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Navegando FE - Artigos publicados em periódicos por Autor "Alves, Amone Inácia"
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Item Formação humana em tempos de pandemia: os docentes, sua vida e trabalho(Universidade Federal de Goiás, 2020-12-08) Alves, Amone Inácia; Ferraz, Geralda da Cunha Teixeira; Prudente, Thaise Cristiane de AbreuThis article intends to discuss how to think about human formation, from the teachers' report, at a time like this in which human relations were shaken by the Coronavirus pandemic, whose lethality and degree of contamination reached community over the world population. We want to analyze the impacts, in terms of education, of these processes arising from interactivity, the non-presence of social relations and the expansion of something not common in modern civility, which are remote activities. For the purposes of this text, it is appropriate to inquire: how to think the world from new interactions? How to think of human formation in the midst of remote work? For this, we will use for the writing of this text an analysis from categories, such as life, work and education. We intend to contribute to the debate on the subject, extending the discussions already made.Item O pacto pela alfabetização na idade certa em Goiás – PNAIC: a formação em serviço e seus desafios(Universidade Federal de Goiás, 2020-05-17) Faria, Edna Silva; Alves, Amone InáciaThis article results of a reflection about an experience developed in the State of Goias: Pacto pela Alfabetização na Idade Certa – PNAIC (Pact for Literacy at the Right Age). The Project was created in 2013, by the Ministry of the Education and Culture – MEC with the propose to qualify teachers who work in the circle of literacy, with the purpose to help them to reflect about concepts, practices and the meaning of the process of literacy, giving some contribution to a national debate about the subject. In Brazil, the training of literacy teachers is still poor, which impacts, above all on the results demonstrated. In the State of Goiás, this program was responsible for the qualification of fourteen thousand literacy teachers, coordinators and other school professionals. It was understood that without the investment of this action, it would not be possible to insert the literacy teachers in the discussion and implementation of new practices and methodologies. In this text, and adopting bibliographic revision as methodology, we reflected how enlightenment can contribute to this process, standing out to the interdisciplinarity. The Program used material specifically developed for the PNAIC, so this article also addresses the perspective of interdisciplinarity adopted in the elaboration of support materials – PNAIC notebooks – and the support materials - box games and activities, adopted as support in the formation process.