FE - Faculdade de Educação

URI Permanente desta comunidade

http://200.137.215.59//handle/ri/610

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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Agora exibindo 1 - 20 de 551

Acesso e expansão do ensino superior noturno em Goiás: perpectivas de democratização
(2009) Oliveira, João Ferreira de; Lemos, Jandernaide Resende
This paper analyzes the evolution of the supply of higher education, on the night shift, in Goias, based on the reforms implemented, particularly since the 1990s. We seek to understand, in particular, as has been structuring the provision of higher education in São Paulo and their relationship with the public policies of higher education in Brazil. The basic purpose is to ensure that the expansion of enrollment in night courses at Higher Education Institutions (HEIs), public and private, has contributed to an effective democratization of access to that level of education.
Adorno e a dialética do amor não-idêntico: barbárie ou humanização
(Universidade Federal de Goiás, 2023-10-01) Zanolla, Sílvia Rosa da Silva
Love in Adorno goes beyond the subjectivist and romantic sense and considers the contradictions inherent to the theory of knowledge, constituting a source of ideological social representation, mediated by the relationship between subject and object. For this text, its contradictions amount to a cultural construction permeated by a negative dialectic. kindness, solidarity, justice and democracy. Such values, if demystified, postulate opposition to the coldness, totalitarianism and horror of Nazism and fascism; non-identical and formative experience with a view to a conscious, emancipated and humanist society, which recognizes risks of alienation and inversion of the whole into totalitarianism, democracy instead of pseudo-democracy. Conscious, true and critical loves are transposed into immanent social action.
Afetar e sensibilizar na educação: uma proposta transdisciplinar
(2011-04) Magalhães, Solange Martins Oliveira
A complex and transdisciplinary proposal opens new perspectives in the educational field. Such perspectives seek to reconnect knowledge to life, by redirecting educational processes towards encouraging the creation of sensitive and emotional individuals. A transdisciplinary vocation establishes new pedagogical practices, forming an affective- sensitive-reason, capable of promoting a more integrated vision the human being. In this conception of education, the teaching-learning process surpasses the logical and intellectual process and becomes a dynamic, coherent, dialogic and creative process. To promote a transdisciplinary proposition in teacher training means experiencing the act of educating people, who will make our experience in the world more cooperative, loving and solidly understood.
Afetividade em Wallon e Vigotski para a superação da dicotomia indivíduo e sociedade
(Universidade Federal de Goiás, 2021-06-07) Peralta, Ana Laura Brasil; Soares, Renata Leite; Soares, Renata Leite; Vieira, Alessandra Oliveira Machado
This final work has the objective of investigating de concept of affection in the work of Henri Wallon and Lev S. Vigotski in order to gather arguments for the overcoming of the apparent dichotomy between individual and society in the field of Psychology of Education. To this end, it was needed to debate the relationship between Psychology and Education and the dualistic conceptions in this topic and present the possibilities and the theoretical approaches of Wallon and Vigotski. This research is theoretical and bibliographic of the following works: As origens do caráter da criança (1971) and A evolução psicológica da criança (1968), by Wallon, and Teoria das emoções (1933/2004) and Psicologia da arte (1925/2001), by Vigotski. Therefore, it was found that it’s important rescue this authors that are founded in the historical and dialectical conceptions of the mental life for the effective formation and the building of a just and equitable for all and each.
A afetividade na educação infantil: uma análise bibliográfica
(Universidade Federal de Goiás, 2023-02-27) Santos, Laura Ferreira; Santos, Soraya Vieira; Santos, Soraya Vieira; Paranahyba, Jordana de Castro Balduíno
The main theme of this work is affectivity and the impact of affective manifestations in the teaching and learning process in Early Childhood Education. Specifically, it aimed to understand how affectivity constitutes the human being and its repercussions in the classroom; to verify how the academic literature presents the affection of the teacher and the students and their contributions to learning, and to discuss the importance and uniqueness of Early Childhood Education within the scope of Basic Education. This is a qualitative and bibliographic research, which is based on authors such as Vygotsky (1994), Wallon (1995) and commentators such as Leite (2012), Mahoney and Almeida (2007), Machado, Facci and Barroco (2011) for the discussion about affectivity and the development of the child's psyche; and in Oliveira (2013), for a brief understanding of the constitution of Early Childhood Education. A search was carried out for scientific articles published in the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES) with the descriptor “affectivity in Early Childhood Education”, in the last 10 years, and 20 articles were found. The analysis of these articles considered the understanding of affectivity in Early Childhood Education and the contributions to the teaching-learning of children, in addition to examining the methodologies used, the main authors and the associated themes. The study showed that much has been produced in recent years on the subject, but there is still a vast field for study on affectivity. Considering the relevance for the formation of the subject in its entirety, it is the role of the teacher, especially in Early Childhood Education, to understand the importance of affectivity in the development of the child and in the construction of knowledge.
