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“Kiki” e “Chihiro”: infância e amadurecimento nas obras de Hayao Miyazaki
(Universidade Federal de Goiás, 2026-07-01) Castro, Nayra Caroline dos Santos; Freitas, Gabriel Rocha; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Freitas, Gabriel Rocha; Santos, Soraya Vieira
The purpose of this study is to study the representation of childhood, highlighting the coming of age, the attainment of independence, and identity construction in the animated films Kiki’s Delivery Service (1989) and Spirited Away (2001), cinematic works directed by Hayao Miyazaki. To this end, a qualitative and bibliographic research was conducted alongside a filmic analysis guided by an analytical framework based on authors such as Oliveira (2016), Kramer (2007), Pessel (2009), Teixeira and Foncêca (2024), among others. This study is divided into five sections, with the First Section serving as the introduction. The Second Section addresses the director's biographical background and his auteur style. The Third Section presents a description of the films Kiki’s Delivery Service (1989) and Spirited Away (2001). The Fourth Section analyzes the journeys of the protagonists in the movies, emphasizing key elements of childhood, the role of labor in the construction of the identity of the analyzed protagonists, the act of saving the other as the peak of maturation, and the counterpoint of "Boh," a character who embodies an overprotected childhood. In the Fifth Section, titled Final Considerations, the findings of the research are presented, revealing that childhood and maturation in these films by Miyazaki are not isolated heroic triumphs, but rather a continuous process of confronting insecurities and assuming responsibilities with collective support, reaffirming the importance of conscious autonomy in the transition to adulthood
Infância e tecnologia: algumas implicações do uso excessivo de telas pelas crianças
(Universidade Federal de Goiás, 2026-06-30) Lima, Juliana Silvano de; Freitas, Gabriel Rocha; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Freitas, Gabriel Rocha; Freitas, Joana Alice Ribeiro de
The purpose of this research is to investigate the relationship between childhood and digital technologies, aiming to understand some implications of excessive screen use by children. A qualitative bibliographic study was conducted, based on authors such as Ariès (1986), Kishimoto (1996), Haidt (2024), Escobar (2024), among others. This study is divided into sections, the first being the Introduction. In the Second Section, based on Ariès (1986), the process of forming the concept of the childhood feeling will be discussed, alongside the elements of a children's culture where games, toys, and playful activities are highlighted through the perspective of Kishimoto (1996) in order to also consider objects related to digital technologies. In the Third Section, based on the studies of Haidt (2024), Escobar (2024), and recent research, some implications of hyperconnection and the use of digital technologies by children will be discussed, as well as certain consequences of excessive screen time. The research findings highlight social deprivation, sleep deprivation, and fragmented attention as the main consequences of excessive screen use, alongside the economic interests that sustain children's hyperconnection. Finally, in the Final Considerations, opportunities for further studies in the field of childhood and digital technology are highlighted
Inteligência artificial e ChatGPT: desafios da IA generativa e implicações para educação
(Universidade Federal de Goiás, 2026-06-30) Silva, Jullya Kelly da; Freitas, Gabriel Rocha; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Freitas, Gabriel Rocha; Freitas, Joana Alice Ribeiro de
The aim of this research is to discuss Artificial Intelligence, specifically Generative Artificial Intelligence, ChatGPT, and its implications for education. The research problem focuses on investigating the impacts of this tool on the educational process. To this end, a qualitative bibliographic research was conducted, based on authors such as Feenberg (2004), Santaella (2023a, 2023b), Kaufman (2025), Melo (2025), Lima and Evaristo (2025), among others. The study is divided into sections, the first being the Introduction. Section 2 discusses technology based on Feenberg's (2004) Critical Theory of Technology, the emergence and development of Artificial Intelligence, its conceptualization, specifically Generative AI. Section 3 covers the conceptualization and understanding of ChatGPT, as well as the impacts of this generative tool on education. The Final Considerations present the main findings of the research, which identified that the misuse of ChatGPT can lead to negative interferences in education, even though it presents contradictions and benefits regarding support for diagnoses, streamlining bureaucratic processes, and facilitating research content retrieval. Conversely, AI can be a tool that, among other drawbacks, may hinder authorship, creativity, and learner autonomy, in addition to impairing the development of essential human capacities, such as ethics, critical thinking, and reflection
Inclusão escolar: implicações e desafios
(Universidade Federal de Goiás, 2026-06-22) Rodrigues, Luciana Gonçalves; Freitas, Gabriel Rocha; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Silva, Kellen Cristina Prado da; Freitas, Gabriel Rocha
