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- Campus Samambaia, Campus Colemar Natal e Silva, Campus Aparecida de Goiânia.
Submissões Recentes
O desenvolvimento da doutrina brasileira de cooperação civil-militar: da MINUSTAH à Segurança Pública
(Universidade Federal de Goiás, 2024-08-26) Coelho, Dalila Luiza; Roriz, João Henrique Ribeiro; http://lattes.cnpq.br/1358433023080116; Roriz, João Henrique Ribeiro; Marques, Adriana Aparecida; Pfrimer, Matheus Hoffmann
This study analyzes the development and characteristics of the Brazilian doctrine of Civil-Military Coordination (CIMIC) and its relationship with the Brazilian military's role in domestic politics. It relies on an academic literature that discusses how participation in Peace Operations can negatively affect the relationship between the Armed Forces and civilians in troop-contributing countries through the development of techniques and discourses that enable military expansion into civilian life. Drawing on this literature, we ask how this occurs. To answer this question, we analyze the Brazilian CIMIC doctrine and the expansion of the Armed Forces into the field of Public Security. The study relies on academic literature discussing the lessons learned from MINUSTAH within the scope of GLO and Pacification operations, as well as on studies about the subsequent implementation of practices experienced abroad in Brazil as a reference. To analyze the trajectory of the CIMIC concept, we analyzed primary sources, particularly the Final Employment Reports of the Contingents, as well as semi-structured interviews with two military personnel who participated in MINUSTAH. The results lead to the conclusion that the way the concept was constructed in the doctrine, the elements that compose it, and the interest in using it in domestic operations indicate that CIMIC can aid the military in the process of expanding into national politics. This work contributes both to the literature addressing the impacts of peace missions and to the discussions on civil-military relations.
Diálogos e Cartas Pedagógicas em Círculos de Cultura: ressignificando a formação continuada de professoras e professores em ensino de Astronomia
(Universidade Federal de Goiás, 2024-08-27) Borges, Elizandra Freitas Moraes; Sobreira, Paulo Henrique Azevedo; http://lattes.cnpq.br/7427949308963650; Ribeiro, José Pedro Machado; Ribeiro, José Pedro Machado; Genovese, Cinthia Leticia de Carvalho Roversi; Coimbra, Camila Lima; Langhi, Rodolfo; Bisch, Sérgio Mascarello
Continuing teacher training in Brazil is a complex and challenging field. With regard to the one that deals with
astronomical knowledge, the scenario becomes even more challenging. Continuing training proposals, in general,
are characterized by a prescriptive and dissertative character, silencing subjects within the scope of their own
training. Therefore, the present investigation aimed to analyze which essential elements, emerging from the
extension course “Astronomy at school in the context of culture circles, should be considered for the construction
of permanent, participatory and contextualized training for teachers who teach Astronomy at school. To this end,
the research is based on the discussion of the continued training of teachers who teach Astronomy in elementary
school, based on the problematization substantiated in the Freirean Theory, which drives critical-problematizing
thinking, providing knowledgeable subjects with dialogical training in Astronomy. Its premises are dialogue,
knowledge from experience, participation, coding/decoding, action/reflection/action, transformation and
autonomy. The research has a qualitative approach, of the collaborative research-training type in the Brazilian
context. To this end, the meetings were held as Culture Circles – based on episodes of the story “Joãozinho da
Maré” written by Rodolpho Caniato – with 31 teachers from a school affiliated with the city hall of Goiânia, in a
videoconference environment, given the exceptional nature of the context of Covid-19. The transcriptions of the
recorded dialogues and the Pedagogical Letters produced by the teachers during the culture circles were analyzed
using Discursive Textual Analysis (ATD) and the source of metatext production that revealed what the teachers
thought for participatory and contextualized training in teaching Astronomy. The research results indicate that
participatory and contextualized training needs to be organized based on the needs of teachers in the teaching of
Astronomy, the relationship between teachers and the teaching of Astronomy, the complexity of teaching
Astronomy and the need from rebuilding the bond with Nature to understanding the topic, as well as sky
observation practices and local and ancestral Astronomy.
