the possibilities for teaching racquetball as a physical education content in a school of the Municipal Education Network of Goiania, intervening with the implementation of a methodological proposal for teaching racquetball, subsidized by the contribution theorist of Critical Historical Pedagogy and Action Research. It was verified that it is possible to diversify the contents of Physical Education through racquetball, even with challenges and limitations, and still present a possibility of racket sport at school, which breaks with the traditionalism of competitive sports. In addition to thematizing racquetball with the 5th grade elementary school students, the intervention aimed at the development of an educational product in the configuration of a didactic sequencer, covering historical, social, cultural, technical, leisure and sports performance aspects, as well as playfulness and cooperativeness belonging to the essence of the game. The educational product “FRESCOBOL AND ITS PEDAGOGICAL PRACTICE AT SCHOOL” is available to those interested in teaching racquetball, especially for physical education teachers, in the appendix and on the EduCapes portal.
A percepção da língua portuguesa como segunda língua pelo estudante surdo por meio do uso de aplicativos de comunicação digital
(Universidade Federal de Goiás, 2023-09-25) Cardoso, Aliffer Vanduir; Carvalho, Andrea Guimarães de; http://lattes.cnpq.br/7015958282618271; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Dalla Déa, Vanessa Helena Santana; Pires, Edna Misseno
This dissertation is based on the following question: Can digital communication applica-tions, developed for smartphones, contribute to teaching written Portuguese to deaf ado-lescent students? The general objective is to analyze activities mediated by the digital com-munication application for teaching written Portuguese to the deaf population. The specific objectives aim to observe linguistic aspects of Libras and the Portuguese language, inves-tigate the educational action and that of the subject, collect data from the activities applied to the participants, understand how L2 learning takes place and prepare a pedagogical notebook as a way of collaborating with teaching practice. The methodology has a descrip-tive, qualitative approach, with action research in the group with seven participants, using fictitious names to protect their identities. The educational product entitled: Pedagogical notebook for teaching Portuguese as a second language for the deaf: Use of technologies, the product is of the digital media type. Developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. Among the main sources of this research, Souza (2021) who deals with L2 for knowledge, Selinker (2020) addresses interlanguage, Bévort and Belloni (2009) support action re-search that improves teaching-learning, Falkembach (1987) ) brings the field diary and his reflections. The linguistic potential of the media is seen in the collection of activities of deaf individuals capable of expressing themselves using languages. The didactic-pedagogical activities mediated by digital communication applications reap results from students' under-standing and help in learning the Portuguese language. The results are divided into two phases: 1) analysis of the participants' profiles with activities that observe how they perceive their development and 2) a demonstration of activities seen as an intervention that has a fundamental role in supporting the understanding of the acquisition of the target language. As a final analysis of the results, the social function of the Portuguese language, the stu-dents demonstrated greater interest in learning the Portuguese language due to the fact that current and everyday themes were presented in the activities. In relation to methodol-ogies, the interest in the activities came from bringing appropriate and interesting method-ologies to these students, such as the examples used by applications and gamification. In relation to the potential, technologies and expressions of multi-competence, it is clear that technologies are not the villains of learning, being used in appropriate pedagogical ways they can contribute to the teaching of these deaf students.
A abordagem funcional dos textos de opinião a partir do uso da tecnologia em sala de aula
(Universidade Federal de Goiás, 2020-04-21) Silveira, Danúbia Sampaio Gomes; Filetti, Elisandra; http://lattes.cnpq.br/9971042664882129; Oliveira, Ilse Leone Borges Chaves de; Sousa Filho, Silval Martins de; Filetti, Elisandra
The research search investigates the functionality of argumentative genres by analyzing the argumentative strategies used by students in textual productions. Thus, this research observed the construction of oral and written arguments in the debate and opinion article genres. In addition, another technological resource, the whatsapp application, was used to observe how it allows student interaction, promoting discussion and the exchange / sharing of information and knowledge. For this, the theoretical framework that we use is based on studies related to the conception of interactional language defended by Bakhtin (1994); Halliday's (1973) functionalist approach; as well as the conceptions of discursive genre by Rojo (2000), Marcuschi (2008), Bronckart (1999) and Schneuwly & Dolz. (2004). For the analysis of the argumentation we use Koch (1993), Perelman & Olbrechts-tyteca (2000) and Breton (2003). Regarding studies on the insertion of technology in the classroom, we used Lévy (1999), Kensky (2003), Coscarelli (1996), Moran (2013), among others. The research environment involved a 9th grade class from the Municipal School Cesário Lopes de Oliveira de Ordália - District of Itauçu-GO. From a methodological perspective, this research, of a qualitative nature, is characterized as action research, which used the following data collection instruments: participant observation, questionnaires and textual productions in order to reach a result from the triangulation of data. As a result of this research, it was observed that students developed several argumentative strategies based on the exchange of knowledge during the classroom debate and the discussion in the whatsapp group, in addition to producing an opinion article, with constructions from a critical point of view, with the insertion of new knowledge and the ability to argue through convincing and persuasive strategies. As an educational product, in addition to a blog with orientations, doubts and questions about the genres of an argumentative nature, it was created an activity notebook with the title: “Activity notebook about working with argumentation from a functionalist perspective.”. The purpose of the material is to offer other professionals and scholars in the field, a suggestion of work from a functionalist perspective on argumentative genres and the use of the whatsapp application as a means of teaching / learning.
