Navegando por Autor "Castro, Rosangela Nunes Almeida de"
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ItemPercepção do estudante de graduação sobre o ambiente acadêmico da UFG: análise fatorial e de cluster(2015) Silveira, Everton Wirbitzki da; Verdu, Victor Souza Martins e; Castro, Rosangela Nunes Almeida de; Seraphin, José Carlos; Barros, Patrícia de SáThis paper presents the results of the use of factor analysis and cluster based on the perception of undergraduate students related to the academic environment of the Federal University of Goiás (UFG). The first method, namely factor analysis allows to identify five factors extracted from the 19 issues examined from a total of 26 questions once answered by students at the time of enrollment in the second half of 2013. Moreover the second method, cluster analysis, segmented eight groups for the 106 courses of UFG, allowing to note that in some areas there is a predominant groupings of health, information sciences and engineering, leading the conclusion that students have similar perceptions as their area of knowledge, even varying the campuses they have attend classes. ItemSemeando estratégias de enfrentamento a opressão de gênero nas escolas de engenharia(Universidade Federal de Goiás, 2019-06-26) Hora, Karla Emmanuela Ribeiro; Rezende, Jackeline Jennifer Esteva; Kopp, Katia Alcione; Mascarenha, Marcia Maria dos Anjos; Castro, Rosangela Nunes Almeida deThroughout elementary, secondary and high school, girls are encouraged to choose courses and seek knowledge in areas that are socially designated as functions of women, expressing a gender bias in their early education and strengthening the representation of different upbringing for different sexes. Breaking these initial barriers, young women who enter in higher education in Engineering still face other obstacles, from questioning their intellectual capacity to harassment in relation to their body and to beauty standards established. Realizing that engineering is still a field of knowledge with eminent male dominance, this article aims to present the strategies adopted for insertion of the theme "women in engineering", at the Universidade Federal de Goiás. The results point to the importance of institutionalized actions. The methodology was based in an empirical research adopting practices of popular education applied to the engineering schooling and analysis of the experience of education-learning ex-post. The strategies were based on classes, seminars, site visit and collective deliberation. The results pointed out to the importance of institutionalized actions in engineering courses, once the students presented their yearnings and perspectives about gender oppression. The conclusions indicate that a growth in debates at academic institutions is needed, and point out the importance of playful and interactive strategies in education.