CEPAE - Artigos publicados em periódicos

URI Permanente para esta coleçãohttp://200.137.215.59//handle/ri/647

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Literatura é resistência experiências de leitura literária em sala de aula
(2025) Faria, Vivianne Fleury de; Silva, Célia Sebastiana da; Vieira, Ilma Socorro Gonçalves
Ler é preciso: reflexões sobre cultura, literatura e educação
(2025) Matos, Marcela Ferreira; Faria, Vivianne Fleury de
An education aimed at humanization cannot neglect culture and, consequently, literature. In this regard, this article presents reflections and inquiries about the importance of culture in human development, with a particular focus on the role of literature within the school environment. The theoretical framework is grounded in the defense of cultural knowledge proposed by the German philosopher Max Scheler, and considers the contributions of sociologist Pierre Bourdieu concerning the relationship between education and culture. Also included are the perspectives of Brazilian critic Antonio Candido, who advocates for literature as a fundamental human right and a humanizing force, and professor Paulo Franchetti, who emphasizes the transformative power of literary reading, especially within schools. This theoretical foundation demonstrates that culture is essential to education as a whole and must be present in schools – especially if the goal is a fair and equitable education, as described by Libâneo and Silva. Within this framework, literature, as an accessible cultural good, can significantly contribute to this ideal of justice and the formation of more humanized citizens.
Vinte anos após a Lei n. 10.639/2003: as encruzilhadas da educação física escolar
(2025) Lobo, Pitias Alves; Cesar, Victor Cavalcanti
This article is the result of a synthesis of an undergraduate thesis of the same title, which was motivated by the 20-year anniversary of Law 10639 (Brazil, 2003) and aims to analyze it’s crossroads with school Physical Education (PE). A theoretical study was carried out, based on a bibliographical survey of theses, articles and books that addressed the topic, using historical-dialectical materialism and counter-colonial epistemology as references to analyze the phenomena of racism and coloniality. In this vein, we spoke with Simas and Ru-fino (2018) to swalloweducation based on the aegis of the cross and spit it out as a crossroads, a field of life, existence and sharing of this “Amefrican Ladina America”. Thus, it was concluded that ancestry became a pillar to produce a set of “blackspectives” (black + perspectives) capable of bringing about the neces-sary movement for the resignification of education and the alteration of a social script, restoring black people to their leading role. The violence produced by the social neurosis of structural racism hinders the appropriation of a counter-colo-nial epistemology. However, it is argued that the use of communication and the valorization of those who experience education can promote critical individuals capable of transforming and, why not, resignifying this historically rigid system. Within that, PE, in its constant state of entropy, can walk between its limits and possibilities for the transformation of its pedagogical praxis, producing a pluriverse based on a notoriously anti-racist teaching.Keywords: culture; crossroads pedagogy; legal orders; school Physical Education
Análise de materiais didáticos direcionados às sociedades indígenas no Brasil: uma revisão sistemática
(2026) Santos, Ladjasse Rodrigues dos; Gonçalves, Viana Letícia de Souza; Lobo, Pitias Alves
Brazil has a rich linguistic diversity. According to the 2022 Demographic Census conducted by the Brazilian Institute of Geography and Statistics (IBGE), released in 2025, Brazil has 295 Indigenous languages spoken by Indigenous people aged two years and older; however, many of these languages are at risk of extinction. Law No. 10,639/03 and its amendment, Law No. 11,645/08, represent advances in the recognition and valorization of cultural diversity, fostering the production and analysis of teaching materials addressing Indigenous themes, whose quality and adequacy remain under debate. This Systematic Review investigates how teaching materials intended for Indigenous populations in Brazil address the preservation of Indigenous languages, within a context ofincreasing relevance of this issue in the educational field. This research aims to critically analyze how the educational system and public policies approach Indigenous cultures and languages through didactic productions. To this end, a Systematic Literature Review will be conducted using the PRISMA protocol, mapping 178 dissertations and theses, of which 16 declare their affiliation with the theme—12 dissertations and 4 doctoral theses—in order to identify and critically analyze existing studies on the subject. The study seeks to deepen the understanding of the production of teaching materials for Indigenous education in Brazil and to support the development of materials that respect cultural specificities and contribute to the strengthening of Indigenous languages. Based on the analysis of these materials, the study discusses four identified axes: (a) Public Policies and Indigenous Representation; (b) Pedagogical Content; (c) Conceptions of Culture and Indigenous Peoples; and (d) Ethnic-Racial Relations. Thus, the study aims to contribute to the preservation and appreciation of Brazil’s linguistic and cultural diversity.
