UAECH - Trabalhos de Conclusão de Curso

URI Permanente para esta coleçãohttp://repositorio.bc.ufg.br//handle/ri/25960

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Agora exibindo 1 - 6 de 6

Quando é arte? Algumas considerações sobre “modos de fazer mundos” pela performance artística
(Universidade Federal de Goiás, 2025-12-18) Del Matto, Isabel Cristina; Borges, Priscilla da Veiga; Borges, Priscilla da Veiga; Ribeiro, Silvio Carlos Marinho; Arruda, Renata Maria Santos
The discussion about what art is is broad, exhaustive, and inconclusive in the uniqueness of its definition, and this breadth demonstrates the scope of its vastness in the line that runs from creation to perception. In this sense, our main objective is to delimit Goodman's proposal on the role of art in the essay When is it art?, included in the work Ways of Making Worlds, drawing a methodological parallel with Noéli Ramme's perspective on the importance of the public in the construction of aesthetic work, in the article Installation: a concept in Goodman's philosophy. In this excerpt, the focus will be on analyzing when the object becomes an aesthetic symbol, whether its aesthetic function is intrinsic to the object (a thesis defended by formalists and pu-rists in art), the symptoms of the aesthetic in the individualization of aesthetic objects, and the role of the public in this individualization. Through two authorial performances and the syste-matic collection of participants' reports, Goodman and Ramme's aesthetic and philosophical perspective was found to be the most correct. From these results, we can conclude that the aesthetic function of objects and the individualization of aesthetic objects occurs through aes-thetic language at the moment of interaction with the audience. It follows that aesthetic objects are not pre-existing or dependent on the subjectivity of the artist or the public. The public and artists are participants in a community of speakers who construct the aesthetic object from a system of symbols or aesthetic language. The collective construction of aesthetic objects is fol-lowed by the equally collective construction of versions of the world, which invalidates forma-list and purist theses about art and the role of art.
Violência simbólica na educação infantil: um relato de experiência sobre a construção do ideal de "bom aluno”
(Universidade Federal de Goiás, 2025-12-05) Oliveira, Sérgio Vieira de; Cunha, Ivane Gonçalves da; Cunha, Ivane Gonçalves da; Soares, Raquel Pereira; Silva, Neimy Batista
This experience report stems from concerns arising from the Supervised Internship in Early Childhood Education, carried out in the Pedagogy program at the Federal University of Goiás (UFG), Goiás Campus, regarding the figure of the “good student” as a normative standard that guides expectations, regulates behaviors, and directly influences the recognition of children in Early Childhood Education institutions. Thus, this study aims to analyze the concept of the “good student,” seeking to understand how it is shaped by social markers such as class, race, and gender within the context of Early Childhood Education schools. Furthermore, it investigates how this ideal is maintained and legitimized through symbolic violence, which contributes to the exclusion and silencing of childhoods that do not conform to this hegemonic system. To this end, the study adopts a bibliographic review and an analysis of the field diary produced during the internship period. The dialogue with authors such as Pierre Bourdieu (1989) and Lima and Machado (2012) enables an understanding of the observed practices through the concepts of symbolic violence and the “good student,” which guide the interpretation of the reported experience.
Infâncias negras importam: a Lei 10.639/2003 na educação infantil
(Universidade Federal de Goiás, 2025-12-08) Matos, Ellen Geovana Araújo; Anjos, José Humberto Rodrigues dos; Anjos, José Humberto Rodrigues dos; Monteiro, Hélio Simplício Rodrigues; Cunha, Ivane Gonçalves da
This study analyzes the importance of Law 10.639/2003 for valuing black childhoods in Early Childhood Education, highlighting the challenges and possibilities of its implementation in the school environment. The main objective is to reflect on how this legislation can contribute to the recognition of identities and the construction of an inclusive and anti-racist education. The research was carried out through a bibliographic study of a qualitative nature, based on authors who discuss ethnic-racial relations, childhood, and pedagogical practices, such as Silva (2010) and Gomes (2005). It is understood that childhood is a social and historical construction, crossed by inequalities and resistances, which shows that black children experience processes of invisibility and stigmatization that affect their self-esteem and sense of belonging. The analysis demonstrates that, although the Statute of the Child and Adolescent (1990) represents a legal milestone, the effectiveness of Law 10.639/2003 still faces obstacles such as the lack of continuous teacher training, the scarcity of adequate teaching materials, and the persistence of Eurocentric curricula. It is concluded that the implementation of the law must be associated with the strengthening of pedagogical practices that incorporate Afro-Brazilian children's literature, as well as different black cultural expressions, enabling children to have access to multiple narratives and to recognize themselves as protagonists of their history from Early Childhood Education.
Mediação de leitura literária na educação básica: o professor como adulto facilitador
(Universidade Federal de Goiás, 2025-12-02) Silva, Otávio Soares da; Anjos, José Humberto Rodrigues dos; Anjos, José Humberto Rodrigues dos; Soares, Raquel Pereira; Castro, Alessandra Gomes de