This study aims to reflect on school inclusion based on the works of Mantoan (2003). The author criticizes traditional schools for their lack of welcoming people with disabilities. Over time, significant changes sparked a paradigm crisis. This fact began with early attempts at student integration, and this often meant that schools merely placed students inside the classroom without proper inclusion. Consequently, this research problematizes the definition of integration, alongside the reasons and methods for effectively implementing inclusion in the school environment. Furthermore, it presents the leading Brazilian laws governing school inclusion, namely: 1) the Federal Constitution of 1988; 2) the Law of Guidelines and Bases for National Education (LDBN) of 1996; 3) Decree No. 3,956 of 2001; and 4) the Statute of the Person with Disabilities (Law No. 13,146 of 2015). Those laws represent historical advancements aimed at protecting and guaranteeing the rights of people with disabilities. This study concludes that school inclusion is a shared responsibility among the State, families, educational institutions, teachers, and the community at large. Finally, it highlights that the educational system still reproduces ableist ideas that must be overcome
Neoliberalismo e educação: reforma empresarial e a perda da autonomia do professor
(Universidade Federal de Goiás, 2026-06-26) Jesus, Marcos David Borges de; Freitas, Gabriel Rocha; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Freitas, Gabriel Rocha; Bordignon, Talita Francieli
This study aims to discuss the implications of neoliberalism for education and the erosion of educators' professional autonomy, seeking to understand how processes that attempt to subordinate schools to a market-oriented logic are advancing and directly affecting educators' autonomy. This is a qualitative bibliographic study based on the works of authors such as Paro (1993, 2013, 2014), Pelegrini and Pereira (2022), Gentili (2017), Laval (2019), and Freitas (2014, 2016), among others. The study examines the advancement of neoliberal policies and their development within the Brazilian educational context. The findings indicate that the targets established through large-scale standardized assessments have directly influenced curricular content, thereby undermining educators' autonomy. This loss of autonomy has intensified as private-sector initiatives and neoliberal policies increasingly shape schools in an effort to establish mechanisms oriented toward profits. It is evident that educators are progressively losing control over their own professional practice, while experiencing growing levels of stress and illnesses in response to pressures from school management, parents, and students. Class struggle remains particularly significant within the neoliberal context, and its urgency is undeniable, as what is ultimately at stake is workers' dignity and the defense of a free, democratic, secular, universal, and accessible public education
Cities in dust: percursos etnográficos da subcultura gótica em Goiânia (GO)
(Universidade Federal de Goiás, 2026-08-09) Xavier, Helena Borges; Lemos , Gardênia de Souza Furtado; Lemos, Gardênia de Souza Furtado; Morais, Mariana dos Santos
This study investigates the Gothic phenomenon as a contemporary urban subculture in Goiânia (GO), analyzing the psychosocial dynamics of identity construction, belonging, and resistance among its members within a conservative and commercialized dominant culture. Grounded in Cultural Studies and Critical Social Psychology, the research adopts an ethnographically inspired qualitative approach, combining literature review, participant observation (highlighting the 9th Gothic Encounter of Goiânia), and semi-structured interviews with members of the local scene. Drawing on the theoretical frameworks of Stuart Hall, Dick Hebdige, Antônio da Costa Ciampa, and Bader Sawaia, it discusses how the constituent elements of the "Goth universe" — style, post-punk music, body, and the aesthetics of excess — operate as tools for semiotic subversion and symbolic dispute against capitalist normalization. The results demonstrate that affiliation with the subculture drives a process of identity-metamorphosis toward a post-conventional and emancipatory stance, allowing individuals to reframe the ethical-political suffering caused by exclusion and perverse inclusion. The study concludes that the Gothic scene in Goiânia consolidates itself as a strategic space for affectivity and collectivity, transfiguring the stigma of the "stranger" and experiences of melancholy into the power of action and a dignified survival within the urban territory
Educação e religião: tensionamentos entre laicidade e confessionalidade na educação básica no Brasil
(Universidade Federal de Goiás, 2025-12-02) Pessoa, Judiléa Martins Ferreira; Corbiniano, Simone Alexandre Martins; Corbiniano, Simone Alexandre Martins; Vieira, Renato Gomes
