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Item Uma escola inclusiva de referência no contexto da educação especial no estado de Goiás: um estudo de caso(Universidade Federal de Goiás, 2006-09-01) ALMEIDA, Gisella de Souza; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449This study seeks to understand the process of implementation and results of the Inclusive Education Proposal into the mainstream education system of the Goiás State. The Superintendence of Special Education, which is a sector of the State Secretariat of Education, is responsible for this proposal. By using a case study, this study looks at the Inclusive School of Reference (Escola Inclusiva de Referência EIR) located in the capital of the state, that is, the Goiânia city. Since 1999, the State Government of Goiás, implemented the Educating for Diversity State Programme that aims to disseminate and implement the national guidelines for inclusion. The Inclusive School of Reference is a central organization in developing this policy. Considering this, this study reviews the development of special education policy in the state of Goiás from 1990 as well as it describes and analyses how the inclusive education proposal happens into the school and in its classrooms. Data has been gathered by using observation, formal and informal interviews, documental analysis and other information collected in the school. A qualitative descriptive and reflective analysis of the data has been carried out by adopting the theoretical and methodological framework of the Phenomenology, by which the study tries to understand the school as a phenomenon in the field. Throughout the study, then, numerous questions have emerged, amongst these, what is an inclusive school of reference? Can the State of Goiás School of Reference be considered a reference? Why? Is Education, in its own rights, inclusive? Finally, perceptions and perspectives are enlightened by the study as a means to contribute to push inclusive education forward.Item Nas trilhas do fazer e do saber a possibilidade de ser: os caminhos do trabalho e da educação na prisão(Universidade Federal de Goiás, 2009-08-28) ALMEIDA, Luciana Maria de; MACHADO, Maria Margarida; http://lattes.cnpq.br/3133555536143694This study lies within the State and Educational Policies line of research. It aims to analyze school education in the Education of Youth and Adults modality at secondary level in the Lourdes Estivalete Teixeira State School and work activities at the Odenir Guimarães Penitentiary (OGP). It set out to understand the concepts of education and work for the social actors who make up the research scenario: managers, teachers, prison wardens and full-time detainees, who attend the school and workshops within the OGP, as well as the context in which education and work are integrated into the penitentiary system. The theoretical background for the text are made up of analyses of the State Constitution starting from John Locke s liberalism, the structuring of the neo-liberal current and its classics, based on a critique of this social and political structuring starting from an analysis of the real and its contradictions. Conceptions of Karl Marx are used in order to situate the text at the dawn of historical-dialectical materialism to reveal the meanderings of actions for education and work in the penitentiary system. The research procedures involved the application of mixed questionnaires and semi-structured interviews with the subject of the research, as well as arranged visits and observation in loco. It could be seen that education and work are not allied in the penitentiary system and that the detainees hope that education and work, as well as reducing their sentence, will provide possibilities for constituting their subjectivities or simply occupying their minds, which in practice the services offered do not completely achieve. Managers and civil servants (wardens and teachers) see education and work as a possibility for humanizing the prison space and instruments of socialization of the detainees. However, the social policies for undertaking improvements in the penitentiary system are not clearly and concisely delineated. This happens because the penitentiary system is rooted in the logic of the Neo-liberal State whose priority is market relations and not human relationsItem Armadilhas no labirinto: escolarização e trabalho docente desafiados pelo Pacto da Educação em Goiás(Universidade Federal de Goiás, 2018-07-03) Almeida, Rosivaldo Pereira de; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Libâneo, José Carlos; Magalhães, Álcio Crisóstomo; Resende, Anita Cristina Azevedo; Miranda, Marilia Gouvea deThis work is part of the Education, Teacher Training and Educational Work Line of the Post- Graduation Program in Education, Federal University of Goiás, and aims to critically understand the conceptions of schooling and teaching work engendered in the Business Pact for Education in Goiás. It is a documentary and bibliographical research made from the analysis of document contents: Pact for Education: a better future demands changes (2011); Recognition Program: Education, the merit is yours - criteria and procedures (2012); Reference Curriculum of the State Educational Network of Goiás: experimental version (2012) and Management Circuit Notebook - Young Future Project: principles and method - Formative Path of School Management for Learning Outcomes (2016). From the cross analysis and interlacing of concepts identified in the documents, a process of technification of teaching work and schooling was evidenced as a reified treinality. The Recognition Program and the Management Circuit of the Unibanco Institute, implemented in the state public network of Goiás, as well as the Reference Curriculum, linked to a data base operationalized through virtual platforms, are effective control mechanisms and management of the pedagogical work and schooling. In our understanding, through the analysis of the documentary corpus, a conception of practicing schooling and the teachers' complete estrangement from the work of teaching are materialized. From the reality of the system of schooling of the state public network it is possible to perceive, in this current phase of accumulation, that capital promotes reification, using the processes of schooling and the technification of teaching work. They are theoretical references that contribute to the theoretical basis of our study: Hobsbawm (1995); Castel (2003); Araújo Júnior (2013); Enguita (1989); Gentilli (1999); Anderson (2000); Harvey (2005); Bourdieu (1998); Moraes (2011); Libâneo (2011); Silva (2013); Silva and Siqueira (2016); Magalhães (2014); Algebaile (2009); Peregrino (2006); Oliveira (1984); Harvey (1993); Miranda (2006, 2005) and Resende (2009).Item Quem deu à luz: A Comissão Pastoral da Terra CPT e as práticas educativas na formação de trabalhadores rurais em Goiás(Universidade Federal de Goiás, 2010-05-26) ALVES, Amone