Abordagem sistêmica de ensino: narrativas de memórias e letramento no ensino fundamental
(Universidade Federal de Goiás, 2020-06-22) Jesus, Weslania Evangelista de; Lima, Clêidna Aparecida; http://lattes.cnpq.br/7507529259541852; Mesquita, Deise Nanci de Castro; http://lattes.cnpq.br/4043217912376564; Mesquita, Deise Nanci de Castro; Rocha, Maria Alice de Sousa Carvalho; Oliveira, Ilse Leone Borges Chaves de; Souza, Aline Gomes; Carvalho, Andréa dos Guimarães de
Este estudo indaga sobre como a vida narrada reconstitui-se pelo tempo (re)vivido. Pretende-se refletir acerca dos saberes ensinados pela escola, relacionando-os e aproximando-os das vivências dos estudantes a partir do percurso da pesquisa. “Abordagem Sistêmica de Ensino: narrativas de memórias e letramento no ensino fundamental” justifica-se pela necessidade de se buscarem alternativas interativas e significativas que possam contribuir para o processo de letramento de crianças em ambiente escolar. O foco desta investigação é compreender como as narrativas de memória podem potencializar a apreciação de diversas leituras e, assim, contribuir para o processo de aprendizagem dos conteúdos de outras disciplinas escolares. No âmbito da pesquisa qualitativa desenvolve-se um estudo de caso com dezessete estudantes com idades entre dez e doze anos, de uma turma de quinto ano do ensino fundamental da Escola Municipal José Luiz Bittencourt, em Goianira-GO. O estudo permite destacar que, ao narrarem suas memórias – em diálogo com leituras – estes jovens estabelecem relações significativas e instigantes com a arte da leitura e com suas memórias de vida. Como produto educacional foi produzida uma coletânea de curtasmetragens contendo produções narrativas dos colaboradores. Neste processo busca-se ampliar a leitura de mundo, estimulando sensibilidades e percepções.
Abordagem triangular: uma experiência estética na educação infantil
(Universidade Federal de Goiás, 2021-03-06) Pereira, Elenice de Fátima; Santos, Wanderley Alves dos; http://lattes.cnpq.br/5078490431730083; Santos, Wanderley Alves dos; Cruvinel, Roberta Carvalho; Dias, Maria José Pereira de Oliveira
The present work, enrolled in the research line School Practices and Application of Knowledge of the Postgraduate Program in Teaching in Basic Education (PPGEEB), from the Center for Teaching and Research Applied to Education (CEPAE), at the Federal University of Goiás - UFG, arises from my research entitled: “Triangular Approach: an aesthetic experience in Early Childhood Education”. It intends to reflect about the use of Ana Mae Barbosa's Triangular Approach with children from three to four years old, since this proposal by Barbosa has not been used in Early Childhood Education in the city of Goiânia. It is justified by the importance of working with Visual Arts in a contemporary, progressive, and dialogical way, and by the need to seek interactive and meaningful alternatives in the school environment with children in this age group that can contribute to their development. The goal of this research is to understand how the three dimensions of Barbosa's Triangular Approach can contribute to perception, sensitivity, intuition, curiosity, and creative imagination, considering the several possibilities of expression and manifestation through the artist's historical contextualization, the image reading of a work, and also, through his drawing. It seeks to provide children with aesthetic experiences beyond those that are part of their routine, beyond immediate reality, seeking new ways to learn and teach Art. This research had as main theoretical references, Barbosa (2007, 2012, 2014), Iavelberg (2013) Vygotsky (2018). In the scope of action research, allied to qualitative research, an art project was developed using the Triangular Approach with twenty children from Grouping D-2 1, during six months, at CMEI Cristiano Emídio Martins, in the city of Goiânia. In the art project, I followed all the impressions, gestures, manifestations, expressions of the children about getting to know the artist, about reading the image of the artist's work, and also, the drawing produced by them. As an educational product, presents the title “Visual Arts with the Triangular Approach: ways and possibilities"-, a digital portfolio was built containing photos, videos, drawings, and speeches of the children with all the experiences lived in the art project. In this case, the pedagogical interventions worked with Barbosa's Triangular Approach showed that it is possible to develop with children in this age group, a deeper and contextualized artistic work.
