FE - Faculdade de Educação
URI Permanente desta comunidade
A FE - Faculdade de Educação, da Universidade Federal de Goiás, oferece curso de Graduação em: Licenciatura em Pedagogia; e, Bacharelado e Licenciatura em Psicologia. E os cursos de Especialização (Lato Sensu) em: Coordenação Pedagógica;
Educação Infantil; e, Educação para Diversidade, Direitos Humanos e Cidadania.
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Navegando FE - Faculdade de Educação por Autor "Alves, Miriam Fábia"
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Item Camarada Paulo Freire em Goiás: andarilhagens pelo cerrado(Universidade Federal de Goiás, 2021-10-05) Valdez, Diane; Alves, Miriam FábiaItem Construindo conhecimento em Educação de Jovens e Adultos (EJA) integrada à educação profissional – saberes coletivos de uma rede de pesquisadores(2008-12) Machado, Maria Margarida; Alves, Miriam Fábia; Oliveira, João Ferreira deThis study discusses the processes of establishing a network of researchers arising out of the publication of the Public Notice Proeja/Capes/Setec Number 003/2006, setting up a Support Program for Teaching and for Scientific and Technological Research into Vocational Education integrated with Youth and Adult Education – PROEJA, which was constituted by CAPES in partnership with the Secretariat for Professional and Technological Education at Brazil’s Ministry for Education. As a result of this Public Notice, nine research groups were set up around the country. This study focuses on the experience of the group made up of Institutes from Goiás and the Federal District. The methodological emphasis of the study is documental analysis and participative observation. It hopes to strengthen this network of researchers as a reference for the mid-west, deepening its investigations aimed at understanding the concrete relationship between youth and adult education (EJA) and the world of work. In this sense, the collective action for group formation, the creation of formative spaces and the participation of its members in EJA seminars, congresses and forums show that the construction of knowledge and wisdom, based on the experience of students (of Scientific initiation, Master and Doctoral programs), and of teachers (of undergraduate and post graduate programs) can effectively contribute towards an EJA integrated with Vocational Education in order to enrich the formation of young and adult workers.Item A formação continuada dos docentes do Proeja/ FIC/Pronatec na rede municipal de Goiânia: os desafios do fazer coletivo(2014-04) Alves, Miriam Fábia; Costa, Cláudia BorgesEse artículo pretende discutir la experiencia del Proeja/FIC/Pronatec en la red municipal de enseñanza de Goiânia destacando la formación continua de los docentes y los desafíos de la práctica colectiva en la implementación de un programa que tiene por objetivo la formación general integrada a la educación profesional, para jóvenes y adultos en la enseñanza fundamental. La investigación cuenta con el archivo documental y bibliográfi co y busca problematizar el papel de la formación continua y la implementación pedagógica en la red municipal de enseñanza de Goiânia. Esta acción cuenta con la participación efectiva de la Secretaría Municipal de Educación de Goiânia, la Faculta de Educación de la Universidad Federal de Goiás y del Instituto Federal de Educación, Ciencia y Tecnología de Goiás. El programa está siendo implementado en diez escuelas de la red municipal de educación que retoman una tradición de formación y una realización colectiva que abre la posibilidad de sustentación de una política de formación general integrada a la educación profesional para jóvenes y adultos trabajadores.Item Formação continuada em EAD: sobre o que escrevem os gestores de escolas públicas de Goiás(Cristóvão Giovani Burgarelli, 2010-12) Elias, Carime Rossi; Alves, Miriam FábiaEste artigo aborda as temáticas desenvolvidas nos trabalhos de conclusão dos gestores de escolas públicas de Goiás que concluíram o Curso de Especialização em Gestão Escolar, oferecido na modalidade a distância pela Faculdade de Educação da Universidade Federal de Goiás. Na pesquisa documental, foram reunidos os textos dos cursistas, o que permitiu a análise dos títulos, assim como de três trabalhos que enfocavam a temática da participação dos pais na escola, que despontou como a numericamente mais significativa nesses trabalhos. As análises dos títulos dos trabalhos, para além dos aspectos de gestão enfatizados no curso, indicaram a consideração de temas de dimensão pedagógica relacionados a processos de ensino-aprendizagem e (in)disciplina, dentre outras questões internas à escola. As análises dos três trabalhos com foco na relação pais-escola permitem afirmar que a participação dos pais é compreendida pelos gestores como uma demanda naturalizada e necessária. Por outro lado, quando essa participação é proposta, ela acontece através de ações previamente planejadas pela escola a partir de suposição de interesses dos pais ou de necessidade da própria instituição: reuniões, dinâmicas de grupo, murais com recados para os pais, sorteios de brindes, lanches, orações, dentre outras. Essas atividades parecem ser compreendidas pelos gestores como ações da escola