Inacia; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284This work is fruit of a research carried through in the Programa de Pós-Graduação em Educação da faculdade de Educação da UFG, in the line social Work and Movements that have as study object the formation of the Agricultural Workers for the Comissão Pastoral da Terra, CPT. We intend to show educative practical which had been mobilized to form these workers, as much for its proper representatives, as for the mediators who come forming them in the agrarian field. The theoretical support of this research was the Theory of the Practical one of Pierre Bourdieu, over all, how much to it arrives in port it of the Theories de Campo, habitus and capital stock and cultural. Beyond the bibliographical research and of documents, we launch hand of the etnografia, interviewing pastorais agents who had participated of the CPT and old parceleiros that had occupied the Farm Are João do Bugre, located in the City of the Cidade de Goiás (GO), in the end of years 1980, first nucleus of active participation of the Pastoral. The research made possible to evidence that the CPT acted in the direction to attribute cultural capital and that exists one habitus in transistion of the agricultural worker, who also is a collective agent, rank to the test of the diverse vicissitudes of the world of the work, that pushes it for the confrontation and the organization in social movements.Item Estado e planejamento educacional no contexto do federalismo: o processo de elaboração dos planos municipais de educação em Goiás(Universidade Federal de Goiás, 2020-03-05) Alves, Edson Ferreira; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Ferreira, João Roberto Resende; Silva, Luís Gustavo Alexandre da; Oliveira, João Ferreira de; Dourado, Luiz FernandesThe present thesis’ main objective is to study the elaboration process of the Municipal Education Plans (or Planos Municipais de Educação, PMEs), considering the involvement of the political society and of civil society to the end of this research, understanding them as a State policy. As the selection criteria determined, the cities chosen were of Itaberaí (Central Goiás Mesoregion), Luziânia (East Goiás), Minaçu (North Goiás), São Miguel do Araguaia (Northwest Goiás) e Silvânia (South Goiás). Methodologically, the investigation was configured as a case study developed as a converging parallel project of mixed methods, outlining as qualitative sources documents and interview with the coordinators of the commissions of elaboration of the PMEs. As quantitative sources, the resources were the application of questionnaires with other members of the commissions. The theoretical basis for analysis was the concept of State (political society plus civil society) by Antonio Gramsci, which situated the elaborating of the PMEs, as well as the interstate sets instituted in the context of the Brazilian federalism, which should become effective by the means of a cooperative regime. Municipal documents were situated in the context of educational planning and its variations, by means of the historical course of this strategy throughout the entire republican period. As a final focus point, this thesis presents two National Education Plans approved by law, the PNE 2001-2010 and the PNE 2014-2024. The latter, materialized in the law nº13.005/2014, determined that the subnational entities approved the correlated ten-year-plans within a year, according to the national document (article 8º). This imperative, by means of the cooperative action of the Articulation Secretary with the Teaching Systems/Ministry of Education (Sistemas de Ensino/Ministério da Educação - Sase/MEC), was the motivator for the municipalities to elaborate their PMEs. The framework of this research’s analysis is based in authors such as Abrúcio (2010), Araújo (2010), Bordignon (2014), Buci-Glucksmann (1980), Coutinho (1992, 2006), Cueto and Guardamagna (2012), Cury (2009, 2010, 2015), Dourado (2011, 2013, 2017), Gramsci (1999, 2004a, 2004b, 2007), Horta (1982, 1997), Matus (1993) and Saviani (2007, 2014, 2016a). The data indicate difficulties in mobilization of civil society and also on political society to participate in the elaboration of the PMEs, also indicate short deadlines for its implementation, as well as the overwhelming use of the materials produced by Sase/MEC and the PNE 2014-2024 itself as references to the municipal coordinations. About the management of these commissions, it became evident in a systematic and organized way, with distinct dynamics effectuated in each case, but with a similar standard of referrals and operationalization, the management focus on the representatives of the Municipal Secretaries of Education. It means to focus on the political society, using democratic and participative indicators, with its limitations and contradictions. It is identified as a challenge to the municipalities the materialization of the PMEs as a State policy, in a scenery where the PNE 2014-2024 itself has been put in the secondary plan because of neoliberal policies of budget restriction and because of the Constitutional Amendment nº 95/2016.Item Movimentos sociais e práxis educativa na construção da Universidade Estadual de Goiás(Universidade Federal de Goiás, 2019-03-18) Alves, Maria de Lourdes; Pessoa, Jadir de Morais; http://lattes.cnpq.br/7640102236711284; Pessoa, Jadir de Morais; Toschi, Mirza Seabra; Curado, Bento Alves Araújo Jayme Fleury; Silva, Carlos Cardoso; Machado, Maria MargaridaThis thesis is linked to the research line "Education, Work, and Social Movements" of the Postgraduation Program in Education of the Federal University of Goiás (UFG). It seeks to investigate, in a bibliographical and documentary character, such as newspapers, e-mails, discussion forums, pamphlets, photographs and laws, the action of the social movements of teachers, students and servants of the State University of Goiás in the process of construction of higher education institution, as well as the educational praxis developed in the dynamics of the social movements of UEG. The movements delimited for the purposes of the research developed were the UEG/2006 Defense Forum and the Mobiliza UEG/2013. The analysis was carried out under a praxiological perspective and its main objective is to understand the educational praxis present in the social movement and the educational possibilities that create and recreate subjects capable of constituting a new habitus and this, in turn, capable of promoting the emergence of new agents in a given field. The understanding of the object of research is anchored in a significant bibliographical research, especially in: Abreu, (2017); Bourdieu, (1989, 1998, 2001, 2009, 2014); Carvalho, (2013, 2017); Gohn, (2011, 2012, 2013) Oliveira e Pessoa, (2013); Person, (1999,2004); Scherer-Warren, (2006, 2014). The research developed for this thesis shows that the social movements analyzed significantly influenced the institutional development