This undergraduate thesis analyzes the tensions between laicity and confessionalism in Brazilian basic education, considering their historical, legal, and pedagogical foundations. To this end, a qualitative bibliographic and documentary study was conducted, drawing on legislation, curricular documents, and theoretical frameworks that problematize the relationship among the State, religion, and the school. The investigation shows that although Brazil is constitutionally a secular State, public education retains historical marks of religious influence, expressed both in the regulation of Religious Education and in everyday school practices, shaping the phenomenon known as “Brazilian-style laicity.” The results reveal that the persistence of religious symbols, discourses, and confessional practices in schools strains the principle of state neutrality and may undermine ethical and civic education oriented toward diversity, freedom of conscience, and human rights. The study concludes that strengthening secular education requires investment in teacher training, oversight of pedagogical practices, and institutional commitment to pluralism and the promotion of a democratic public ethic
A mediação tecnológica na educação infantil: uma abordagem filosófico-pedagógica sobre os impactos no desenvolvimento cognitivo e social da criança
(Universidade Federal de Goiás, 2025-12-02) Menezes, Dhulia Hemily dos Santos; Corbiniano, Simone Alexandre Martins; Corbiniano, Simone Alexandre Martins; Limonta, Sandra Valéria
This study aims to investigate and discuss, based on existing research, technological mediation in Early Childhood Education. It adopts a philosophical and pedagogical approach to examine the impacts of technology on children’s cognitive and social development, encouraging critical reflection in order to minimize its negative effects on the learning process. This is a qualitative bibliographic investigation grounded in studies and references relevant to the subject, supported by theoretical sources such as articles, books, and academic research. Scientific production in this field is considered to reflect both its social and academic relevance. The main works examined in this study include The Question Concerning Technology by Martin Heidegger (2001); Vygotsky’s (2007) Mind in Society: The Development of Higher Psychological Processes; and Paulo Freire’s Pedagogy of Autonomy (1996). In addition, reflections by Koscheck (2022) and Machado & Pavão (2021) on digital narratives are presented. To achieve the proposed objective, the work is organized into three chapters. The first chapter offers a philosophical and critical reflection on technology and early childhood education. The second discusses pedagogical practices and the critical use of digital technologies in early childhood education, with the aim of promoting citizenship. Finally, the third chapter addresses the contributions and limitations of educational applications in child development. Thus, this qualitative investigation analyzes the importance of discussing technology in early childhood education, considering both its possibilities and its limitations as a resource to enrich and make learning more meaningful
Saúde alimentar e qualidade de vida docente: uma revisão bibliográfica
(Universidade Federal de Goiás, 2025-07-04) Conte, Jéssica Araújo; Teixeira, Ricardo Antônio Gonçalves; Teixeira, Ricardo Antônio Gonçalves; Machado, Vilma de Fátima
Teachers' health has received increasing attention due to the precarious conditions in which many carry out their profession. This study aims to investigate how teachers’ eating habits are related to their mental health and professional context, considering the impact of work conditions on their quality of life. This is a qualitative and exploratory research developed through a literature review based on theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD). The search yielded 69 studies, from which 8 were selected after applying inclusion and exclusion criteria. The analysis revealed a high prevalence of overweight, physical inactivity, sleep disorders, emotional eating, and psychological distress among teachers. The main factors associated with these conditions were work overload, multiple employment contracts, low wages, chronic stress, and lack of time for self-care. It was also found that, although many teachers acknowledge the importance of healthy eating, they struggle to maintain adequate dietary practices under daily pressures. Women, who represent the majority in basic education, appeared as the most vulnerable group to these health issues, especially during the COVID-19 pandemic, when professional and domestic responsibilities accumulated. The studies also identified significant use of disordered eating as a coping mechanism for stress and exhaustion, highlighting the interdependence between mental health and eating behaviors. Based on the expanded concept of health and the Human Right to Adequate Food (HRAF), this research proposes to understand teachers’ eating habits not merely as individual choices, but as outcomes of social, emotional, cultural, and labor determinants. The data show that teachers' health issues cannot be explained solely through biomedical terms, but require an intersectoral approach that recognizes working conditions as direct health determinants. It is concluded that promoting teachers’ health involves ensuring decent working conditions, access to adequate food, and mental health support. This requires coordinated involvement from the health, education, and social assistance sectors. Valuing the teaching profession involves not only fair pay and training but also recognizing teachers as whole individuals — with bodies, emotions, and care needs. This study contributes to the debate on teachers’ nutritional and mental health, offering insights to support public policies aimed at promoting the well-being of this essential professional group for building a fairer and healthier society