This article aims to discuss the importance of the teacher in developing pedagogical practices focused on the mediation of literary reading. This process involves encouraging, promoting, and fostering the cultural habit of reading through diverse pedagogical approaches. In this sense, the way we relate to books inside and outside the school environment can be decisive, or not, for the formation of readers, since it is through literary works that proficient readers are shaped. Therefore, the teacher plays a fundamental role when working with children’s literature; for this work to be successful, the teacher must reflect on book selection, be a reader of literature, know the children, and choose appropriate pedagogical practices for mediation moments. To this end, this study took as its starting point the Tell Me approach, intended for those who work with books and children, which helps individuals speak effectively about a text. In addition, it proposes the pedagogical practice Pé de Livro, which offers children a pleasant and welcoming environment for reading. As theoretical support, this work draws on studies by Bajard (2012, 2014), Munita (2024), Chambers (2007, 2023), and Petit (2009), among other authors who discuss reading mediation and children’s literature. The results indicate that the way we handle books awakens in children a desire for literature, for reading and listening to stories, and contributes to learning development, in addition to enabling contact with more elaborate writing.
O paradoxo da bondade da liberdade mesmo se para pecar na obra o livre-arbítrio de Santo Agostinho
(Universidade Federal de Goiás, 2025-06-26) Santos, Adyla da Silva dos; Lima, José Jivaldo; Lima, José Jivaldo; Moreira, Jairo Barbosa
Esta monografía tiene como propósito investigar la paradoja presente en la obra El Libre Albedrío de San Agustín, que nos presenta la aparente y conflictiva relación entre la bondad de la libertad humana y la posibilidad de optar por el pecado. Tal obra fue redactada en formato de diálogo, teniendo como interlocutor a Evódio, gran amigo de Agustín. En ella, su objetivo es abordar principalmente el origen del mal y la libertad del hombre. Entendemos que en la concepción agustiniana, el libre albedrío es visto como la libertad individual de cada ser humano para determinar sus propias elecciones, pudiendo decidir tanto entre el bien y el mal. Tal libertad es un bien concedido por Dios, el Sumo Bien, a toda la raza humana. Sin embargo, surge una paradoja de esta visión: si el creador de todas las cosas es bueno y concede la libertad al hombre, permitiéndole usarla para practicar el pecado, que es el mal, ¿cómo es posible que el libre albedrío sea considerado un bien? ¿Cómo pueden los sujetos usarlo para la práctica del pecado sin que eso niegue su propia bondad? A partir de esta paradoja, Agustín explora cuestiones filosóficas y teológicas sobre la libertad humana, el pecado y la naturaleza del bien y del mal, centrándose especialmente en la libertad de elección del individuo y cómo se relaciona con la responsabilidad moral y la gracia divina. El filósofo llegará a la conclusión de que la paradoja reside en el hecho de que, aunque la libertad es buena, puede ser usada para pecar. Para Agustín, la libertad es una condición esencial de la moralidad y, al mismo tiempo, lleva consigo la responsabilidad moral de cómo será utilizada. Por último, San Agustín concluye que el pecado no invalida la bondad del libre albedrío, sino que revela los riesgos que le son inherentes, subrayando la importancia de la elección moral en relación al uso de la libertad. Palabras Clave:
Metodologia filosófica e transformação social: integrando a pedagogia histórico-crítica no ensino de filosofia de Sílvio Gallo
(Universidade Federal de Goiás, 2024-08-01) Barbosa, Felipe Rodrigues; Carvalho, Ricardo Delgado de; Borges, Priscilla da Veiga; Moreira, Jairo Barbosa; Carvalho, Ricardo Delgado de
This research is situated within the Brazilian educational context, where the aim is to overcome the limitations of traditional pedagogical approaches and promote a more critical and emancipatory education through the teaching of philosophy. The central objective is to investigate the contributions of Dermeval Saviani's Historical-Critical Pedagogy to the teaching of philosophy, based on Silvio Gallo. To achieve this aim, and employing a bibliographic methodological approach, an historical analysis was conducted of the prevailing educational contexts during the main pedagogical trends, examining how educational processes were or are in liberal and progressive trends, their differences, and their proponents. By analyzing the philosophical assumptions of Dermeval Saviani's Historical-Critical Pedagogy, it was possible to understand that this pedagogical trend, unlike Silvio Gallo's teaching methodology, encompasses progressive ideals aimed at working education as a builder of active social agents seeking to transform society through social practice. In this regard, two potential contributions of Historical-Critical Pedagogy to the teaching of philosophy refer to the initial and final social practice, which enriched Silvio Gallo's philosophy teaching methodology, along with catharsis. Another contribution was its philosophical assumptions, which supported a critical and emancipatory education for the teaching of philosophy. It is concluded that Historical-Critical Pedagogy, with its critical, dialectical approach, grounded in social practice, historical-cultural factors, and the promotion of social transformation through intellectual emancipation, provides a theoretical and methodological framework capable of enhancing the teaching of philosophy. By adopting these principles, the teaching of philosophy, based on Silvio Gallo or not, can become a powerful tool for building a more just and equitable society, as education is the best tool for social transformation.

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