A ação pedagógica na educação infantil: sentidos e significados atribuídos por professoras da Rede Municipal de Educação de Goiânia
(Universidade Federal de Goiás, 2017-12-12) Ferreira, Eulâmpia Neves; Araújo, Denise Silva; http://lattes.cnpq.br/2754806857545880; Araújo, Denise Silva; Costa , Sônia Santana da; Sousa, Sônia Margarida Gomes; Siqueira, Romilson Martins
In the present study, the objective was to analyze how the pedagogical action is understood by teachers of the Municipal Education Network of Goiânia, who work in Municipal Early Childhood Centers and/or Municipal Schools with classes of Early Childhood Education and attempted to answer the following problem: What sense and meaning are assigned by teachers of Early Childhood towards pedagogical action? This study starts from the conception of Early Childhood Education as the first stage of Basic Education, with its own social and pedagogical nature and specific characteristics and differentiated from other educational stages. It is taken on the understanding of pedagogical action as praxis, human action oriented by values, theoretical conceptions and supporting political positions, which, therefore, require the conscious and intentional action of the teacher. The latter is part of a formal organization that has the objectives, strategies and methodologies necessary for teaching-learning to take place as a shared historical and social process. The research was guided by the principles of Socio-historical Psychology, which is based on Historical-Dialectical Materialism, a method of investigation that aims to understand concrete reality in order to act and transform it. In this epistemological approach, the human being is seen as a subject that builds the history of society by relating and interacting with it, in a movement of affirmation and contradiction. In this process the human being constructs its own history, constituting itself, modifying itself and transforming reality. In this way, the teachers are understood as subjects situated socially and historically. The procedures for collecting information are interviews with teachers of two municipal institutions of early childhood education in Goiânia. The analysis of the accounts was essential in order to understand the senses and meanings attributed by the teachers to their pedagogical action. In order for its words and practices to be understood as totalities of a dialectical process, a qualitative approach was adopted to proceed both to field research and to the systematization and analysis of information. It could be concluded that, despite the legal and theoretical-practical advances that have taken place in Brazil in the last decades, concerning Infant Education and its socio-educational function, teachers sometimes have difficulties in understanding their specificity.
O acompanhamento individual de uma criança autista em seu processo de escolarização
(Universidade Federal de Goiás, 2021-11-26) Morais, Rosa Maria Ribeiro de; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Murce Filho, Newton Freire; Oliveira, Alexandra Almeida de
This study is the result of a research carried out in the Professional Master's Degree in Teaching in Basic Education – Postgraduate Program in Teaching in Basic Education, at the Center for Teaching and Research Applied to Education, at the Federal University of Goiás. The research aims to discuss the importance of the child with Autistic Spectrum Disorder (ASD) being inserted in the schooling process in the inclusive modality. This theme instigated me when I worked as a support teacher for an autistic child. At the time, I asked myself about the advantage of autistic children attending regular schools. In this research, I defend the argument that school inclusion can be important for autistic children due to the symbolic value that the school represents to the social group. However, in certain cases, individualized monitoring, even in the same school environment, can contribute to the maintenance of the autistic child in a regular classroom. In the context of qualitative research, a case study is developed with a ten-year-old student diagnosed with ASD, who was in the 4th year of elementary school in 2019, at the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). To theoretically support the discussions carried out, we used, mainly, the work of Maria Teresa Egler Mantoan (2015) and, mainly, the work of Maria Cristina Kupfer (2013) who deals with the topic from a psychoanalytic perspective, in addition to the laws governing inclusion school (1996, 2008, 2010, 2012). As an educational product, didactic sequences were developed to be worked individually with an autistic child. The experience gained by working with the didactic sequences, led us to realize the importance of the ASD child to attend school to (re)constitute the social bond and to recognize themselves as a subject of the culture in which they are inserted.
Alfabetização e letramento de estudantes com síndrome de Down: indicações a partir da percepção de professores sobre a vivência de estudantes em uso do software alfabetização fônica computadorizada
(Universidade Federal de Goiás, 2019-03-27) Santos, Tatiane Soares dos; Barreto, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Oliveira, Ana Flávia Teodoro de Mendonça; Silva, Ana Paula Salles da
The present research was carried out in a course of continuous formation that happened in the Faculty of Education of the Federal University of Goiás, denominated "Culture Digidown". The purpose of this study was to analyze the perception of teachers about the experience of students with Down syndrome using computerized computer literacy software. Based on these indications, we attempted to construct a prototype software program for literacy and literacy of these students. In field research, video recording and the focal group for data collection were used. For data analysis we used the Bardin content analysis. The subjects of the research were 40 teachers of the regular network of education, participants of the course. The results of the research showed us significant indications. In relation to the use of software on: audio, interface, gamification, user- software interaction options, among other factors. Regarding the pedagogical mediation of teachers, it was clear that some specificities of this public should be considered in the elaboration of activities, so that they do not become too complex and confusing. Regarding the pedagogical proposal, we obtained indications that lead us to realize that the method to be used is not the most important point to have good results in the literacy processes, so the most significant in this process is to know the ways in which the subject appropriate written language. Thus, the teacher can guide the student in this process, in a significant way, working both literacy and literacy, to form subjects who not only master a code, but who understands and makes use of it in its most diverse social contexts.