Impactos da educação feminista na formação crítica e autônoma de estudantes dos anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2025-02-12) Polonski, Eduarda Cristina Silva; Ferreira, Yvonélio Nery; Ferreira, Yvonélio Nery; Dering, Renato de Oliveira
This paper aims to reflect on feminist education and how its promotion contributes to students’ critical and autonomous education. The research adopted a bibliographical methodology with a qualitative approach, based on books, articles, websites and legislation. To develop the research, the work was divided into three chapters. The first chapter deals with feminisms and, to substantiate it, authors such Simone de Beauvoir (1970), Céli Pinto (2010), Vanessa Berner (2017), Djamila Ribeiro (2017), Ana Beatriz dos Anjos (2021), Pierre Bourdieu (2012), Carla Akotirene (2019), Patricia Hill Collins (2022) and other authors who were added throughout the research were used. The second chapter discusses feminist education and critical and autonomous training, based on the works of Guacira Louro (2003), Sônia Barrachi (2004), Júlia Campos (2022), Adriano Maslowski and Andressa Martins (2023), Daniel Cara (2019), Paulo Freire (1965, 1973, 1996) and bell hooks (2013, 2019). The last chapter discusses feminist education in the school environment, highlighting studies by Kelly Sakata and Caroline Viana (2021), Suênia Pinto and Sandra Montenegro (2016), Márcia Silva and Eliane Godinho (2017), Teresa Cristina Rego (1995), Letícia Silva and Leonice Mourad (2022), Joana D’arc Nascimento (2022), as well as Brazilian legislation and other scholars who were fundamental to the development of the aspects discussed. In view of this, it is essential to understand the issue, since various minority populations, with an emphasis on women, are affected by forms of inequality and discrimination. As education is an instrument for transforming society, it is urgent to adopt a model based on the principles of the feminist movement, in order to help break down violence against women. This must be based on critical, autonomous and reflective training, aimed at developing teaching that values, plays a leading role in and promotes democracy, equity and justice for all. Since education is a means of social reproduction and coexistence, it is essential to promoting a space for mutual respect
Jogos digitais na pré-adolescência: efeitos na vida escolar e possibilidades de mediação pedagógica
(Universidade Federal de Goiás, 2025-11-27) Aviz, Rayssa de Queiroz Oliveira; Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Morales Gámez, María José; Costa, Fernando Wagner da
This Final Course Project (TCC) in Pedagogy at the Federal University of Goiás analyzes how digital games affect the school life of preteens between the ages of 9 and 12 and discusses possibilities for pedagogical mediation that favor the critical and conscious use of these technologies. The research, which is qualitative and bibliographic in nature, was based on studies published between 2020 and 2024, located in the databases of the Coordination for the Improvement of Higher Education Personnel (CAPES), the Brazilian Digital Library of Theses and Dissertations (BDTD), and Google Scholar. The results indicate that pre-teens have been using digital games inappropriately and without family guidance, which has repercussions on their behavior, attention, and school performance. It is evident that mediation, understood as a dialogical process, is fundamental to critically guide the responsible use of digital games. It is concluded that family and pedagogical mediation is indispensable for the balanced development and construction of digital citizenship among pre-adolescents
O papel da pedagogia do diálogo e da pergunta no acolhimento na educação infantil
(Universidade Federal de Goiás, 2025-12-01) Ribeiro, Bruna Nogueira; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Oliveira, Sheila Santos de; Morales Gámez, María José
This Undergraduate Thesis aimed to examine the different perceptions and practices related to welcoming in Early Childhood Education, investigating the extent to which the pedagogy of dialogue and the pedagogy of the question, from Paulo Freire’s perspective, contribute to its development. This qualitative and bibliographic study was conducted using research located in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Journal Portal. The study first contextualized the historical and social importance of Early Childhood Education and discussed how welcoming is addressed in Brazilian official documents, highlighting its legal and pedagogical relevance. The theoretical framework was grounded in Freirean philosophy, which guided the analysis of eighteen academic works on the topic. The findings revealed four main categories: Listening and Dialogue, Continuous Affective Bond, School–Family Relationship, and Freirean Challenges. They also indicate that the pedagogy of dialogue is well established in the literature, while the pedagogy of the question still appears in an emerging and less explored form. The study concludes that welcoming is strengthened when these pedagogical approaches are applied together: dialogue fosters bonds and attentive listening, while questioning nurtures curiosity and critical thinking. Thus, welcoming emerges as an ethical, humanizing, and transformative dimension of teaching
A formação de professoras para a inclusão: uma pesquisa exploratória em um centro municipal de educação infantil