Teatro de Mamulengos na sala de aula: quando começa a brincadeira
(2025) Castro, Kely Elias de
Literatura é resistência: experiências de leitura literária em sala de aula
(2025) Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Vieira, Ilma Socorro Gonçalves
Educação histórica e inclusão de estudantes com TEA: contribuições da programação de ensino
(2025) Anjos, Yndi Lara Lacerda dos; Rabelo, Danilo
In this article, we explore the contributions of Programmed Learning, a field within Behaviorism, to the development of the curriculum and History Education for students with Autism Spectrum Disorder (ASD) from an inclusive perspective. Our investigation begins with a review of existing studies on the curriculum, through which we analyze discussions related to the History curriculum and public educational policies aimed at including students with ASD. We highlight the epistemological and philosophical aspects that are central to the field of History Education. Additionally, we discuss key milestones in the development of Behaviorism, its epistemological principles, and its implications for education. We examine the connections between Programmed Learning, History Education, Curriculum, and the inclusion of students with ASD. Finally, we propose a set of target learning behaviors that we believe are essential for fostering curricular inclusion in History Education for students with ASD. Our proposal emphasizes that the production of historical knowledge should be grounded in philosophical and epistemological reflections on that knowledge.
Iniciação científica nos anos finais do ensino fundamental: uma análise discursiva de memes sobre a Covid-19
(Universidade Federal de Goiás, 2025-03-21) Galvão, Flávia Motta de Paula; Resende, Fernanda Motta de Paula; Santos, Rafael Caponi dos; Ângelo, Rogério de Castro
This article presents an analysis of memes during the period of the Covid-19 pandemic, between the years 2020 and 2022, seeking, mainly, to understand what topics were covered, the criticisms made and the production conditions in which the memes were produced. The relevance that memes have gained, especially during the pandemic, stands out, both for criticizing the way the federal government handled the situation as well as people’s attitudes and the alleviation of the situation through humor. The study was based on readings from Discourse Analysis (Pêcheux, 1997, 2015), with the aim of analyzing the effects of meaning that surround this genre and providing a broader reading. Furthermore, we take into account the intertextuality of memes and their possibilities for work in Portuguese language classes, contributing to the process of textual interpretation. Therefore, the analyzes made it possible to understand how the meme is an important discursive genre, which circulates on different social networks and manages to reach a large number of internet users. In this specific case, memes had the function of alleviating, through humor, the degrading situation highlighted by the pandemic. Furthermore, we found that this genre is an interesting teaching resource for use in the classroom.
O estudante da educação básica como pesquisador: investigando e fazendo matemática
(Universidade Federal de Goiás, 2025-03-21) Rocha, Luciana Parente; Gonçalves Júnior, Marcos Antonio; Guadagnini, Míriam do Rocio; Sardinha, Renato
This paper refers to the creation and development of the teaching project, “Mathematical Investigation in the Classroom: the student as an independent thinker”, in fifth and sixth year classes of Elementary School. Created in 2015, this project aims to change the curricular structure of the aforementioned series, as well as the way of thinking and being a Mathematics teacher. The experience in the project classes, especially through mathematical investigation and problem solving strategies, has shown the possibility for the teacher to abandon the central role within the class, with the aim of overcoming the exercise paradigm, placing the student as the center of the teaching and learning process. Classes take place in a Mathematics Education laboratory, based on tasks authored by teachers, in which students are invited to investigate, according to the examples presented. It is concluded that the project leads students to develop autonomy, writing, speaking, criticality and listening skills. Furthermore, an important tool was shown to mobilize "doubt", "question more", showing how students can cultivate their curiosity and build the habit of investigation, conceiving mathematics as something they can "do", discover and "invent".
A pesquisa escolar no ensino médio: análise da produção acadêmica no Brasil
(Universidade Federal de Goiás, 2025-03-21) Pimentel, Fernanda Cruvinel; Frazão, Sheila Cristina
The objective of this work is to investigate and analyze the academic production that addresses the theme of school research in high school. A bibliographic research was carried out using the keywords [school research + high school], in the temporal delimitation from 2009 to 2019. The analysis of the data collected leads us to understand the existing challenges to consolidate research as an effective pedagogical practice in school. The correlation between teacher, librarian and student in the school research process stands out in view of the difficulties encountered by these agents. The results indicate that it is essential to: qualify the training of teachers for the orientation of the research; intensify the integration between librarian and teacher with the support of the school library; and provide students with the development of skills to seek and use information in order to conduct their research. It is understood that there is a long way to go to achieve more comprehensive results regarding the importance of school research in Brazilian high schools.