Afrobetizar: personagens negros na obra de Kiusam de Oliveira
(Universidade Federal de Goiás, 2021-05-31) Silva, Jaqueline Silvestre; Pietrafesa, José Paulo; Pietrafesa, José Paulo; Silva, Kellen Cristina Prado da; Souza, Érika Fernanda Pereira de
The title of this work is “Afrobetizar: black characters in the work of Kiusam de Oliveira”, it arose from the concerns of observing children's literature, which is such a present instrument in pedagogical work. It makes a brief historical outline highlighting the relevant points of the path that black people have taken in the history of Brazil, their obstacles to accessing education, structural and institutional racism, and how these issues reflect in the school context. Its main objective is to approach “afrobetizar” as a new concept of teaching-learning that involves Afro- Brazilian and African history and culture, with this new approach being a possibility of anti-racist education in practice. It has the specific objectives of understanding how racism affects education and reflecting on how children's literature interferes in the formation of readers in early childhood. The fact that few black characters appear in children's stories, it was noted that this approximates their absence in the books and/or reinforces stereotypes and bad conceptions of being black. On the other hand, the work seeks to highlight the importance of Kiusam de Oliveira as a black author, educator and creator of content that is relevant to overturning paradigms about black identity in childhood and combating racism. She portrays black characters positively in her work, and gives them protagonism and representativeness. Two works by the author were analyzed: the books The world in Tayó’s black power and The Akin's black power, both with black protagonists whose trajectories are marked by their curly hair in a black power hairstyle.
Agudización ultra neoliberal, educación y formación docente en Brasil y Argentina
(Universidade Federal de Goiás, 2020-05-15) Magalhães, Solange Martins Oliveira; Araújo, Sônia; Argüello, Susana Beatriz
El artículo analiza el devenir de las políticas neoliberales en el campo de la educación en general y de la formación docente en particular en Brasil y Argentina desde la década de 1990. En primer lugar se plantea el neoliberalismo como movimiento ideológico que a partir de las décadas de 1970 y 1980 deriva en un período de re-estructuración económica, de reajustes sociales y políticos, y nuevas decisiones gubernamentales de acuerdo con las directrices neoliberales. Se señala el papel de los organismos internacionales como la UNESCO, el BM y el BID como actores que tuvieron un lugar fundamental en la difusión de estas ideas orientadas a minimizar el papel del Estado y fortalecer la iniciativa privada, contribuyendo directamente al sostenimiento de la desigualdad social. El texto recorre legislaciones, programas y proyectos formulados y desarrollados en Brasil y Argentina que si bien dan cuenta de diferencias nacionales importantes derivadas de factores exógenos y endógenos de los propios países, al mismo tiempo expresan el poder de la influencia regulatoria de los organismos internacionales en la formación de profesores
Alegoria da destruição: retroflexão e o surgimento de doenças autoimunes
(Universidade Federal de Goiás, 2023-02-08) Schetinger, Clara Luz; Lima, Priscilla Melo Ribeiro de; Lima, Priscilla Melo Ribeiro de; Lago, Marilucia Pereira do
The human is a being of relationship, both with himself and with the world that surrounds him. Therefore, to understand the subject's illness process, it is necessary to be aware of their relationships and the way they are in Contact, observing their blockages and fluidity. Contact blockade, specifically retroflexion, can be a triggering factor for the physical body to become ill, whereas faced with an imbalance, the body seeks a way to demonstrate its need to restore homeostasis, presenting symptoms as a means of communicating their claim for a change. Thereby, Gestalt therapy proposes a holistic approach at this individual, comprehending their way of being-in-the-world and how their Contact relationships may result in the development of an autoimmune disease, specifically Idiopathic Thrombocytopenic Purpura (ITP)
Alfabetização de jovens e adultos: política pública e movimento popular
(2007-04) Cunha, Alda Maria Borges; Rodrigues, Maria Emilia de Castro; Machado, Maria Margarida
This text explores a literacy program directed to youth and adults, the AJA-Outreach Project of the Municipal Sec- retariat of Goiânia, developed in partnership with the civil society, universities and other institutions. Part of a municipal public policy to overcome situations of social exclusion, at both emergency and structural levels, it became a front to fight illiteracy in Goiânia. In addition to presenting the role of the State, which rules public policies, and of civil society, the text retraces the ori- gins and structure of the AJA-Outreach Project, showing how it evolved to become a movement for popular education.