(Universidade Federal de Goiás, 2025-11-24) Oliveira, Ana Luísa Rezende de; Silveira, Eliana Passos da; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Redruzzi Mendes; Limonta, Sandra Valéria; Silveira, Eliana Passos da
This research aims to analyze the training of teachers at a Municipal Center for Early Childhood Education (Centro Municipal de Educação Infantil - CMEI) in Goiânia for the implementation of inclusive pedagogical practices. Grounded in the assumptions of Inclusive Education, the investigation seeks to understand how initial and continuing education can prepare professionals to overcome the segregational and merely integrative model that prevails in schools. The theoretical framework is Lev S. Vygotsky's Historical-Cultural Theory, with emphasis on the concepts of mediation, zone of proximal development, and defectology, which provide the lens for analyzing child development and the teacher's role. This is a qualitative and exploratory study, whose data were collected through semi-structured interviews with four pedagogues working in the municipal network. For the treatment of empirical material, the Content Analysis technique was used, as proposed by Bardin (1977). The results revealed a significant disconnect between the teacher training received and the real demands of inclusive practice in Early Childhood Education. Initial training was reported as insufficient, with serious gaps in preparation for inclusion. In turn, the continuing education offered by the municipal network was characterized as sporadic, generic, and excessively theoretical, resulting in a feeling of unpreparedness and helplessness among the teachers. Given the fragility of formative and institutional support, pedagogical practices were shown to be sustained predominantly by experiential knowledge built in daily life, through improvisation and individual effort. It is concluded, therefore, that the effectiveness of an Inclusive Education in early childhood is directly compromised by the absence of continuous, critical, and contextualized teacher training, aligned with a consistent support structure. Thus, the study reinforces the urgency of formative policies that, anchored in Vygotsky's assumptions, prepare the teacher to act as a mediator in the development of all children
Educação e desenvolvimento da criança surda no contexto escolar
(Universidade Federal de Goiás, 2025-11-28) Japiassu, Rafaela Neves; Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Morales Gaméz, Maria José; Santos, Genessí Borba Gomes Alves
This undergraduate thesis, developed in the Pedagogy program at the Federal University of Goiás, aimed to understand the limits and possibilities of the education and development of deaf children in the school context. The study sought to: (i) discuss the development of language in deaf children based on contributions related to mediation, language, and deafness as a cultural construction; (ii) analyze how recent academic literature has addressed the education and development of deaf children in Brazil; and (iii) reflect on the contributions of bilingual education to the linguistic development of deaf children. The research adopted a qualitative approach, using a bibliographic review conducted in the CAPES and BDTD databases. Articles, theses, and dissertations published between 2005 and 2025 were selected and organized into thematic categories aligned with theoretical perspectives from historical-cultural studies and sociocultural conceptions of deafness. The results indicate that Libras (Brazilian Sign Language) is a central element in the cognitive, social, and identity development of deaf children, acting as a mediator of interactions and meaningmaking processes. The literature highlights that bilingual school environments, with the presence of deaf teachers and pedagogical practices mediated by Libras, foster language development, autonomy, and cultural belonging. Persistent challenges were also identified, such as the continuity of oralist practices, gaps in teacher training, difficulties in implementing public policies for bilingual education, and limited research on visual resources, bilingual early childhood education, and teacher preparation in Libras. The study concludes that the development of deaf children depends on linguistically rich environments, inclusive pedagogical mediation, and early access to Libras. The findings reaffirm that bilingual education is a fundamental right and that teacher training, the presence of deaf educators, and recognition of deaf culture are essential elements for achieving effective inclusion. This research contributes to the field of Pedagogy by revealing the need for more consolidated educational policies and further studies on bilingual practices, deaf childhood, and linguistic development
Relações entre didática, educação inclusiva e tecnologias assistivas: uma análise bibliográfica
(Universidade Federal de Goiás, 2025-11-28) Melo , Thaiza Gonçalves; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Oliveira, Sheila Santos de; Luz, Mony Iaslyn Sampaio