Ser mulher-mãe-estagiária-sobrevivente: um relato de experiência sobre o estágio docente em língua francesa no ensino remoto emergencial
(Universidade Federal de Goiás, 2025-03-19) Oliveira, Sirlene Terezinha de; Santos, Jakelline Prado dos
Since the establishment of the state of health emergency due to the coronavirus pandemic, in March 2020, and the consequent adoption of Emergency Remote Education (ERE), all people involved in any teaching-learning process have had their pedagogical practices profoundly changed. Among the activities related to teaching are the training stages of degree courses, confronted with the distance format on an urgent basis. Therefore, the Internship 3 and 4 subjects of the Modern Languages: French course at the Faculty of Modern Languages (FL/UFG), for which the preparation of teaching materials, possible semi-registrations and the conception of a work plan to be held in the fourth and final semester, at the Center for Teaching and Research Applied to Education (CEPAE/UFG), underwent an intense metamorphosis. In this sense, between August 2020 and June 2021, it can be said that we built another CEPAE, another FL and another French Foreign Language Internship. Everyone in their place, literally, was compelled to rethink all the work of that school year for a completely new context, that of emergency remote teaching. It was even necessary to rethink what it means to be a teacher, what a school, a classroom or the teaching-learning phenomenon as a whole is. All this while we were surviving a pandemic, which accentuated the vulnerability of various groups of people, and playing our other social roles, such as being a mother, in this troubled scenario. But despite the numerous difficulties and challenges of this situation, we had a very productive year in the Stage 3 and 4 subjects. This work therefore has the important function of reporting some of these experiences, which forever transformed the lives and academic careers of those who survived to be able to tell these narratives.
Educação, sociedade-mundo e formação de cidadãos protagonistas, conscientes e criticamente comprometidos com a construção de uma civilização planetária
(Universidade Federal de Goiás, 2024-04-10) Batalloso Navas, Juan Miguel; Suanno, Marilza Vanessa Rosa; Fernandes, Fabiana Perpétua Ferreira
This publication provides a comprehensive summary of the Closing Conference of the IV Seminar of the International Network of Creative Schools (RIEC) and the X International Forum on Innovation and Creativity (INCREA), delivered online, on 08/27/2021, by Dr. Juan Miguel Batallo Navas, moderated by Dr. Marilza Suanno and translated by Prof. Ms. Fabiana Perpétua Ferreira Fernandes. The Spanish version of the conference is available on the Proex–Unitins channel. Dr. Batallo Navas holds a Ph.D. in Educational Sciences from the University of Sevilla (Spain), he is also a member of the research group ECOTRANSD/UCB (Brazil), a retired professor of basic education, and a researcher in the educational field. The event featured speakers from the field of education from five countries; namely Brazil, Bolivia, Colombia, Spain, and Mexico. The transcript brings the initial acknowledgments and the dense theoretical, contextual, and reflective discussion developed by the lecturer.
O fracasso escolar no ensino superior público brasileiro: tendências, aproximações e rupturas
(Universidade Federal de Goiás, 2024-09-03) Santos, Bárbara Naves dos; Mondlane, Benedito Orlando; Rodrigues, Geyzon Cosme Santos
School failure as a phenomenon present in educational institutions today is a subject of constant investigation by postgraduate institutions and government agencies. The aim of this research was to investigate the theoretical and thematic shifts in the phenomenon of school failure within Brazilian public higher education. We sought to analyze this phenomenon from a critical viewpoint. To do this, we used bibliographical research, whose sources were searched in the Brazilian Library of Theses and Dissertations (BDTD). Despite the challenges of trying to analyze the phenomenon in the context of higher education, the results seem to point to the conjugation of a discourse centered on the core of positivist thinking on how to do science, with the authors and their reproducers seeking to blame educational institutions and individuals for the ills resulting from so-called school failure.