of the UEG and enabled an educational praxis to create new practices and new subjects.Item A teofania em grande sertao: veredas-por uma pedagogia dos simbolos(Universidade Federal de Goiás, 2007-09-06) AMARAL, Roberto Antonio Penedo do; TURCHI, Maria Zaira; http://lattes.cnpq.br/1028003493670371; PEIXOTO, Adão José; lattes.cnpq.br/6113087861690446This thesis is within the Research Line: Culture and Educational Processes. The object of study referred here is the literary work Grande Sertão: Veredas (2001), by João Guimarães Rosa. The fundamental aims of this thesis are: to present a theophanical dimension as the symbolic essential matter of Rosean´s major work and to defend a perspective of a pedagogy of the symbols or spiritual as a compulsory formative demand for human and mundane living in modern times. The theoretical background of this research is supported by the hermeneuthic of the symbols of the French thinker Gilbert Durand. The procedure was of a hermeneuthical exercise of the symbolic fountain present in Grande Sertão: Veredas, confronting it with the religious Judaic-Christian canon of the Holy Bible. The main contribution of this thesis is in the affirmation that, for the exercise of an authentic symbolic experience in our times, it is necessary to problematize the univocity of the racionalist and scientificist discourse of modern pedagogy, in favor of a pedagogy of the symbols or spiritual, which leads us again to the direction of the re-living of our Imago Dei. Towards that, the fundamental importance of the search of the intimacy with the symbolic dimension, epiphany and theophany, present in literary works and, above all, in the Holy Book.Item Trabalho docente na educação superior: formação, profissionalização e emancipação do professor(Universidade Federal de Goiás, 2018-09-26) Anes, Rodrigo Roncato Marques; Magalhães, Solange Martins Oliveira; http://lattes.cnpq.br/2611615064976822; Magalhães, Solange Martins Oliveira; Brzezinski, Iria; Barra, Valdeniza Maria Lopes da; Ribeiro, Núbia Ferreira; Pietrafesa, José PauloThis thesis is linked to PPGE / FE / UFG's line of research, "Formation, Teacher Professionalism and Educational Work", and integrates the projects developed by the Network of Researchers about Central-Western Teachers (REDECENTRO). It is a bibliographical research, whose theme is the teaching labor in college education inserted in the contemporary socio-political context, understood as a reflection of multiple determinations and contradictions, produced in function of the capitalist mode of production. The central thesis is linked to the understanding that the contradiction established between socially necessary work and capitalist labor has affected the ontology of the teacher and deprived the teaching labor in college education of its sense of praxis. The proposed research problem involves the reflection and understanding of the transformations of teaching labor in college education and its impacts on the ontology of being a teacher. The research is based on the dialectical historical materialism method, assuming its precepts and the way it helps to understand the teaching labor in college education (object of study) in its relation with historicity and with totality. The research approach is qualitative, and the general goal was to analyze and understand theoretically the teaching labor in college education, inserted in the contemporary socio-political conjuncture, and its implications in the formation, professionalization, emancipation and ontology of the teacher. The specific goals contributed to organize the route of the research and exposition of the four chapters that compose it, with the purpose of analyzing and understanding: a) the constitution of the social subject, facing the capitalist way of being; b) the capitalist restructuring and the inversion of the relationship between education and labor, for labor (alienated) and education - economic and educational restructuring to meet market demands; c) and changes in labor and social function of college education teachers - the regulatory processes and their impacts on the subtraction of human essentiality from teaching, expropriation, deformation, decharacterization, debasement, precariousness of the social being teacher and capture of his subjectivity. The investigation relies on the analysis and interpretation of the discursive meanings of academic productions, that deal with teaching labor in college education, including a set of researches produced between the years 2010 and 2016. The analysis was carried out considering the specificity of three categories, but also the dialectical relation between them: the epistemological regulations; ideological regulations; and political regulations in the formation, professionalization and teaching labor. Through the analysis it was possible to understand that there has been a deepening of the forms of control over teacher training and professionalism in the last three decades, which is directly articulated to the restructuring of the capitalist mode of production, emphasizing the appropriation of college education teaching by capital (real subsumption), and recognizing the economic relevance of its productive and immaterial condition for the propagation of bourgeois ideals. The historical investigation and the contributions of the discursive senses have also helped to reveal the need to promote studies that recognize the ontological condition of the social being teacher, his capacity to intervene intentionally (conscious) in the world, precisely to produce ruptures that value praxis as an element constituent of man, reality and teaching in college education.Item Arte e práticas educativas na educação infantil: rupturas e continuidades(Universidade Federal de Goiás, 2019-09-02) Arantes, Milna Martins; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Bastos, Raquel Benta Messias; Soares, Marcos Antônio; Teixeira, Ricardo Antônio GonçalvesThe present doctoral research investigated two aspects that are inextricably interrelated with the quality of the educational practices that contemplates knowledge, artistic experience and the formation of teachers, highlighting the role of the continuous formation, in special the course in Early Childhood education, Childhood and Art, developed by the NEPIEC/ FE/ UFG. We emphasize that this thesis is linked to the Research Line: Training, Teacher Professionalization and Educational Work, of the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás (FE / UFG) and the project Public Policies and Education of the Childhood in Goiás: stories, conceptions, projects and practices of the Center for Studies and Research of Childhood and its Education in Different Contexts (NEPIEC / FE / UFG). We start from the premise that art, aesthetic experience, imagination and creation are significant dimensions in the formation of children and presuppose conscious educational mediation based on theoretical- practical and methodological