The present monograph, submitted as the Final Course Assignment (TCC) for the Pedagogy program at the Federal University of Goiás (UFG), aimed to examine, through a literature review, how academic works present the concepts of didactics, inclusive education, and digital/assistive technologies, as well as to identify gaps in the articulation among these three elements within the teaching–learning process of children with disabilities. To gather the data, a bibliographic survey was conducted in order to understand the different didactic possibilities involving the use of digital technologies in mainstream education. A total of nineteen studies were selected, addressing inclusion and various technologies with potential applications in education. Furthermore, the study sought to understand how technology can go beyond the mere acquisition of skills, serving as a means to expand access to education and promote the effective participation of children with disabilities in the school environment. Brazilian Law No. 13,146/2015, known as the Brazilian Disability Statute, guarantees fundamental rights and protections for the social inclusion of this population. For such rights to be fully realized, an adequate support structure is necessary—one that ensures, among other aspects, architectural, communicational, and technological accessibility (Brazil, 2015). The literature review revealed an important gap: studies have not explored the integration of didactics, technologies, and inclusion as an articulating axis of pedagogical practices. Instead, they tend to address the use of technologies associated with specific disabilities, treating these dimensions separately. In this context, the research problem is reaffirmed, highlighting the need for studies that move beyond fragmented approaches and analyze how the triadDidactics, Technology, and Inclusive Education) can guide pedagogical practices capable of resp (onding to the diverse group of students present in early childhood and basic education classrooms
Papel da direção na gestão escolar da educação básica
(Universidade Federal de Goiás, 2025-11-27) Pereira, Brenda Francesca Soares; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Fonseca, Maria Aparecida Rodrigues da; Luz, Mony Iaslyn Sampaio
This study examines the role of the school principal in the management of public basic education schools, revealing challenges in the implementation of public education policies. The study is a qualitative analysis based on bibliographic and documentary research using academic works available on the CAPES Platform and the Brazilian Digital Library of Theses and Dissertations. The results indicate that, although democratic management is provided for in the 1988 Federal Constitution and in LDB No. 9,394/1996, its implementation still faces barriers related to lack of infrastructure, limited participation of the school community, and the absence of continuous training for principals. It was also found that recent educational reforms, guided by managerial principles, have intensified the demands on the principal's work, imposing goals and accountability mechanisms that strain school autonomy. Under these circumstances, the principal assumes a strategic role in articulating Coordination between the State, the school, and the community, aiming to balance the administrative dimension with the pedagogical and ethical one, in favor of a democratic, participatory, and socially committed public education
As produções sobre a trajetória e qualidade dos Centros Municipais de Educação Infantil (CMEIs) em Goiânia-GO
(Universidade Federal de Goiás, 2025-12-01) Sá, Jacilene Alves de; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Oliveira, Sheila Santos de; Luz, Mony Iaslyn Sampaio
The study analyzes the trajectory and quality of the Municipal Early Childhood Education Centers (CMEIs) in Goiânia, examining how public policies for early childhood are materialized within these institutions. Based on a bibliographic review, it discusses the historical evolution of the concept of childhood—from the perception of children as “mini adults” to their current recognition as subjects of rights—according to national and international legal frameworks. The survey conducted in the CAPES Journals Portal and the BDTD revealed a scarcity of research specifically focused on the CMEIs of Goiânia and highlighted recurring challenges such as precarization, the closure of units, and the influence of neoliberal policies. The selected studies were organized into four main axes: quality and pedagogical work; public policies and legislation; the right to Early Childhood Education; and institutional management. The findings indicate legal progress but also reveal gaps related to infrastructure, equity, funding, children’s voices, and teacher training. Additionally, it presents updated data from the municipal network, which comprises 146 CMEIs serving approximately 30,000 children, and reinforces the lack of studies on the historical trajectory of these institutions. It concludes that, although essential to child development, the CMEIs of Goiânia remain under-investigated, underscoring the need for research that can support effective public policies committed to the right to Early Childhood Education
Produção científica sobre egressos da pós-graduação em educação na região centro-oeste (2017–2024)
(Universidade Federal de Goiás, 2025-11-28) Chagas, Alice Santos; Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Morales Gámez, María José; Santos, Genessí Borba Gomes Alves