para os pais, e não com os pais, o que, do ponto de vista de uma gestão democrática, demanda um repensar do conceito de participação e do modo de viabilizá-la no cotidiano escolar. _______________________________________________________________________________________________________________________ ABSTRACT _______________________________________________________________________________________________________________________ This article discusses themes developed in Goiás public school administrators’ end of course assignments for their Specialization Course in School Management, offered by the Faculty of Education of the Federal University of Goias in distance learning mode. The documentary research included texts which the teachers/administrators produced and whose titles were analyzed, as well as three studies focusing on the topic of parental involvement in school, a theme which presented greatest numerical frequency. The analyses of the titles of these studies, as well as the managerial aspects emphasized in the course, indicated that themes of a pedagogical dimension related to teaching-learning processes and (in)discipline were considered, in addition to other internal school issues. The analysis of the three studies focusing on the parent-school relationship confirmed that parent participation is perceived as a natural and necessary demand by administrators. On the other hand, when such participation is proposed, it comes about through preplanned actions on the part of the school based on assumed interests of parents or a need of the institution in the form of: meetings, group dynamics, murals of messages for parents, raffles, snacks, prayer, etc. These activities seem to be understood by school administrators as actions for parents, not with parents, which, from the standpoint of democratic administration, demands a rethinking of the concept of participation and how to make it feasible in the day-to-day of the school.Item Formação de professores em Goiás: a experiência da formação dos professores leigos nos projetos Magister (1977-1981) e Proformação (2000)(Universidade Federal de Goiás, 2021-06-07) Queiroz, Claudia Souza de; Moraes, Karine Nunes de; Moraes, Karine Nunes de; Alves, Miriam FábiaThis research aims to carry out the historical analyses of the emergency projects “MAGISTER” and “PROFORMAÇÃO”, in order to understand their impact on the professionalization of lay teachers in the specificity of the state of Goiás, as well as to analyze and identify the intentions implicit in the training of teachers through these emergency projects and, search for the main causes and/or reasons that led to the implementation of short-term training projects instead of expanding the offer of regular courses. To achieve the proposed objective, we used documentary sources identified in Secretaria de Estado da Educação de Goiás (Seduc/GO), texts without a specific period classification, found by the Google Scholar platform, articles from journals indexed in different portals and, finally, books and articles cataloged in the libraries of the Universidade Federal de Goiás. In view of what is revealed in this research, we intend to understand a historical moment of teacher training, especially in the state of Goiás, through documents that reported the process of execution of the emergency projects, laws that encompass the teaching of teachers, and texts by authors who have analyzed this theme. The research is characterized as bibliographic and documentary in a qualitative approach. Together with the research methods, in order to explain the reality of the researched object, we use the dialectical method to direct our focus, always considering contradiction, conflict and criticism. At the end of this research, there are criticisms made to the training of teachers during this period, both with regard to regular training, as well as emergency training, such criticisms are justified due to the historical moment in which these projects were implemented. The problem of lay teachers existed, you couldn't just discharge everyone and hire already qualified teachers, because then they would be just erasing the contribution of professionals who dedicated themselves for years to take the education where no one else wanted, in exploratory conditions. Therefore, it was necessary to train and enable them so that this education would not be lost in practice by practice. The solution found by the State was the Emergency Projects, and that the training provided in these projects to these teachers demanded a lot in three aspects: content, discipline and time. However, even with the difficulties, the emergency courses managed to follow their objectives, train and enable lay teachers to reduce the number of unqualified teachers in the public school system, there is a quantitative solution in the group of lay teachers, however we did not find qualitative solutions to the problem.Item Gerencialismo na escola pública: contradições e desafios concernentes à gestão, à autonomia e à organização do trabalho escolar(2012-12) Silva, Luís Gustavo Alexandre da; Alves, Miriam FábiaThis article demonstrates the changes in the management and organization of school work after the implementation of a regulatory