references, access, appropriation and resignification of cultural and artistic heritage. With reference to dialectical historical materialism, we sought for the analysis of the research object three methodological strategies: bibliographic review with the purpose of understanding the academic-scientific production on the interface between Art and Early Childhood Education, present in postgraduate programs-graduate, dissertations and theses, defended between 2010 and 2016; proposal of questionnaires to the teacher-cursist who work in early childhood education in the municipalities of Jataí, Senador Canedo, Cristalina, Firminópolis and São Luís de Montes Belos in order to know and constitute the profile of teachers and outline the process of continuing education: conceptions, bases theoretical-practical; participant research in Firminópolis and São Luís de Montes Belos, in order to know and to analyze the educational practice of the preschool teachers that contemplated the knowledge and the artistic experience, considering their theoretical-practical and methodological aspects. The construction of investigative data articulated the analysis of documents, questionnaires, interviews, conversations, testimonials, field insertion and images. In order to reach and comprehend the objectives of this investigation, considering its multiple determinants, we opted for a theoretical framework aligned with the socio-historical-dialectical perspective and the dialogue with authors who have historically contributed to the area of art in its didactic-methodological specificities. Our analytical efforts revealed disruptions and continuities, a dialectical and contradictory movement that embraced both stereotyped and standardized practices and practices that were committed to children's imagination, creation and artistic expression. In this sense, we understand that artistic praxis presupposes the need to poetize daily life, the deep involvement with the cultural and artistic production of humanity, with symbolic thinking and creative experience, as well as with consistent formative processes of teachers incorporating artistic knowledge and aesthetic and, which articulate theory and practice and the critical and creative analysis about their area of expertise.Item INFÂNCIA, FAMÍLIA E CRECHE: um estudo dos significados atribuídos por pais e educadoras de uma instituição filantrópica(Universidade Federal de Goiás, 2006-10-30) ARAÚJO, Denise Silva; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128This research set out to study the meaning and significance of childhood, family and crèche for educators and family members of children attending a philanthropic institute in the southern region of Goiânia. In order to carry out this investigation, the socio-historical-dialectical method was used to study the phenomena of the concrete reality, in ongoing relationships with other phenomena, which are formed in the contradictions of antagonistic forces of movement and transformation. The unfolding of the social reality from a perspective of wholeness requires work of appropriation, organization and exposition of the facts, in which the target is the thought-out concrete reality. This theoretical appropriation involves the exercise of critical interpretation and evaluation of the facts, as a fundamental prerequisite for dialectic thinking. As a result of this epistemological stance, a qualitative approach was proposed for the investigative process and for the treatment of information. To arrive at these, semi-structured interviews were used, in which the subjects co-participants of the research process were able to express their opinions freely about the proposed themes, in order to allow for a broader understanding of the object under investigation. Working from these theoretical methodological presuppositions, an effort was made to understand the different meanings which family members and educators build around the role of the family and crèche, in caring and educating in the early years of childhood. In the analysis of the speech of the subjects, an understanding was sought of the meanings attributed to childhood: those connected to an idealized and naturalized conception of the child or those which permit an understanding of them as social subjects, involved in the concrete reality of social relationships. As well as that, it was hoped to grasp the conception of education, through analyzing the meaning attributed to the family and crèche in the social task of caring for and educating children from birth to the age of three. At different moments throughout this analytical process, it was possible to detail the meaning which the subjects attributed to the proposed themes and relate the similarities and differences between the constructed meanings, in their individual and social journeys. Meaning is understood as the most stable dimension of the word, but only one of the meaning zones which it acquires in the context of a discourse. Meaning is the sum of all the psychological factors which a word provokes in the conscience. It is the most singular aspect of the subject. Even though this distinction is adopted, the concepts of significance and meaning are understood as inseparable in the awareness of the subject, in his/her concrete involvement in life. These two dimensions in the process of meaning express the singularity and universality of social life in which the subject is, at the same time, product and producer. Thus, in this study, meaning and significance were analyzed at the same time, in the search for an understanding of the dialectic between the two. However, preference was given to the analysis of significance in order to make a comparison possible between two groups of interlocutors: family members and educators. The organizing plank of this investigation was the family, understood both as the milieu and as the social group, made up of people who assume different roles, and live out complex affective exchanges. They construct and reconstruct their understanding of the world and of themselves, mutually influencing each other to the extent that they are organized to satisfy individual and group necessities. Their involvement in the educational milieu of the crèche by means of the child provokes a construction of meanings and significance permeated by conflict and tensions in the social group.Item Lugar é laço: o saber profundo nas comunidades goianas de Cibele e Caiçara(Universidade Federal de Goiás, 2006-10-13) ARAÚJO, Maria Emília Carvalho de; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284Deep knowing is the conceptual matrix of this reflection, based on the agreement of that the process to learn and to teach is not restricted to the school, neither is exclusive fruit of the scientific rationality. For communities to know deep the citizens of the towns of Cibele and Caiçara are called, small agroupments of people near to the city of Itapuranga. The topofilies of knowing are the