This study, developed as the Undergraduate Final Project in Pedagogy at the Federal University of Goiás (UFG), examines the scientific production on graduates (egressos) of postgraduate programs in Education in the Center-West Region of Brazil. Graduate Programs play a relevant role in training researchers and consolidating scientific production in the country, and their periodic evaluation by CAPES highlights the importance of monitoring graduates and analyzing academic works—theses, dissertations, and articles—as indicators of quality and social relevance. Within this context, the objective of the study is to analyze research published between 2017 and 2024, corresponding to the CAPES evaluation quadrennium. A qualitative bibliographic survey was conducted using the BDTD and the CAPES Journal Portal databases, identifying trends, gaps, and contributions present in the selected studies. The findings reveal the low representativeness of the Center-West Region in this field, with only three studies located in the period, mostly qualitative and focused on trajectories, identities, permanence, and training conditions. These results indicate that research on graduates remains incipient in the region, reflecting historical asymmetries in the National Graduate System and reinforcing the need for institutional policies and initiatives that support the monitoring of graduates and the strengthening of local research networks. By systematizing and discussing these productions, this study contributes to broadening the scientific visibility of the Center-West Region and to deepening the debate on equity and quality in postgraduate Education in Brazil
Efeitos das redes sociais no comportamento estudantil na educação básica pós pandemia da covid-19
(Universidade Federal de Goiás, 2025-11-27) Almeida, Iasmin Aparecida Faria de; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Luz, Mony Iaslyn Sampaio; Costa , Fernando Wagner da
The present research proposes to analyze the use of social networks in the school environment, seeking to understand how digital culture and excessive exposure to these platforms impact student behavior and the teaching–learning process in Basic Education, particularly in the post-COVID-19 pandemic context. In this sense, the primary objective of the study is to understand the psychological and educational effects resulting from the moderate use of social networks by students, correlating such effects with current patterns of digital culture. Methodologically, the investigation adopts a qualitative approach and is strictly bibliographic in nature. Its theoretical foundation is based on the critical analysis of scientific works—such as articles, theses, and dissertations—whose meanings are examined and interpreted using specific academic repositories (the CAPES Journal Portal and the BDTD). The time frame for selecting this material was set between 2019 and 2024, aiming to contextualize the transformations that occurred in the educational landscape following the impact of the pandemic. Thus, when considering this post-pandemic panorama, in which social networks have taken on a central role in young people’s lives, it becomes evident that intensified exposure has significantly altered students’ attention patterns and mental health. Moreover, the excessive use of these platforms has generated clear negative consequences, such as difficulty concentrating, superficial assimilation of content, and a noticeable increase in cases of anxiety and stress. In light of this, the findings from the bibliographic survey—which indicate a strong correlation between intensive social network use and harm to psychological well-being and academic performance, a topic widely explored in the health field—highlight the major pedagogical challenge imposed by the culture of immediacy and the urgent need for more targeted studies in Basic Education. Therefore, it is possible to conclude, based on the relevance of this work to the educational field, that a deeper understanding of the effects of social networks is essential for the development of digital citizenship competencies, which will enable students to engage more critically, ethically, and responsibly in cyberspace
Musicalização no trabalho pedagógico com crianças autistas: um estudo bibliográfico
(Universidade Federal de Goiás, 2025-11-26) Menezes Sobrinho, Mariane; Silva, Maria Angélica de Oliveira da; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Machado, Gustavo Chaves; Silva, Maria Angélica de Oliveira da
This study aimed to understand musicalization in pedagogical work with autistic children. Methodologically, it is characterized as a qualitative bibliographic research, as presented by Minayo (2001), Gil (2002), and Lakatos & Marconi (2003). The theoretical framework is based on Vygotsky’s Historical-Cultural Theory (1991, 1999, 2018, 2022) and collaborators such as Nassif (2025). The categories of analysis included: identifying the main characteristics of Autism Spectrum Disorder (ASD); understanding the pedagogical practices developed in the process of musicalization; and recognizing the role of music as a resource capable of enhancing the specificities of autistic individuals. As a result, it is reaffirmed the importance of understanding what characterizes a neurodevelopmental disorder in order to properly identify ASD and its specificities. Regarding the relationship between music and autism, it is understood that music is a significant resource in the process of children’s development and learning, as it enhances their particularities and allows mediation to occur in accordance with the Historical-Cultural Theory. In this way, music is configured as a valuable instrument in pedagogical practices aimed at autistic children, providing meaningful educational experiences that foster communication, emotional expression, concentration, and social interaction

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