Apoio itinerante na educação inclusiva em uma escola da rede estadual de ensino em Buriti Alegre-GO
(Universidade Federal de Goiás, 2018-06-18) Santos, Luciene Guerra dos; Silva Neta, Segismunda Sampaio da; http://lattes.cnpq.br/5220376785331309; Mesquita, Deise Nanci de Castro; http://lattes.cnpq.br/4043217912376564; Mesquita, Deise Nanci de Castro; Tiballi, Elianda Figueiredo Arantes; Freire, Silvana Matias; Silva Neta, Segismunda Sampaio da
This paper discusses the role of itinerant learning support teacher in a Regular School of Basic Education of the Secretaria Estadual de Educação (State Education Network) in the city of Buriti Alegre in the state of Goiás- Brazil. The goal is to help students in their daily activities by avoiding fragmented attendance, as well as highlighting the ways to overcome obstacles and obtain possibilities for advancement in roaming. For that, we took into account the presupposition prescribed and lived in the performance of this professional of Inclusive Education. The results presented were based on reflections of a Study Group (GT-Buriti) carried out during ten meetings in the second half of 2016, in order to observe the professional practice of the teacher of itinerant learning support. The theoretical references of authors, such as: Maria Tereza Égler Mantoan, Ivani Catarina Arantes Fazenda, Francisco Imbernón, Magda Soares, Enicéia Gonçalves Mendes and others were used as basis. This Study Group was comprised of two teachers of itinerant learning support, a teacher of Specialized Educational Assistance (AEE) and the researcher (itinerant learning support teacher and regent teacher). Based on the experiences of each subject of the research, activities were presented and elaborated with the following purposes: to analyze the mentioned experiences seeking alternatives and educational actions that help the unveiling of the difficulties faced by the itinerancy; possibilities of advancement in the relation between itinerant learning support teacher, regent teacher and student, in basic inclusive schooling. In order to investigate problems related to questions raised about the role of itinerant learning support teacher in education, the action research, the bibliographical review, as well as a semi-structured interview were used as methodological strategies in order to draw the profile of the participants and carry out initial survey from the perspective of each one in the function performed. The research indicates the following conclusion: despite the obstacles present in a fragmented service, it is possible to get solutions that are more accurate with a better analysis of the daily life, with a view to partnership and theoretical / practical training. We can understand that if each teacher is aware of his role, in a solidarity search that meets the needs of all, expanding knowledge to improve his performance, chances are of success throughout the institution. Thus, assisting students and teachers in the school context requires discussion of better conditions for carrying out the itinerant support service.
Aprender pela pesquisa: desafios do letramento informacional no ensino médio de uma escola estadual de Aparecida de Goiânia-GO
(Universidade Federal de Goiás, 2022-08-18) Mota, Jacqueline Pereira; Santos, Andréa Pereira dos; http://lattes.cnpq.br/9315618025567235; Pimentel, Fernanda Cruvinel; http://lattes.cnpq.br/1018678187660803; Pimentel, Fernanda Cruvinel; Cruz Riascos, Sônia Aguiar; Ferreira, Evandson Paiva; Oliveira, Laís Pereira de
Analyzes how the research process occurs by students in a state school in Aparecida de Goiânia-GO, considering the informational literacy for basic education in order to develop a necessary educational product. The work is based on the theoretical foundations of authors from the area of Librarianship and Information Science who study informational literacy, Beluzzo (2021), Campello (2009), Dudziak (2001, 2003) and Gasque (2012; 2020), authors who deal with school research as reconstructive questioning, Bagno (2000), Demo (2015) and other authors from the area of Education related to the theme. This is an exploratory-descriptive case study research, analyzed from a qualitative-quantitative methodological perspective with the application of a questionnaire has as research subjects 56 students of the third year of high school of the Nova Era State School. To evaluate the data collected it was used the theoretical basis of the reference process of the author of the area of Librarianship Denis Grogan (2001), which is designated as the recognition of an informational need to solve a question: a) problem; b) need for information; c) initial and negotiated question; d) strategy and search process. The results were analyzed using simple descriptive statistics with the help of the software Statistical Package for the Social Sciences (SPSS 20), and thematic content analysis. Among the results obtained it is possible to evidence that most students feel safe and with autonomy to solve information problems anchored in the facilities to search on the internet. The students recognize the importance of evaluating the information available on the internet and of citing references in the papers. We conclude that the research process in the high school of the Nova Era State School requires monitoring and guidance for a learning process based on information literacy, and we realize the need for training students to learn to use physical and digital information resources effectively. The result of this research is the development of an educational product in video format, entitled: "Animated video: how to do a good school research in high school", with the intention of introducing information that can help students in the development of skills for school and scientific research. As a contribution, the results of this dissertation can be used as a diagnosis for school managers, teachers and librarians to develop programs and projects of information literacy in high school focusing on mediation and guidance in school work, and thus enable the 'learning through research' integrating the areas of Librarianship, Information Science and Education.
Aquisição da escrita: implicações do outro
(Universidade Federal de Goiás, 2016-03-15) Silva, Joelma Oliveira Santos; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Buragarelli, Cristóvão Giovani; Carvalho, Maria Alice de Sousa
For a long time, I have worked in school as a teacher of children in the early grades of elementary school. During my practice in the classroom, a question has always caught my attention: how does the acquisition of writing by children happen, mainly of those who do not ascend to writing in the period, according to the official documents, is expected that such acquisition occurs? Out of this concern, the research project "Writing Acquisition: Implications of the Other" arose, presented to the Postgraduate Teaching Program in Basic Education of Applied Teaching and Research Center for Education (PPGEEB / CEPAE / UFG) which resulted in the present work. To conduct my investigation on this subject, I took as theoretical referential the Lacanian and the Freudian psychoanalysis. Among the psychoanalytic notions that guide my study, there is the "Other", essential instance for the constitution of subjectivity. I also used the operations of "alienation" and "separation", such as developed by Jacques Lacan (2008), to analyze the written production of students who, according to their age, should have been literate, handling with 'ease' the written standard, but still do not. The written productions were the result of workshops specifically designed for these children. Beyond these productions, I analyzed interviews and questionnaires which were conducted by the manager and pedagogical group of the school and also by those responsible of the students. The research took place in a regular educational institution since this is the privileged place in which writing and reading are formally presented to the child. My hypothesis is that this is the right time for pedagogical interventions to be carried out in order to avoid social constraints to these children due to the fact that they are not literate.