houses, churches, markets, locus of that pedagogical, verticalized essence of learning and teaching, underground in the collective memory of a community. In it I appeal to the depth knowing of the prayers and blessings, of the chore in cultivated filds and the houses, and of imaginary passes through, is that this study, established is placed theoretically in the Daily one from Michel Maffesoli, Manoel Barbosa and Jose Carlos de Paula Carvalho, who drinks in the source of the Deep Anthopology of Gilbert Durand and of the Paradigm of the Complexity of Edgar Morin. The study it is also based on Cliford Geertz, searching the said one of these primitive-next , dionisíacs citizens of blackfiels studied by Maria Isaura Pereira de Queiroz, Antonio Candido, Jose de Sousa Martins, Carlos Rodrigues Brandão and, more recently, for Jadir de Morais Pessoa. Modernity in its to know connoisseur if strangles, suspicion of a rational universe that falls down in the certainty of knowing them old, deep of the collective memory. This study, finally, it opens doors for a dialogue between anthropology, sociology, psychology and pedagogia. This to compose in depth has in the center the man and its imaginary one, the genetic and fenotípic system, the partner-cultural complex, beams of one all, neglected for the rational utilitarian knowledge of the modern times.Item Avaliação institucional e prática docente na educação superior: tensões, mediações e impactos(Universidade Federal de Goiás, 2008-12-17) ASSIS, Lúcia Maria de; OLIVEIRA, João Ferreira de; http://lattes.cnpq.br/9753142663168623This work, Institutional assessment and teaching in higher education: tensions, mediation and impacts , is in the research line State and educacion policies of the PPGE, in the Universidade Federal de Goiás (Federal University in Goias). The study aims to identify the impact of public policy for institutional assessment (AI) implemented by MEC/INEP in the teaching of the higher education, seizing how the teachers are living with these processes. The investigation/exposition is based on the categories totality, contradition and mediation of the dialectic-historical approach, whose analysis reference is the literature of the area of public policies of institutional assessment of the higher education and work area, formation and teacher professionalization. Among the authors found, it highlights: Dias Sobrinho; Sguissardi; Catani; Oliveira; Dourado; Cunha L.; Frigotto; Bourdieu; Cunha M.; Morosini; Mancebo; Silva Jr. and Savianni. About nine graduation courses were researched in three IES: a college, an univeristy center and an university. Documents from the three IES researched were analysed, mostly the Institutional Development Plans (PDIs). Also, focus groups were achieved with the students of the researched courses: Administration, Engineering, Law, Information Systems and Pedagogy. Semi-structured interviews were also made with the course coordinators. The teachers and the students answered the standard questionnaire. We concluded that, in the period of 1996-2006, the AI has been influenced a lot by the neoliberal principles, in the midst of an accelerated process of expansion, privatization and differentiation of the brazilian IES. This context of fast effective changes has influenced the teaching, mostly formation aspects, professionalization and effective work conditions, which the teacher is being submitted, noting an ascending intensification of the teacher work, followed by institutional pressures for greater academic productivity in work conditions increasingly precarious. There is a strong trend, especially in the private college, to an alignment of its concepts, conceptions of formation and curricula to the marketing guidelines, with strong appeal for answering the demands of the productive sector and the labor market. According to the course coordinators, the AI has implied changes in its work, in view of the nature mediator of this function in the interior of the institutions. Nevertheless, the coordinators consider that the impact of the AI in classroom has been little, though it affects the teachers life, mostly in the private IES, since the tests results started to justify the restructuring of the tables teachers, the curricular reorganization and the redefinition of the employment contracts, that are becoming more flexible. In the opinion of the teachers and students, the AI does not cause great impacts in the teaching in public universities, but has brought changes in the pedagogical practice in the private institutions. These changes can be summarized in three aspects: greater preocupation with the learning assessment because of the national tests, greater willingness in joining to the interdisciplinary in the approach of the contents and a greater interest to know the course curriculum, as well as the profile of the professional that is being formed. We can still say that the AI, in the actual ways, has not met the objective of becoming the quality of the institutions better, since it emphasizes more the qualification function, characterizing what we can call regulated expansion of higher education in Brazil.Item O Ideb nas escolas da rede municipal de ensino de Jataí-GO: qualidade, avaliação e interferências(Universidade Federal de Goiás, 2014-02-28) Assis, Renata Machado de; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Oliveira, João Ferreira de; Silva, Andreia Ferreira da; Souza, Ângelo Ricardo de; Assis, Lúcia Maria de; Alves, Miriam FábiaThis research has attempted to understand the reality experienced by municipal schools in Jataí - GO, regarding possible interference caused by the Basic Education Development Index (Ideb). In this sense, we analyzed the results submitted by public schools from Jataí, identifying changes in compliance with established goals, in particular those relating to the organization, school management and teaching practice. It tried to further comprise: a) how Ideb was received by the municipal schools in Jataí; b) what has changed in schools with the new content, c) what actions were planned and achieved by schools and the municipal education system to improve the score obtained in Ideb and d) what are the conceptions, perceptions and evaluations of school subjects (directors, coordinators and teachers) regarding the creation of Ideb, the quality of education and possible interference of this index in school evaluation. The research process included theoretical and conceptual research on the subject of study and also examination of policies, programs, actions, legal frameworks indicators on the primary education starting from the 1990s. The research involved 27 municipal elementary schools in Jataí. Questionnaires and semi-structured interviews were used as instruments to collect the data. We interviewed three directors selected from schools that showed the highest score, lowest and median in Ideb in 2009, and also the pedagogical advisor of the initial series from