Estruturação de um sistema gerenciado de motivação para a Polícia Técnico-Científica de Goiás
(Universidade Federal de Goiás, 2024-10-11) Galvão, Dayane de Cássia; Bevilacqua, Solon; http://lattes.cnpq.br/4706313748524604; Bevilacqua, Solon; Soares, Júlio Cesar Valandro; Valverde, Marcos Cesar Silva
Context: Employee motivation is recognized as a central element for organizational performance. Motivated individuals show greater engagement, productivity, and commitment to institutional goals. Moreover, motivation is directly related to job satisfaction and employee well-being. However, it remains an underutilized tool by
managers, especially in the public sector, where specific challenges hinder the effective implementation of motivational policies. Objective: This work aims to propose a motivational policy model for the Technical-Scientific Police of Goiás (PTCGO), called the Managed Motivation System. By using concepts of data analysis, motivational theories, and specific strategies, the goal is to identify, monitor, and continuously act on factors that impact employee motivation in the workplace. Structure: The research was primarily based on a literature review. Each article that composes this study follows different approaches: the first applies Walton's Quality of Work Life criteria, the Employee Net Promoter Score concept, binary logistic regression, and Orange Data Mining to categorize employees and identify the main motivational factors; the second is based on the Self-Determination Theory and Walton’s model to analyze the interconnection between these elements; the third article presents people management practices focused on work motivation; and the fourth highlights challenges and motivational strategies aimed at the public sector, such as the implementation of Establishing Operations. Results: After structuring the four articles, which were submitted to scientific journals, the proposal for the Managed Motivation System was developed for PTCGO, with the potential for application in other organizations. Final Considerations: The system has proven to be a comprehensive, simple, and feasible proposal. The model presented was built based on fictitious data for exemplification, requiring practical applications in different organizational contexts for validation. It is hoped that this study will contribute to creating a more motivating and productive work environment at PTCGO
Modernização organizacional: liderança, competências e eficiência nas instituições públicas
(Universidade Federal de Goiás, 2024-10-11) Silva, Wagner Barcellos da; Bevilacqua, Solon; http://lattes.cnpq.br/4706313748524604; Bevilacqua, Solon; Cukla, Anselmo Rafael; Valverde, Marcos Cesar Silva
The modernization of public institutions and the pursuit of operational efficiency are central challenges for governments worldwide, particularly in critical sectors such as public safety and health. In the context of the increasing adoption of emerging technologies from Industry 4.0, such as Big Data, the Internet of Things (IoT), and Artificial Intelligence (AI), it becomes essential to understand how these innovations can be integrated into Competency-Based Management (GBC) practices and adaptive leadership to promote significant advancements in these sectors. In light of this scenario, this dissertation aims to analyze the impact of implementing GBC and the role of leadership in public institutions, with a focus on improving operational efficiency and professional development. To achieve the proposed objective, this research will employ a qualitative methodological approach, based on literature reviews, analyses of existing literature, and case studies. The study will consider the impact of leadership on driving GBC, the benefits of this approach for police organizations, examples of best practices, and case studies, as well as the competencies and skills of individuals involved in managing hospital supply chains and forensic police. The limitations of this study include the restricted availability of empirical data for a direct comparison between the analyzed sectors and the difficulty in generalizing results due to the contextual specificities of each institution studied. Additionally, cultural and organizational resistance to the adoption of new technologies and management methods may pose further challenges. The expected results indicate that the combination of emerging technologies with GBC
practices can lead to significant improvements in operational efficiency and the professional development of public servants, creating an adaptable and innovative environment—crucial for the recognition and appreciation of forensic police professionals. This research aims to provide theoretical and practical support for public managers seeking to implement modernization and institutional development strategies
Ensino de geografia e a formação cidadã a partir dos espaços públicos urbanos
(Universidade Federal de Goiás, 2024-10-11) Borba, Wellington Gabriel de; Souza, Vanilton Camilo de; http://lattes.cnpq.br/1374656969635983; Souza, Vanilton Camilo de; Oliveira, Karla Annyelly Teixeira de; Christan, Patrícia
Esta investigación explora la enseñanza de la ciudad a través de la Geografía, enfatizando el espacio público urbano y su papel en la formación ciudadana de los estudiantes. La ciudad se trata como un derecho para todos, mientras que el espacio público urbano se reconoce como el entorno donde se construyen identidades sociales y se llevan a cabo acciones políticas que sostienen la democracia. Sin embargo, el estudio también examina cómo las ciudades y los espacios públicos están subordinados a las dinámicas de explotación capitalista, lo que genera problemas como la desigualdad y la exclusión social, caracterizando la crisis urbana. Además, destaca que la falta de formación académica y social sobre el entorno urbano lleva a lo que se denomina "analfabetismo urbano". La investigación defiende que la enseñanza de la Geografía en la escuela ofrece a los estudiantes una comprensión crítica de la realidad urbana, orientando prácticas ciudadanas y ayudando a combatir el analfabetismo urbano. Dado que la ciudad es una dimensión del espacio geográfico, la Geografía desempeña un papel crucial en la construcción de este conocimiento. Para ello, el estudio enfatiza que el conocimiento académico y didáctico del profesor de Geografía es fundamental para que los estudiantes desarrollen un pensamiento crítico que sustente sus prácticas ciudadanas al acceder a los espacios públicos. El estudio desarrolló una propuesta didáctica para la enseñanza de la ciudad basada en el análisis del espacio público, con un enfoque en la formación ciudadana de los estudiantes. Esta propuesta adoptó un enfoque cualitativo, utilizando la investigación participativa para considerar a profesores y estudiantes como sujetos activos en el proceso de producción de conocimiento, con potenciales impactos pedagógicos, sociales y políticos. También se aplicó la metodología de investigación colaborativa, que valora a los profesores de Geografía como productores de conocimiento y contribuye a su desarrollo profesional continuo al incorporar directamente nuevos enfoques y conocimientos en su práctica docente. Se realizó una revisión bibliográfica y documental, consultando artículos, disertaciones, tesis, libros, capítulos de libros, periódicos impresos y digitales, redes sociales, bases cartográficas públicas, leyes y decretos. La investigación también incluyó la elaboración e interpretación de mapas del barrio donde se encuentra la escuela de estudio. La propuesta didáctica se estructuró en torno a un mapa de contenidos y siguió el proceso de problematización, sistematización y síntesis, incluyendo actividades de campo. El contenido se trabajó con estudiantes de secundaria de una escuela estatal en las afueras de Goiânia, donde la pregunta central de la propuesta fue: "¿El espacio público puede ser neutral?" Los resultados indican que la propuesta estimuló a los estudiantes a reflexionar críticamente sobre la realidad urbana, llevándolos a concluir que, aunque el espacio público debería ser inclusivo, a menudo se destina a ciertos grupos y formas de uso específicas. Así, la investigación demuestra la importancia de la enseñanza de la Geografía para fomentar una perspectiva crítica y ciudadana sobre la ciudad y el espacio público, esencial para construir una sociedad más democrática e inclusiva