As artes circenses na educação física escolar enquanto conteúdo da cultura corporal: suas contribuições para desenvolvimento da expressão corporal e criatividade
(Universidade Federal de Goiás, 2016-02-26) Ramos, Bruno Amaral; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Baptista, Tadeu João Ribeiro; Viana Neto, Alcyr Alves; Santos, Jeferson Moreira dos
This study was constructed from a field research, qualitative, conducted with students belonging to the 3rd year of computer integrated technical course for internet Federal Institute of Goiás - Formosa. The problem that prompted this study was: how the circus arts can contribute to the development of body expression and creativity of students in physical education classes. The overall objective of the research is to identify how the circus arts can contribute to the development of creativity and body language of the students in the classes of Physical Education. The specific objectives are: to deepen the knowledge about the history and definitions of Physical Education and circus arts; present the possibilities of using circus arts on the different pedagogical approaches in Physical Education; show the contributions of the circus arts to the development of creativity and body language and deepen their knowledge of teaching methodologies, seeking those that can contribute to the development of body expression and creativity of basic education students. Studied in this work from the history of circus arts, circus and physical education, making relationships of these contents with the main pedagogical approaches this discipline, passing by the concepts of body expression and creativity to reach the field of research, where we develop an educational intervention for one academic quarter and work the following contents: juggling balls and flower stick, roll-roll and ropes. The instruments for data collection were structured observation, school reports and questionnaire. We can say from this study that a good planning combined with the historical aspects of these arts, which have in essence freedom of movement, creativity, body expression and a good mediation process, based on the actionreflection- movement action will allow the development of a physical education more expressive, creative, critical and human. In this way we will be contributing to the formation of questioning people with objective conditions to position themselves in favor of the lower social classes, not to reproduce the values of capitalist society: competition, exploitation, domination and exploitation of the best, among others.
Atividade de leitura colaborativa em espanhol: uma estratégia de ensino para promover a aprendizagem significativa crítica
(Universidade Federal de Goiás, 2015-04-30) Sellanes, Rosana Beatriz Garrasini; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Murce Filho, Newton Freire; http://lattes.cnpq.br/5565094134636720; Murce Filho , Newton Freire; Silva, Barbara do Rosário Sabota; Freire, Silvana Matias
Como profesora de Lengua Española que actúa en la Educación Básica percibí que los profesores del área enfrentan dificultades al momento de elegir un material didáctico que norteé el proceso de enseñanza y les dé soporte a los alumnos durante su aprendizaje. Esto ocurre porque el material disponible en el mercado, ni siempre considera los conocimientos previos adquiridos a lo largo de los años de estudio y, consecuentemente, la secuencia del proceso de enseñanza-aprendizaje de una fase para la otra, o sea, de la segunda fase de la Enseñanza Fundamental (EF), para la Enseñanza Media (EM). Esta situación, muchas veces, exige que el profesor elabore o adapte materiales y proponga actividades que contemplen a las necesidades de los alumnos y sean próximas a su contexto, con la intención de estimular la construcción del conocimiento y tornar el aprendizaje más significativo. Además, existe una demanda de los alumnos de la EM, específicamente, los del tercer año. Estos alumnos necesitan prepararse para ingresar a la universidad, por medio de evaluaciones que priorizan el dominio de la comprensión lectora en la Lengua Extranjera (LE). Por este motivo, el contacto con la lectura en LE y con los diferentes géneros textuales son muy importantes. Además de la falta de un material adecuado y de las especificidades de los alumnos de la EM, también destaco mi preferencia por trabajar con las Tecnologías de la Información y Comunicación (TIC), como un recurso didáctico, y con actividades colaborativas que promuevan la interacción entre los alumnos y un aprendizaje más significativo. La Teoría del Aprendizaje Significativo (TAS), de Ausubel (1963, 1968), fue la base teórica inicial de esta investigación. Sin embargo, durante el estudio del referencial teórico, observé que es posible avanzar y direccionar las prácticas educativas para un Aprendizaje Significativo Crítico (ASC), propuesto por Moreira (2005, 2011). En esta perspectiva, el aprendizaje necesita considerar el contexto sociocultural del alumno (VYGOTSKY, 1998), y darle soporte para que pueda analizar y actuar en diferentes situaciones, adquiriendo una postura más activa y consciente. Los aspectos mencionados respaldan la realización de esta investigación que propone la Actividad de Lectura Colaborativa Significativa (ALCS), como una estrategia de enseñanza, buscando, por medio de la lectura en la Lengua Española y el uso de las TIC, promover un ASC. El objetivo principal de esta investigación consiste, por lo tanto, en desarrollar la ALCS y analizar todo el proceso. Específicamente, constatar que efectos ella proporciona para un ASC del conocimiento, verificar cuáles son los beneficios de la ALCS para perfeccionar la comprensión lectora de la Lengua Española y analizar las percepciones de los participantes sobre la propuesta. En este sentido, demostrar las posibles contribuciones para la Educación Básica y el proceso de enseñanza-aprendizaje de LE. La ALCS se desarrolla en contexto híbrido, o sea, en contexto que posibilita unir actividades en el aula y fuera del aula. La ALCS fue desarrollada durante un bimestre, con los alumnos del tercer año de la EM de una escuela pública Federal, en 2014. Los instrumentos utilizados para colectar los datos fueron cuestionarios, entrevistas, la interacción comunicativa entre los participantes, las producciones de los alumnos (orales y escritas) y los apuntes de campo de la profesora participante. Los resultados obtenidos fueron positivos, pues la ALCS favoreció el perfeccionamiento de la comprensión lectora, de los alumnos, en Lengua Española, al mismo tiempo que integró las demás habilidades (oral, escrita, auditiva). Para los alumnos, la ALCS les posibilitó el contacto con la realidad sociocultural de otros países, además de momentos de interacción y de colaboración. La ALCS permitió desarrollar la criticidad y el pensamiento metacognitivo de los alumnos que demostraron responsabilidad con su proceso de aprendizaje y una participación más activa, por lo tanto, un ASC del conocimiento.