the the Municipal Department of Education in Jataí. Answered the questionnaires coordinators and teachers of the three chosen schools that work in elementary school, and also the other directors of municipal schools (urban and rural). The data from the empirical research allowed examining how the subjects of schools conceive, perceive and evaluate the interference of educational policies and, above all, the Ideb in the organization and management of schools. It was initially carried out a theoretical study on basic education in Brazil, especially on the elementary school, from the years 1990 to 2013, with the intention to verify the actions and the logic of current educational policy in this period. In this context, we aimed to discuss and understand the concepts and conceptions of education, quality and evaluation, especially evaluation of basic education, aiming to grasp what is being produced about the tests, exams and indices established in the country, as well as its potential impact on education systems and public schools. It was also examined some of the indicators that demonstrate the reality of education in Goiás and Jataí, especially those that focus on fundamental teaching and Ideb. It can be stated that the application of Ideb triggered some changes and actions in the municipal schools of Jataí, intending to achieve the goals set out in Ideb. Even without being specifically directed to that end, these interferences have contributed to those targets to be met. The organization and management also felt the effects of this index, since other forms of assessment wereoperationalized in the school context and projects, actions and pedagogical activities were created with the purpose of improving student performance. It was observed, in general, that it is necessary to rethink the standardized evaluation model that is not presenting more effective contributions for schools sample, as merely informing the achievement or non-achievement of targets, without allowing a more effective understanding of the dimensions, variables and aspects that affect the teaching-learning process and the development of students. This thesis was supervised by Professor João Ferreira de Oliveira, on the search line State, Policy and History of Education, on the Graduate Program in Education at the FederalUniversity of Goiás.Item Razão instrumental, pragmatismo e suas interfaces com a formação de professores de Educação Física: reflexões a partir do estágio supervisionado curricular obrigatório(Universidade Federal de Goiás, 2017-08-17) Bandeira, Lílian Brandão; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Zanolla, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708; Zanolla, Silvia Rosa da Silva; Rosa, Sandra Valéria Limonta; Nogueira, Monique Andries; Silva, Régis Henrique dos Reis; Silva, Kátia Augusta Curado Pinheiro Cordeiro daThe formative conceptions that theoretically subsidize the compulsory curricular supervised practice of Physical Education degrees have constituted a controversial field of debate and political and ideological disputes. Based on the Critical Theory of the Frankfurt School, this study elicited reflections on the logic of the cultural semi-formation that permeates teacher education in the University, stemming from the constitutive nuances of its theoretical and epistemological bases. Thus, this research problematizes: What kind of rationality has subsidized the conceptions of teacher training and compulsory curricular supervised practice in Physical Education? How is the relation between pragmatism, instrumental reason and teacher training constituted in the current context of formative impoverishment of Physical Education degrees? How do the foundations of pragmatism articulate to the logic of instrumental reason and guide the conceptions of the formation of Physical Education teachers, especially in the formative space of the compulsory curricular supervised practice? With regard to the general objective, we aimed at understanding how the theoretical foundations of pragmatism and instrumental reason are constructed and articulated in the hegemonic conceptions of the formation of Physical Education teachers and of the compulsory curricular supervised practice in the scientific productions of the strict sensu post-graduation courses , which were defended between 2002 and 2015. The theoretical and epistemological matrix of this research is guided by the principles of the Critical Theory of the Frankfurt School, especially through the negative dialectic of Theodor Adorno. The main concepts discussed in the data analysis and in the theoretical basis of this research were: Instrumental Ratio, Cultural Formation, Cultural Semi-formation, Cultural Industry, Experience and the relationship between theory and practice. The content analysis, based on Bardin (2011), directed the analytical reading of the theses and dissertations that constitute the corpus of this research. At the end, it was concluded that the quantitative of productions reveals a lack of studies on the subject of the supervised practice of Physical Education teachers and the inexistence of these studies in the North and Center-west regions. It was also concluded that the theoretical conceptions based on the reflective teacher and the epistemology of the practice are hegemonic and are reaffirmed in the Brazilian academic scenario, under the premise of criticality, reflection, innovation and the breach with the technical rationality and the traditional education . However, from the immanent criticism and the negativity of the concepts, which are fundamental to the negative dialectic, it was understood that the critical and reflexive formation, in connection with the epistemology of the practice, reveals a disguised decoy of emancipation and autonomy.Item Educação do corpo: produção e reprodução.(Universidade Federal de Goiás, 2007-08-03) BAPTISTA, Tadeu João Ribeiro; RESENDE, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249The body as study object is an actual discuss. So, intends to discuss the body education in capitalism. The Question is How the body form in capitalism is determinate? The aim is the identification of how the mediations to determinate the body s form are established. The theoretical references are Marx, Adorno and Horkheimer; Lukács. This theoretical work shows that productions and consumption interests of capitalist production mode determinates the body form.Item A formação integrada omnilateral: fundamentos e práticas no Instituto Federal de Goiás a partir do Proeja(Universidade Federal de Goiás, 2017-03-23) Barbosa, Sebastião Cláudio; Miranda, Marília Gouvea de; http://lattes.cnpq.br/7051422864028373; Miranda, Marília Gouvea de; Frigotto, Gaudêncio; Lima Filho, Domingos Leite; Rosa, Sandra Valéria Limonta; Rodrigues, Maria Emília de CastroThis work binds the research line "Fundamentals of Educational Processes" (V-Line) of the graduate program of the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). It