Formação humana, identidade big-data e os desafios da educação
(Universidade Federal de Goiás, 2023-10-01) Pereira, Marcia Ferreira Torres; Zanolla, Sílvia Rosa da Silva
Critical and self-critical reflection on cultural formation in the face of global crises of different kinds is a requirement of social reality and its political context. This article is a reading of modern culture between the cultural industry and digital culture, the elements that contributed to technological advances, cultural formation and the constitution of subjects. The great technological leap of modern culture and the potential for humanization occur in the context of capitalist reality. The article is divided into three sections and analyzes the concept of technological progress, reflections on modern culture and evidence of the resurgence of semi-education.
A geopolítica na constituição do conhecimento geográfico escolar
(Universidade Federal de Goiás, 2023-12-29) Cecim, Jéssica da Silva Rodrigues
This article aims to analyze Geopolitics in the context of teaching Geography in basic education. Regarding the methodology, we dialogue with the assumptions of the Theory of Discourse, authored by Laclau and Mouffe (2015). We conducted interviews with teachers working in different segments of basic education and interpreted their answers using the corresponding bibliography, addressing the discussions presented in the text. We concluded that there are articulations responsible for keeping school subjectsin curricula and that basic education in Geography, particularly its identification with Geopolitics through subjects of Current Affairs, plays the aforementioned role reaffirming the educational relevancy of this school subject. Considering the contents of Geopolitics, we concluded that the concept of territoryemerges as the great organizing element of the construction of Geography as school-level knowledge. In this sense, the scale notions become pertinent in teaching Geography, in which the relations between the local and the global are constantly mobilized as the great markers of the possibility of comprehension of social reality.
O estágio curricular e o Centro de Ensino e Pesquisa Aplicada à Educação
(Universidade Federal de Goiás, 2017-12-17) Lyra-Silva, Gene Maria Vieira
This article aims to trace the performance of Cepae/UFG in the Curricular Internship activities starting from the discussions after LDB/96. It considers the relevance of this pedagogic element as a constitutive component of the Curricular Guides in graduate courses. It also discusses the role of Cepae as a school field for trainee’s training in a public university and the importance and responsibility of such role as well as to demonstrate the web of actions shared by the Academic Units of the University with principles of cooperation, integration and co-responsibility so that the university can accomplish its goal to provide professional formation as expected by society.
O curso de especialização em metodolofia do EF do CEPAE: uma breve história
(Universidade Federal de Goiás, 2010-12-17) Mendonça, Mercês Pietsch Cunha; Pignata, Maria Izabel Barnez
This document has as objective to tell the ways covered by the group of teachers of the Federal University of Goiás, that, when covering the interior of Goiás State to take care to the demand of teachers of the municipal and state nets of education, accepted the challenge to extend its vision on the processes and the methodology in the continued formation of teachers of the basic education and, then, to criate the course of Specialization in Method ology of the Fundamental Education.
Projeto de extensão: “professores de português em reflexão”: em debate as práticas de letramento no ensino básico
(Universidade Federal de Goiás, 2010-12-17) Silva, Luzia Rodrigues da
This paper reports on the development of the outreach project entitled ‘Tea chers of Portuguese in reflection’, sponsored by Portuguese teachers at the Cen ter for Teaching and Applied Research in Education – Cepae/UFG. This pro ject, open to primary and high school personnel in public schools, consisted of organizing and holding debates - in the form of short courses and workshops - on the teaching of the Portuguese language. By reflecting on the concepts that guide the tea cher of Portuguese in the classroom it hoped to bring about changes in literacy practices. Keywords: outreach project, primary and high school education, literacy learning
A importância do serviço social no CEPAE
(Universidade Federal de Goiás, 2010-12-17) Moura, Ivone Gomes de Santana
The aim of this article, resulting from intervention, research and outreach projects, is to describe the practice of the Social Services at the Center for Teaching and Applied Rese arch in Education, at the Federal University of Goias, from its foundation up to 2008.
Refletindo sobre as funções da música nas escolas brasileiras de educação básica: contribuições de Adorno e Merriam
(Universidade Federal de Goiás, 2019-02-02) Aquino, Thaís Lobosque; Nogueira, Monique Andries
This paper intends to contribute to the debate on the functions of music education in regular schools having the recent modifications in the Brazilian educational legal system as its background. The seek for the effective presence of music, understood as a field of knowledge, in Brazilian schools has generated new demands for reflections and discussion about basic aspects such as the meanings and functions of music inside basic schools. In the this work, it is used the procedure of comparizon (FREIRE, 2010), by the analysis of the contribution of Merriam (1964) and, with special emphasis, Adorno‘s (1975, 1993, 2011) work, in order to come up with other analitic and epistemological possibilities to think music in Brazilian basic schools.

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