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- Campus Samambaia, Campus Colemar Natal e Silva, Campus Aparecida de Goiânia.
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Item type: Item , A perspectiva histórico-crítica na educação financeira no ensino médio(Universidade Federal de Goiás, 2022-02-28) Nascimento, Aline Barbosa; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Cedro, Wellington Lima; Machado, Vânia LúciaThe present research deals with an approach to the content of Financial Mathematics, from the perspective of Historical-Critical Pedagogy (HCP), developed by Dermeval Saviani and taught by João Luiz Gasparin. The teaching of financial education at school has a significant role in the formation of individuals in society; however, the logic of capital systematically intervenes in the school curriculum in order to perpetuate the maintenance of the status quo. The contemporary school fulfills an assistentialist role aimed at serving the working class, as Libâneo points out. In this sense, it is necessary to defend and fight to ensure that the school is not a space for the perpetuation of social inequalities. The research subjects were high school students, from an elective subject entitled Financial Mathematics, held at the Center for Teaching and Research Applied to Education of the Federal University of Goiás (CEPAE - UFG) located in the metropolitan region of the city of Goiânia, Goiás. The general objective of this research is centered on the analysis of the didactic sequence elaborated by the researcher, who, with the epistemological support of the HCP, seeks to answer the following concern: what are the contributions to the teachers’ practice as they develop the teaching of education financial through Historical-Critical Pedagogy? Moreover, how does the teachers perceive that they can contribute to the critical formation of students? The didactic sequence was developed throughout the school semester and has had as a guiding principle the promotion of dialogue between peers and critical reflection of the elements addressed, through pedagogical praxis, which aims at the interaction between content and concrete reality, thus resulting in the reality transformation. Furthermore, the structuring of the contents in the light of the PHC resulted in a deeper reflection on the production of meanings for the teaching practice, since the importance of adopting this approach to their practice in the classroom was perceived, thus benefiting teachers and students. It is expected that this research will become important for future discussions regarding the teaching of financial education and teaching practice guided by Historical-Critical Pedagogy.Item type: Item , Significados e sentidos da relação dialógica em grupos na construção da autonomia de usuários de álcool e outras drogas em CAPS AD III(Universidade Federal de Goiás, 2025-07-04) Sousa, Nilma Maria de; Farinha, Marciana Gonçalves; http://lattes.cnpq.br/2345990227231629; Silva, Nathália dos Santos; http://lattes.cnpq.br/9837208542154956; Silva, Nathália dos Santos; Carneiro, Larissa Arbués; Sousa, Johnatan Martins; Farinha, Marciana GonçalvesIntroduction: This qualitative study explored the meanings and significance of dialogical relationships within therapeutic groups in the autonomy process of individuals who use alcohol and other drugs at a Psychosocial Care Center for Alcohol and Drugs (CAPS AD III). The research investigated users’ perceptions in a group context, highlighting the importance of dialogical interactions and group therapy in promoting mental health autonomy and human development. Although abundant literature addresses the individual benefits of each approach, the intersection of dialogue and supportive group environments in fostering autonomy remains underexplored. Understanding this dynamic is crucial for developing more effective and humanized therapeutic interventions that empower individuals to make decisions and manage their lives with greater independence. Grounded in the psychosocial care model, a humanistic stance, and the dialogical approach of Gestalt therapy, this study describes the autonomy process through group experiences, emphasizing its relevance for mental health and clinical practice. Objective: To investigate how dialogical relationships in group experiences contribute to the autonomy-building process of individuals who use alcohol and other drugs at CAPS AD III. Methodology: This descriptive, exploratory qualitative study employed focus group techniques. Data were analyzed using Laurence Bardin’s Content Analysis method, which addresses subjective reality to describe the phenomenon of human interaction with oneself, others, and the world. The study was conducted from July to October 2024, involving 11 adult participants from CAPS AD III in Goiânia. Results: Analysis based on guiding questions resulted in the construction of three categories and eight subcategories. The first category, First Contact–Reception: A Reflective Perspective, includes two subcategories: Psychosocial Impacts Related to Problematic Alcohol and Drug Use and Demotivation and Lack of Life Meaning. The second category, Therapeutic Group: A Place of Care, encompasses The Potential of Dialogical Relationships in Group Contexts and Significant Changes Through Group Interaction. The third category, Therapeutic Process and Autonomy, comprises four subcategories: A New Sense of Purpose; Achievements, Projects, and Dreams; Responsibility for Work Activities and Commitments; and Significant Changes in Family and Social Relationships, Including Reduced Conflicts. Conclusion: The therapeutic group emerged as a welcoming space. Building bonds and fostering dialogical relationships are crucial for promoting autonomy by empowering individuals to recognize their needs, potential, and existential skills. This led to significant changes in how participants relate to themselves, others, and the world, reaffirming holistic care as a central principle of psychosocial approaches to mental health.Item type: Item , Efeito de levedura autolizada e beta-glucanos sobre o desempenho de vacas leiteiras sob desafios imunológicos(Universidade Federal de Goiás, 2024-12-20) Borges, Beatriz Mariano da Silva; Zacaroni, Ozana de Fátima; http://lattes.cnpq.br/4582215859105753; Ferro, Diogo Alves da Costa; http://lattes.cnpq.br/4117234031807957; Ribeiro, Marinaldo Divino; http://lattes.cnpq.br/9275367436956499; Ribeiro, Marinaldo Divino; http://lattes.cnpq.br/9275367436956499; Pereira, Marcos Neves; http://lattes.cnpq.br/3833439414036038; Hirsch, Christian; http://lattes.cnpq.br/7220469012069343Embargada.Item type: Item , Determinantes da singularidade ecológica e da contribuição das espécies fitoplanctônicas em lagos urbanos(Universidade Federal de Goiás, 2025-08-08) Silva, Leandro da; Bortolini, Jascieli Carla; lattes.cnpq.br/5475113165248615; Bortolini, Jascieli Carla; attes.cnpq.br/5475113165248615; Carvalho, Priscilla de; http://lattes.cnpq.br/4723821511788681; Machado, Karine Borges; http://lattes.cnpq.br/0076495289869548Embargada.Item type: Item , Formação continuada e identidade docente: o Mestrado Profissional de Sociologia em Rede Nacional(Universidade Federal de Goiás, 2025-07-07) Souza, Karen Letícia Souza; Nunes, Jordão Horta; http://lattes.cnpq.br/0257540968113535; Nunes, Jordão Horta; http://lattes.cnpq.br/0257540968113535; Tosta, Tania Ludmila Dias; http://lattes.cnpq.br/8443282796615478; Lima, Alexandre Jeronimo Correia; http://lattes.cnpq.br/0287460826976151; Marques, Rogério dos Santos Bueno; http://lattes.cnpq.br/5729315653613181Embargada.