Avaliação da aprendizagem na educação física escolar na zona rural no município de Formosa: realidade e contradições
(Universidade Federal de Goiás, 2017-09-01) Nascimento, Karen Cristina Costa do; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Garcia, Lênin Tomazett; Viana Neto, Alcyr Alves
The rural population, since the dawn of Brazilian history, suffers from the lack of investment in education. In this sense, this research has as object of study the category evaluation of learning, especially that carried out in the public schools of the rural area by Physical Education teachers of the Municipal School of Formosa - GO and to map the challenges and the possibilities for The Evaluation practices in Physical Education in the Field. The guiding questions include the understanding of the physical education discipline and the evaluation process: do teachers use a methodology that privileges the critical thinking of the students? Does the evaluation collaborate with the process of reflection on the pedagogical work carried out and contributes to adapting points of the walk, or does it serve only as a means of gauging and classification? Is it possible that the teachers who teach physical education do not know how to use the evaluation tools or do not have the theoretical methodological deepening about learning evaluation? The general objective of the study is to identify the main evaluation instruments used by physical education teachers in the teaching network of that city and their effectiveness in promoting quality education. Specific objectives are to analyze what teachers understand as evaluation; To verify the evaluation criteria used by teachers to gauge students' knowledge; Identify the difficulties presented by the teachers in the choice of evaluation instruments. The theoretical framework is based on Arroyo (1999), Arendt (1999), Hoffmann (2001), Esteban (2002), Charlot (2001), Villas Boas (2004), Mészáros (2005), Oliveira and Boiago), Germani), Fernandes and Freitas (2007), Santos (2008), Souza (2008), Taffarel (2009), Silva (2010), Luckesi (2011), Santos (2013) and Silva (2015). This is a qualitative research. The instruments adopted for data collection are the semistructured interview and the documentary analysis of official records that guide the teachers' pedagogical work. It is concluded that the instruments used and the problems presented by the teachers in the choice of the evaluation are conditioned to the reality of material and infrastructure precariousness and perceptions of the school in relation to Physical Education, this is understood the entertainment or mere recreation And can be performed by any professional from another area. This reveals the low value of this profession within the school context itself and the fragility of the evaluation process that does not consider the specificities of the Field Schools.
A avaliação da aprendizagem no ensino médio técnico integrado de tempo integral no IFG-Formosa
(Universidade Federal de Goiás, 2017-09-01) Pereira, Bruna Antunes Furtado; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Teodoro, Anegleyce; Viana Neto, Alcyr Alves
This current research study discusses the learning evaluation within the Full-time High School professional education integrated at Instituto Federal de Goiás - campus Formosa. The main objective is to verify how the evaluation is set and the specific objectives are: to map the problems faced in the integrated model and verify the practices developed towards the evaluation. At last, according to the Postgraduate in Teaching in Basic Education Program’s demands, the goal is to offer an educational product - the offspring of the research - that will be a mini course offered to IFG-Formosa’s pedagogical team - which the researcher also participates - aiming to discuss the evaluations' problems. The data harvest was done through questionnaires submitted to students and teachers. Many problems were mapped after the analysis of the practices developed in the full-time model: lack of documents that report to the specificity of the integrated model; the schedule organization is below the needs; there is a backup of activities and lack of time to dedicate properly to each and every subject; there is physical and psychological suffering from the students in their attempt to keep up to the routine; the teachers adjust the evaluation in behalf of fulfilling the schedule, they can’t freely evaluate the students; the students select the subjects they will study; the learning process is speeded up, focused on tests resolutions, the grade is the main concern to the students; there is mechanical memorization instead of learning; the evaluation is presented as a dispute element, competition and comparison among the students; there is a prominence of the tool test; there’s no democratic structure that allows the student to participate in the decisions about the evaluations collectively; the teacher-student relationship is affected by distortions in evaluations; the dependences (partial fail) and the recoveries haven't fully played their roles. The hypothesis assumed in the beginning - and confirmed after the obtained data - is that the organization of the pedagogical work, in the way that is structured in the full-time model, provokes, stimulates or extends the distortions of the learning evaluation.