management model. The analyses derive from data collected in desk and field surveys. The investigation showed that changes in management have transferred to the faculty an image of stronger participation and democracy in schools, but in practice not only individual accountability but also the amount of control over teachers and administrators, as well as their workload, have intensified.Item Gestão democrática na educação básica: políticas e formas de participação(2010-12) Alves, Miriam Fábia; Alves, Edson FerreiraThis study sets out to analyze democratic management, based on the implications of Con- stitutional Amendment 59, 2009. The discussion uses legal frameworks as a source, and focuses on the problems of the democratic management of educational systems in the aftermath of the Amendment, in a search for universal compulsory education, characterized by both equality and quality. The final document of the 2010 National Educational Conference (Conae), the regulation of the national education system and the drafting and implementation of the 2011-2020 National Educational Plan are proposed as perspectives.Item Pós-Graduação no Brasil: do regime militar aos dias atuais(2014-08) Alves, Miriam Fábia; Oliveira, João Ferreira deThe aim of this study is to analyze the creation, institutionalization and expansion of the post-graduation in Brazil from the reform of higher education implemented during the Brazilian military dictatorship in 1960. Some constituent elements of the 1968’s University Reform will stand out, reflecting upon the legal framework, the constitution, the social function, and the most significant moments and movements of the post-graduation expansion. Finally, this work aims to briefly asses the offer, dilemmas and the perspectives of the post-graduation in the present context.Item Programa institucional de bolsas de iniciação à docência e a formação de professores(Universidade Federal de Goiás, 2021-06-07) Pinheiro Júnior, Wilson Moraes; Moraes, Karine Nunes de; Moraes, Karine Nunes de; Alves, Miriam FábiaThis current work aimed to analyze the importance of Pibid in the professional formation of graduated students and its effects on the teacher’s education and how it articulates between the university and the basic education school from 2009 to 2017. In addition, to understand how the projects collaborate for the interdisciplinary and simultaneous work between school and university to achieve positive results in the initial and continuing teacher education. We have carried out an exploratory bibliography research understood as a selection of different authors and reading the selected materials. From those readings, we were able to analyze, compare and explain all the information about the results of Pibid in teacher education. Thus, the research shows the relevance of Pibid in the initial and continuous teacher education, as it put the undergraduates in contact with the basic schools, he acquires pedagogical practices that will bring greater confidence, autonomy, and perception of cooperation among his own partners in the program, as well as the teachers already working. It is complemented by the fact that the school brings teachers from basic education into the Higher Education Institutions' environment. They become co-trainers of future teachers, Pibid members, and, at the same time, they can recycle themselves by using the Pibid project to give new meaning to their classroom practices. Therefore, Pibid is a program that brings contributions to regular public education, since it values teachers, improves their practices and collaborates with an emancipating teaching. Thus, we conclude that the Pibid program came to collaborate with undergraduates by helping them in their daily classroom practices, encouraging them to stay in the profession after graduation, guaranteeing the undergraduates success in their pedagogical practices by associating theory and practice in the classroom, and promoting teamwork, seeking the cooperation and participation of the whole school community in the improvement of education. Furthermore, teachers are encouraged to participate in meetings, seminars, and debates promoted by the Pibid within the Higher Education Institutions, promoting the appreciation of teachers and their training by bringing them closer to the university.Item Violência e juventude em Goiás: narrativas dos jovens de escolas públicas(Diane Valdez, 2018-08) Alves, Miriam FábiaWe aim to analyze the narratives of youths from public schools of Goiás, regarding the relationship between violence and youth. The narratives were obtained through conversation circles and questionnaires with 271 kids from the third year of high school, from state schools in four cities in Goias, characterized by high levels of violence: Aparecida de Goiânia, Goiânia, Luziânia, and Rio Verde. It can be concluded that the young people’s narratives reveal important aspects to understand the phenomenon of youth violence because, on the one hand, it echoes the hegemonic discourse that young people are violent, and, on the other hand, we have the narratives that recognize young people as victims of the system and point out the importance of institutions and state action to confront violence.