Alfabetização escolar e digital: diálogos sobre a formação de escritores e leitores do século 21
(Universidade Federal de Goiás, 2022-04-06) França, Taynara Burjack de; Lopes, Rosemara Perpétua; Lopes, Rosemara Perpétua; Ferraz, Elzimar Pereira Nascimento
Literacy in Brazil is associated, throughout its history, with the lettering process, and there is no distinction, in school practice, between what is literacy and what is lettering. This absence seems to interfere in the formation of the contemporary writer and reader, because, by not privileging school literacy, it also does so with digital literacy, with the lecture of lettering instead of school and digital literacy, which are sometimes coincident and sometimes not. Thus, this work has the general objective of investigating whether the literacy of the Portuguese language in the early years of elementary school is related to the knowledge about Digital Information and Communication Technologies (ICT), being two specific objectives, which consisted of analyzing the formation of the writer and reader in school and digital literacy and identify what are the new skills required in the formation of the contemporary writer and reader. The research problem was formulated in the following terms: how does the literacy of the Portuguese language occur in the early years of elementary school in dialogue with digital literacy? The methodological approach of this research is qualitative, and the study was developed through a literature review, prioritizing the analysis of certain books and online journals, having as theoretical references Soares (2004), Rojo (2007), Lalueza, Crespo, Camps (2010) and Kenski (2003). As a result, it was found that school and digital literacy occur in different spaces and each of them requires certain materials and purposes, but have as links the student, who uses the two spaces, and writing, the conventionalized graphic signs, as well as these can establish convergent modes, through YouTube, m-learning and transmedia narrative, among others. Thus, it was concluded that literacy must be initiated at school, since there are mediating teachers, curricula, and methodologies prepared for the teaching and learning of the conventionalized language, but, right after that, it is necessary to alphabetize for the digital environment, since we are part of a technological generation and, by human history, technology will not recede, but will bring more and more possibilities of evolution of the tools, their uses and, consequently, of the human capacities and transformations.
Alguns efeitos do discurso da ciencia na atualidade
(2010) Burgarelli, Cristóvão Giovani; Ribeiro, Pollyanna Rosa
The aim of this article is to discuss one of the revelations of science, particularly techno-science. Here it is considered to be a milestone in contemporaneousness, which dictates the imperative of the technique and its grandeur as that which supposedly answers, fills and satisfies all. The academic milieu, rooted in the cultural context pierced through by techno-scientific logic, is not free of its effects, or of the consumer dynamic which tends to consider knowledge as a consumer good. On the contrary, both scho- ols and universities adhere to this logic and expel from their framework the possibility of subjectivation, that is, the manner proper to a subject of settling accounts differently, with the marks which constitute it.
Alienação e identidade de classe dos trabalhadores docentes
(José Paulo Pietrafesa, 2010-07) Borges, Kamylla Pereira
The aim of this article is to discuss the issue of teachers’ class identity in the present context of the professionalization of teaching, from the point of view of the concepts of alienation in work and the Marxist theory of social classes. So, the study started from the reality lived out and thought by these teachers, by collecting empirical data using a questionnaire with primary school teachers in Jaraguá, in the State of Goiás. Through this data an attempt was made to get to know their class identity and understand their thinking on concepts such as professional and worker. It could be inferred that educators do not want to be part of the working class because they consider themselves professionals. By denying their working identity teachers lose their potential for opposing capitalism and become simple perpetrators of the dominant ideology.