is a bibliographical and a theoretical study, but that has as its starting point in the author's experience as a teacher of IFG (Instituto Federal de Goiás, Campus Goiânia) since 2008 and, fundamentally, the analysis of the reports of realized experiences and points of view on the integrated training within this Institution in the technical integrated courses of medium level of Proeja – National Program of the Professional Education with the Basic Education in the modality of the Youth and Adult Education – particularly in the Technical Integrated Course in Cooking. It was took as a starting point the confirmation of the existence of such an object that is the Omnilateral Integrated Formation and also Proeja, here understood as the "gateway" to think and realize that pedagogical perspective in Federal Institutes. It was sought from the demands for conceptualization of the reports and also from the already mentioned experience to conceptualize the fundamentals of Integrated Training Omnilateral (ethics, interdisciplinary, integrated curriculum, developmental education) according to the principles of praxis. That is, it was sought a form of categorization in which the larger sense is the determination of the existence in its historical mode. For this purpose it was used the contribution of various authors: Karl Marx, Antonio Gramsci, George Lukács, Karel Kosik, Adolfo Sánchez Vázquez, Vasili Davydov, Gaudencio Frigotto, Maria Ciavatta, Acacia Kuenzer, Lucília Machado, Miguel Arroyo, Moacir Gadotti, Marise Ramos, Mad'Ana Castro, Jacqueline Vitorette among others. For the realization of the documentary aspect, it was used the documents related to the creation of the Federal Institutes and Proeja, the written transcriptions of lectures and exchange of experiences occurred in the "Dialogues EJA", performed by Rodrigo Freitas Amorim, available in Adult and Youth Education Forum Portal (Portal do Fórum EJA). The conclusions show that the "Integrated Training Omnilateral as pedagogical praxis" exists as verifiable phenomenon in Federal Institutes. However, its checking count with an apprehension that shows the "visible" committed to the analysis of its "invisible" historicity. With these essential characteristics, such an object was only possible to be verified against hegemony and revealed as abstract-concrete like concrete thought.Item Filosofia, exercícios espirituais e formação do homem na antiguidade(Universidade Federal de Goiás, 2017-11-30) Barcelos, Simone de Magalhães Vieira; Coêlho, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078; Coêlho, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078; Curado, Eliana Borges Fleury; Guimarães, Ged; Oliveira Neto, Pedro Adalberto Gomes de; Furtado, Rita Márcia MagalhãesEste estudo insere-se na Linha de Pesquisa Fundamentos da Educação e Processos Educativos do Programa de Pós-Graduação em Educação, da Universidade Federal de Goiás. Por reconhecer que os homens são contingentes, imperfeitos e mutáveis, a Antiguidade clássica criou um movimento espiritual de busca da excelência humana, de confirmação da humanidade do homem. Essa tese se propõe a investigar a dimensão formativa da tradição da Antiguidade clássica, à luz da contribuição de obras de alguns autores e de estudiosos dessa cultura e, ao fazê-lo, pensar a relação entre a filosofia e a formação, os estudos de Pierre Hadot sobre a filosofia antiga como maneira de viver e exercício espiritual. Esses trabalhos, que abriram novos horizontes e caminhos de investigação, sem dúvida pressupõem, ampliam e aprofundam determinados conceitos e compreensão da existência humana, da filosofia, da educação e da formação como paideía. Compreender a origem, o desenvolvimento e a realização da filosofia na Antiguidade como forma de pensar, que se dedica à busca da verdade das coisas humanas e divinas, à compreensão da natureza do homem, de seu destino e finalidade, constitui a centralidade de nossos esforços. A filosofia e a formação são fenômenos distintos, mas indissociáveis no movimento de sua realização. Ao mostrar que a filosofia é maneira de viver, Pierre Hadot estuda os exercícios espirituais como um modo de realização da formação do homem, de sua transformação interior com vistas na excelência moral. Em sua esteira reconhecemos as figuras do sábio, de Sócrates e do imperador romano Marco Aurélio como fundamentais no movimento de elevação espiritual e de atenção a si mesmo. Estudamos o sentido e a importância dos exercícios espirituais na mobilização das capacidades que, inerentes à natureza da alma, fazem com que o homem, no sentido de ánthropos, em grego, e homo, em latim, possa alcançar a consciência de si e dedicar-se à confirmação de sua humanidade. Procuramos mostrar que o pensamento dos gregos e latinos da Antiguidade se constitui num longo e rigoroso trabalho intelectual, autêntico exercício espiritual, expressivo de uma intenção educativa que se revela no agir, no movimento de tornar-se humano, de fazer-se homem.Item Juventudes e ensino médio: perspectivas formativas para o ensino médio em escolas públicas de Iporá, Goiás(Universidade Federal de Goiás, 2019-04-26) Barreto, Maria Olinda; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Santos, Catarina de Almeida; Oliveira , Valdirene Alves de; Alves, Míriam Fábia; Barra, Valdeniza Maria Lopes daThis study is part of the line of research State, Politics and History of Education of the Graduate Program in Education of the Federal University of Goiás. It was aimed to understand the formative prospects directed at the youths in high school, seeking to understand beyond the legally established if, and how, this stage of education dialogues with the youth, its main recipients. In order to achieve the presented goals, the study was carried out through bibliographical research, documental analysis and field research through focus groups with students and questionnaires to teachers/education administrators and youth/students in two state schools that offer secondary education in Iporá - Goiás: State School Ariston Gomes da Silva and the fulltime school, Centro de Ensino em Período Integral (CEPI) in Portuguese, Osório Raimundo de Lima, in 2017.The approach of the theme with regard to youth, is based on socio-historical and cultural perspective. High school is analyzed in the context of internal and external disputes in the economic, political and educational fields, since these two realities bring in their essence conflicting designs and conceptions of society in constant disputes. In order to respond to the initial questioning, it was sought to understand who are the young people who go to high school in these two state education units, social origin, constituted habitus, cultural capital, expectations and perspectives with regard to high school and how these schools involve the young learners. The study suggested that the conception of teachers/education administrators of both schools, regarding to youths, is