Avaliação pedagógica inicial de alunos com deficiência intelectual no ensino fundamental: as possibilidades sobrepõem os limites
(Universidade Federal de Goiás, 2017-06-26) Nascimento, Telma Raimundo do; Bezerra, Claudia Santos Gonçalves Barreto; http://lattes.cnpq.br/8109756937099308; Bezerra , Claudia Santos Gonçalves Barreto; Dalla Déa, Vanessa Helena Santana; Freitas, Ana Beatriz Machado de; Oliveira, Ana Flávia Teodoro de Mendonça
The present research analyzes the initial pedagogical evaluation for the identification of the specific educational needs of students with intellectual deficiency of elementary education in the Municipal Education Network of Goiânia. The objective of the research was to identify how this initial assessment process occurs and whether this evaluation contributes to the learning of these students. The theoretical perspective of the research was based on the Historical Materialism Dialectic for the apprehension of the historical reality in which the student with intellectual deficiency is inserted; In the Historical-Cultural Theory and in the Foundations of Defectology that conceives the student with intellectual deficiency as a subject that has qualitative specificities; In the conceptions of inclusion and in the right to school of all and in the diagnostic, formative and mediator evaluation as a subsidy for the attendance of the specific needs of the students. The research field was composed of 05 (five) schools of the Municipal Network of Goiânia, each representing a Regional Education Coordination of said network. The research participants were 10 (ten) teachers - 02 (two) teachers per school - and in the schools that have the multifunctional resource room, there were 01 (one) regular classroom teacher and 01 (one) Resource room and at the school that does not have the resource room, 01 (one) regular classroom teacher and 01 (one) coordinating teacher participated. The instrument of data collection was the semi-structured interview, followed by transcription of the content. The methodology used was the Content Analysis and Bardin Thematic Analysis technique. The research revealed that the initial pedagogical evaluation carried out by teachers does not contribute to the learning of these students. A theoretical-methodological contradiction was identified in the participants' discourses, evidencing that even at a theoretical level, the inclusion of the school is not clear and internalized by the teachers, and the delegation to other professionals is the initial pedagogical evaluation of students with intellectual disabilities. The research pointed out the need to carry out a diagnostic, formative and mediator evaluation, with action in the Proximal Development Zone of the student with intellectual disability. As an educational product, the research presents an Assessment Framework for the initial pedagogical evaluation of students with intellectual disabilities, aiming to offer the indicative teachers to perform a diagnostic, formative and mediator evaluation.
A biblioteca e a iniciação científica no ensino médio: contribuições do letramento informacional na formação de jovens pesquisadores
(Universidade Federal de Goiás, 2023-05-17) Siqueira, Maria Silvério da Silva; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira, Evandson Paiva; Carvalho, Lívia Ferreira de; Pimentel, Fernanda Cruvinel
This research proposes a study of information literacy for the development of competence in information of high school students, in effective contact with scientific initiation (CI) and search and use of information sources. Thus, this Dissertation was developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program (PPGEEB) of the Teaching and Research Applied to Education Center (CEPAE) of the Federal University of Goiás (UFG), among the 2020 and 2023. It considers the school library, as a collaborative space for educational practices, essential for the teaching and learning process. In this context, the joint work between the librarian and the teacher is essential for the development of skills and abilities of young researchers. Therefore, the objective of this research is to demonstrate the importance of information literacy for scientific initiation in high school, through the development of activities aimed at training student researchers. And specifically: a) research the academic production that discusses the topic of scientific initiation and the use of information sources in high school; b) understand how the school library, through the librarian, can help in the development of informational competence, in the training process of young researchers; c) develop information literacy activities for the search and use of information for students in the 2nd year of high school at CEPAE, collaborating with the pedagogical process in scientific initiation; d) contribute to the teaching and learning process, through the production of educational media in video format, which guides the search and use of information sources for high school students. The research is characterized as a case study, of the exploratory-descriptive type, with a qualitative approach. Among the technical procedures, a bibliographic review was carried out to base it on the literature and, supported by the works of Campello (2009) and Gasque (2012, 2020) in the aspect of researcher training, and Freire (1996), among other authors in the area of education. In the field research, a short course on online information sources was carried out. For data collection, a questionnaire was applied, with open and closed multiple-choice questions, on the days of interventions in the classroom. The data obtained were submitted to content analysis. The results indicate that it is possible to carry out actions to stimulate teaching and learning through research, in addition to highlighting the needs of high school students with regard to guidance, support for the effective and adequate use of information sources. The educational product resulting from the research is in video format, entitled: “Online information sources for scientific research: where and how to search”, and which aims to contribute to scientific initiation for the development of information literacy of young researchers
Caminhos, dificuldades e acertos da escola regular na inclusão de pessoas com síndrome de Down: relato de pais
(Universidade Federal de Goiás, 2021-03-05) Vieira, Camila de Velasco e; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Bezerra, Cláudia Santos Gonçalves Barreto; Oliveira, Ana Flávia Teodoro de Mendonça; Balbino, Vanderlei
This study aimed to analyze the inclusion of people with Down Syndrome in regular school, and as specific objectives: to verify which are the biggest difficulties found in the process of school inclusion; identify which pedagogical practices were successful for people with Down Syndrome during inclusion; understand the role of an institution specialized in the educational and social inclusion of people with Down Syndrome; discuss the family as a space for social and educacional inclusion. It is a qualitative research with field research, through the life of parents’history of people with Down Syndrome. It’s guided by a questionnaire, which sought to learn about the inclusion / exclusion process of their children. Ten adolescents/adults’parents participated in this research with Down Syndrome who are parts of the Down Syndrome Association of Goias. As a product of this study, with the title: life story of parents of people with down syndrome: School inclusion and make an E-book was elaborated with these life storiesforthe training of teachers and professionals of the regularschool,seeking to favor more inclusive pedagogical practices in regular schools. The results indicated that the disastrous experiences were related to: lack of support teacher, exclusion from festive moments, lack of knowledge about characteristics and cognitive process, prejudice and discrimination, lack of affection and welcoming, large classes, segregation, lack of appropriate pedagogy for learning and literacy, among others. The successful pedagogical practices indicated as positive the presence of: planning of pedagogical practices, good relationship with colleagues, welcoming and affection, ample space and with nature, respect for learning time, knowledge, empathy, parental participation, among others. It was also observed the great importance of specialized institutions and the family in educational and social inclusion.Finally, the result of this process will contribute to the change of thinking in relation to people with DS, for the construction of pedagogical measures of teachings and concepts based on the reality of these people.