Altas habilidades e superdotação: quem são esses sujeitos invisíveis?
(Universidade Federal de Goiás, 2022-04-13) Almeida, Maria Alice Bernardes de; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Araújo, Michell Pedruzzi Mendes
The present research aims on reflecting about people with High Abilities/Giftedness and who these individuals are, general characteristics and their intrapersonal and interpersonal relationships. It also reflects on social and emotional matters which surround those individuals' universes. This is a bibliographic study of qualitative approach, which uses theoretical sources such as scientific articles, books, academic texts and laws related to the theme. Among the main authors who supported this discussion are: Andrade et al. (2021), Antipoff e Campos (2010), Araújo (2011), Barreto e Mettrau (2011), Chagas e Fleith (2011), Cunha e Rondini (2020), Fernandes e Viana (2009), Martins, Pedro e Ogeda (2016), Mendonça, Rodrigues e Capellini (2020), Oliveira et al. (2021), Rangni e Costa (2014) e Virgolim (2007; 2021). The study is divided into two chapters. In the first one, the main goal was to discuss the definitions and characteristics which devise the high abilities/giftedness field. Furthermore, discusses these individuals' interpersonal relationships, highlighting possible social vulnerability situations. The second chapter talks about this individual’s relationship between school and family matters. Bringing an emphasis on social and emotional subjects and the exhaustion of teachers and students. The high abilities/giftedness field is complex and filled with different aspects, therefore this study highlights the importance of deepening researches in order to lower myths and tabus to facilitate the identification of these individuals, to provide a proper educational background and orientation to families and professionals who will work directly with these people – specially teachers and psychologists – who work and will work in the field.
Alternativa para o ensino da cinemática
(José Paulo Pietrafesa, 2001-12) Napolitano, Hamilton Barbosa; Lariucci, Carlito
Considering the conceptual importance for the description of the movement and the fact that its comprehension is necessary to the understanding of Mechanics, we present in this paper a brief description of the Ausubel’s educational psychology applied to an instructional resource aiming to facilitate the meaningful learning of Kinematics.
O analfabetismo funcional e as desigualdades sociais no Brasil
(Universidade Federal de Goiás, 2023-02-03) Souza, Rakel Brandão de; Fonseca, Maria Aparecida Rodrigues da; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Fonseca, Maria Aparecida Rodrigues da; Oliveira, Fabiane Lopes de
The present work, which aims to identify the implications between functional illiteracy and social inequalities in Brazil, consisted of questioning the relationships established between these two themes and the materiality of inequalities in the country. To meet this problem and this objective, the present research was elaborated, which is of a qualitative approach with the use of quantitative data, of the bibliographical and documental type. Through the analysis of data obtained from the bibliographic survey carried out in virtual collection repositories, it was possible to reflect on the relationship between functional illiteracy and social inequalities in the country. The results indicate that the reality of extreme inequality within Brazil has repercussions on Education in all its stages and modalities, conceiving illiteracy as a historical social issue in the country and, which is related to inequalities, since functional illiteracy is present and deeper among subjects of a given socioeconomic class, ethnic-racial group, region and gender. Therefore, functional illiteracy does not only denote intra school determinants and problems, it is the repercussion of social, historical, race and gender determinants in which unequal subjects are conditioned. These determinants and constraints are the main causes of the interruption of the literacy process, in general, of schooling. At the end of the study, it was verified that functional illiteracy has always been considered a necessary and important theme, the target of some policies aimed at its reduction and the field of study of other areas of knowledge, other than education.