anchored in the age criterion and transition phase, sometimes ignoring their backgrounds and socio-cultural condition both in the elaboration of the formative proposals and in taking actions. In this sense, the PPP, Political Pedagogical Project, is almost always a formal document that reproduces what the board of education suggests to this stage of secondary education. This understanding of youths, the non-recognition of the trajectories experienced by these young students in other formative spaces, strict education and the difficulty of integrating technologies into the school daily life are factors that contribute to generate conflicts and mutual blame among teachers/education administrators and young people/students. Despite tensions, the students showed a high expectation regarding the transformative potential of secondary education in life trajectories, including the possibility of social mobility. Thus, one of the greatest challenges of this stage of education is to build a formative process that recognizes and integrates, in the pedagogical proposal and in the daily actions, the experiences derived from the socio- cultural condition, the values, and the habitus, of the students/young people. Contributing, as a consequence, to diversify and raise cultural capital and overcome the mere appropriation of elements of the dominant culture.Item Escola em Aristóteles: instituição de formação cultural e ético-política(Universidade Federal de Goiás, 2014-08-21) Bastos, Luciene Maria; Coêlho, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078; Coêlho, Ildeu Moreira; Burgarelli, Cristóvão Giovani; Inácio Filho, Geraldo; Oliveira Neto, Pedro Adalberto Gomes de; Silva, Lázaro AparecidoThis thesis, developed in the research line Fundamentals of Educational Processes, interrogates the nature, direction, idea, the real soul of the man’s training school, issue that must precede and illuminate the discussion, the understanding and the action, the theory and the práksis in teaching, learning, in the teacher training and in the public policies. School and training, concerned primarily with technical professionalisation, the development of competencies, the logic of the economy and marketing deplete the human’s constitution in the human being, of its ethical dimension. This work thinks, with the philosophy, conceptions and specific practices of the school as an organization at the service of economic interests dominate in the current form of society. The effort to understand the meaning and the nature of education and the school, inseparable from collective life, the culture and the training, as well as of new horizons of thought and action, follows the Ancient Greece, especially in the V and IV centuries BC. Emphasizes the grandeur and the rigor of the Corpus Aristotelicum, particularly the Nicomachean Ethics and the Politics, its discussion of the práksis, of areté, excellence, moral virtue, of eudaimonía, happiness, the political nature of the human being, vital to think about what the education is, the training and the school. The text is structured in three chapters. The first seeks to understand the Greek roots of our conception of man, of politics, of collective life and education, which ones are essential to thinking and rebuild the school. The Greeks bequeath us the political reason, the primacy of life in common, joined by philía ties, friendship, confirmed by seeing from de other’s eye. The citizen feels part of a whole community, to participate effectively in public life, assuming responsibility for what belongs to all of us and guiding their choices and actions for the pursuit of the common good. This way of life only builds through education as paideía, cultural and ethical-politics training, seeing the areté, excellent way of life. The second chapter discusses the man as being the logos, the phrónesis as an act of thinking and deliberating about the customs, the laws and the values, guiding the decisions and choices towards excellence. The purpose of human life supposes the subsumption of desires and interests to the right, and the search for the good life, enlivened by the justice, for freedom, for the common good. Form the man, the citizen who truly participates in the collective life, always seeking the common good is not develop skills and competencies, enable him to perform functions and carry out tasks, unlike, is shaping, upgrade their autonomy and freedom, seeking the imposition of ethical life, morally virtuous. The third chapter examines human life as inseparable from the skholé, leisure, creative freedom, not pressed by the needs. This time is the ontological foundation of the school as an institution of formation of excellent man, autonomous and free, committed to the good life, the ethical life; and he does not let to reduce himself to a training and staging center for the work, giving contents supposedly useful to the world production.Item Sociedade, indivíduo e fetiche: a constituição da subjetividade no âmbito da indústria cultural(Universidade Federal de Goiás, 2007-08-30) BASTOS, Luciene Maria; ZANOLLA, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708The present study is part of the Cultural and Educacional Process Research Line and aims at investigating the loss of meaning of education as culture in the constitution of subjectivity in a scope in which the cultural industry is a privileged means of socialization. The individual tends to make bonds with adaptation and acceptance of the existing things as natural and unchangeable. A similar constitution metamorphoses the individual into indifferentiated and fetishised object, once it excludes denial as part of human life in society, resulting in identification and adjustment to the established social organisation. This study seeks understanding of the elements and processes that produce what can be called fetishising of subjectivity. By researches bibliographical, in order to reach such understanding, it is sought in Adorno and Horkheimer, the fertility of their analysis of the rationality that goes through culture and society since the beginning of the present time. Subjectivity is seen as constitution present specifically in society, process mediated by contradictions and clashes between private dimensions (individual) and universal (social), which the individual is composed by. Labour, the creating activity of men, in the scope of production of life under the rules of capitalism is found submitted to this mean of production, generating an alienated human constitution, both materially and spiritually. From this study, it can be concluded that the conditions of blocking autonomous subjectivity occur in historical conditions. This is the tendency of present society, since it is a social organisation ruled by capital. Such adjustment does not nullify the constitution of a critical, autonomous subjectivity, since this a continuous human process, and as such, surrounded by uncertainties and possibilities.