Cartografias identitárias: estigmas e enfrentamentos vividos no espaço escolar por alunos do Residencial Orlando de Morais
(Universidade Federal de Goiás, 2019-08-21) Sousa, Sueli Alves de; Silva, Rusvênia Luiza Batista Rodrigues da; http://lattes.cnpq.br/5592804472499475; Silva , Rusvênia Luiza Batista Rodrigues da; Oliveira, Ivanilton José de; Rabelo, Danilo
My concerns came as a teacher at the State College of the Military Police of Goiás (CEPMG) Waldemar Mundim. What caught me most was the fact that some resident students from Residencial Orlando de Morais, located in the Northern region of Goiânia, often arrived late in the classroom and were jokingly referred to as “feet”. from toddy ”. Residential Orlando de Moraes, Goiânia neighborhood of student housing, corpus of this research, is located on the banks of GO 462, exit to the municipality of Santo Antonio de Goiás, which is eight kilometers from the Itatiaia Sector, where is the school , the CEPMG Waldemar Mundim. The neighborhood is not so far from the school, geographically. However, access is hampered by the shortage of bus lines. The “toddy's foot” badge is one of many ways other students refer to these peers, a pejorative way of referring to those who live in the neighborhood I selected for the survey. Such students often perform with the dirty red earth shoes that characterize the region's soil. I began to realize that there is an identity issue that transits between the subject and his living space. The substantial purpose of this research was to know the construction of the stigma in the school space and to unveil the identity of the students called by their peers “toddy foot”, as well as to analyze their trajectories through their cartographies, their identities. This study focused on dialogue with five students - and their families, all from the CEPMG school, residents of Residencial Orlando de Morais. I have identified three categories of stigmata: (1) the external stigma, from the outside to the residential, that is, outside the Residencial Orlando de Morais; (2) the external stigma attributed to students in this neighborhood by CEPMG colleagues and disciplinary leadership; (3) the internal stigma, built up by some residents of Residencial Orlando de Morais, here called the “peoples from above” and “peoples from below”, terms expressed by some of the interlocutors. To work on the concepts of stigma and juvenile delinquency, I searched for the studies of researcher and sociologist Norbert Elias and teacher John L. Scotson in the book The Established and the Outsiders (2000), which deals with the sociological theme of current important issues, such as violence, discrimination and social exclusion.
A categoria lugar na construção de significados no ensino de Geografia: uma análise a partir do espaço vivido por professores e estudantes em Formosa- GO
(Universidade Federal de Goiás, 2019-09-23) Carneiro, Maurício Barbosa; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Olanda, Elson Rodrigues; Gonçalves, Glauco Roberto; Mello, Marcelo de
The place, category of analysis of the geographical space, presents several possibilities for the understanding of the contradictions and similarities that are realized in it. The teaching of geography can link to these contradictions and similarities and provide the basic elements so that by understanding their realities can act on them. We consider that the city as a space of experience, affection, solidarity, collective, spatiality of subjects should be valued for the construction of knowledge in the teaching of geography through the category place. In this sense, this scientific investigation aimed to analyze the construction of knowledge in geography through the place category by teachers and students of the 5th and 6th grade of elementary school in Formosa-Goiás. The methodology used was qualitative, based on the following procedures: bibliographic research in order to deepen the theme in question; documentary analysis of the Pedagogical Political Project of the Auta Vidal and Franklin Gaham municipal schools, semi-structured interviews in order to know the development of the teaching actions. Students were also given questionnaires. Through the analysis of the documents and interviews, it was noticed that there are many obstacles to be overcome for the teaching of this discipline to become significant, because the results attested that the process of learning / teaching geography in the researched schools neglects the category as a mediating instance in the construction of geographical knowledge, and that students establish little relationship with their daily lives, which interferes with the formation of citizenship. From the results that were built by this research and through the conversation wheels made with students and teachers to define the themes to be approached, the creation of an educational blog to discuss pedagogical practices was established as a principle for the construction of the educational product. given the need to consider the place in the teaching of geography and thus enable geographic knowledge to be meaningfully constructed by teachers and students.

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