Uma análise do Festival de Cultura e Festejos Populares: a busca por um processo de ensino-aprendizagem decolonial
(Universidade Federal de Goiás, 2022-04-13) Paula, Karollina Agatha Schineider de; Real, Márcio Penna Corte; Real, Márcio Penna Corte; Silva, Kellen Cristina Prado da
This undergraduate thesis and the research behind it aimed to investigate and present, based on decoloniality, reflections on the construction and presentation of the Festival of Culture and Popular Feasts. It takes place in a private school in Goiânia. The undergraduate thesis embraces the conception of decoloniality and (Afro) Brazilian culture, to analyze the constitution of the Festival. It is intended to build the defense of the construction of education in a decolonial perspective. The decolonial struggle is sought as an enabler for the construction of a society constituted by citizens aware of the consequences of colonialism, endowed with the ability to work together in favor of an egalitarian and just society. Hence, qualitative research is used to understand and interpret the content. It takes as a foundation the (Afro) Brazilian popular culture, decolonial studies, countercolonial and anti-racist themes in the defense of a formal education that encompasses history, African and (Afro) Brazilian culture in the teaching grade, as determined by Law 10.639 /03.
Análise epistemológica da pesquisa em educação especial: a construção de um instrumental de análise
(2011-08) Silva, Régis Henrique dos Reis; Gamboa, Silvio Ancisar Sanchez
El estudio continuo de los balances críticos sobre la producción científica desarrollada por los profesionales de la área educacional orientada para las personas con necesidades especiales, en los programas de postgrado stricto sensu en Educación y Educación Física proporciona una mayor comprensión de la contribución de la investigación científica en el diagnóstico, análisis y encontrar soluciones a los problemas de estas áreas y sus vínculos con cuestiones sociales más amplias, del mismo modo, el "estudio sobre la epistemología de la investigación" puede ofrecer subvenciones para la formación de investigadores, llenar el vacío que la literatura muestra, además de contribuir con la comprensión de la producción de programas de postgrado, revelando sus condiciones, su historia, sus tendencias y puntos conflictivos. El desarrollo de un instrumental para el análisis de la producción científica (tesis y disertaciones) que integre las dimensiones lógicas y socio-históricos y que es denominada de "matriz epistemología" se convierte en una necesidad para garantizar el rigor de los estudios pretendidos. La relevancia del mismo instrumento corresponde a su contribución en el avance de la investigación, la crítica y la "vigilancia epistemológica" sobre los conocimientos producidos en el área de Educación Especial.
Animal de muitos donos: cultura política e gestão escolar
(2008-12) Pessoa, Jadir de Morais; Cruz, José Adelson da
Based on the popular mobilizations of the years 1960 to 1980, this article aims to discuss the ideas of democracy and citizenship education in the present today, especially with regard to school management. The underlying support are the “theories of democratic transition” and the notions of public space, power and authority of Hannah Arendt. It is concluded that the school is done today has not followed the motivation of the social movements of that period. Instead, there is an absence of community in school, plus a corporate and induced participation of families, reinforcing the dispensation of the state to public school.
Aprender e ensinar no cotidiano de assentados rurais em Goiás
(1999-04) Pessoa, Jadir de Morais
Aprendizagem da matemática na educação da criança
(Universidade Federal de Goiás, 2021-11-11) Teodoro, Gleyciane Rodrigues; Corbiniano, Simone Alexandre Martins; Corbiniano, Simone Alexandre Martins; Souza, Renato Sardinha de
This research aims to investigate the values of Mathematics Education within Early Childhood and Middle Schooling by studying the principles, difficulties and possibilities appearing in the contributions of a few of its important authors, and seeking to understand the origin of negative attitudes from most people with regards to learning the subject matter in Brazil. The methodology used was bibliographical review in search of answers to research developed in the field presenting the benefits of teaching Mathematics in early childhood. The role of the teacher in the construction of knowledge was also observed, as well as his/her role as mediator and orchestrator of the entire process of knowledge development, understanding the importance of a profound evaluation of teaching practices withregards to content application. Also observed were the dynamics that Mathematics ignites in other areas of knowledge, valuing curiosity in the child as well as previously acquired knowledge. Mathematical language leads to the unhinging of the flow of ideas which traditional education with its focus on memorization cannot reach. Considering the teaching of both problematization and problem-solving in early childhood education curricula, a Mathematics of the future points to a reformulation of approaches to learning, answering the constant needs of intellectual development.

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