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Item A linguagem oral e a constituição do conhecimento pela criança de cinco a seis anos no contexto da educação infantil(Universidade Federal de Goiás, 2020-08-28) Aguiar, Ana Rogéria de; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Melo, Keila Matida de; Silveira, Telma Aparecida Teles Martins; Rosa, Sandra Valéria LimontaThe present doctoral thesis entitled “Oral language and the process of constitution of knowledge by children aged five to six years in the context of Early Childhood Education” is a subproject of the research “Public policies and childhood education in Goiás: history, conceptions , projects and practices ”, which is carried out by the Center for Childhood Studies and Research and its Education in Different Contexts , from the Faculty of Education/UFG is also linked to the line of research Training, Teacher Professionalization and Educational Work, of the Graduate Program in Education, Faculty of Education, Federal University of Goiás. It had as research problem the investigation about the process of appropriation of oral language and the constitution of knowledge by children in the preschool context. To develop our research, we chose a qualitative methodology of data construction and used ethnography elements in the educational context. In order to establish coherence with the theoretical foundations that underlie this work, the developed methodological approach used the historical materialist approach to understand the real concrete and, in the face of existing contradictions, to be able to make the concrete-abstract-concrete relationship, as stated by Marx (2003). To understand the relationships of the object of study and its multiple determinations, we sought theorists from the socio-historical-dialectic perspective to develop our analyzes and discuss the relationship between thought and language, with the Soviet authors Vygotsky (2001), Bakhtin (2014) and Luria (1990) presented us with contributions to think of language as a constituent category of the human being, which is learned in the relationship with the other, which is essential in the process of appropriation of the knowledge historically constructed by humanity. Regarding the stages of conducting the research, these occurred in simultaneous and articulated ways, being an empirical stage (observation and participation), a bibliographic survey stage, document analysis, data analysis and writing of the thesis text. The field of realization of the empirical stage was a CMEI located in the municipality of Trindade-GO, in a preschool class with children from five to six years old. The theoretical dialogue we conducted pointed to the need to consider oral language as a category of knowledge that should be mediated and worked on intentionally by early childhood education institutions. In this sense, we affirm that the mastery of this knowledge, on the part of the teachers, becomes basic in the process of learning and development of the children.Item Do estado do conhecimento ao conhecimento do estado: a EJA-EPT no interior da Rede Federal e o problema da intelectualidade(Universidade Federal de Goiás, 2022-04-04) Amorim, Rodrigo de Freitas; Machado, Maria Margarida; http://lattes.cnpq.br/3133555536143694; Machado, Maria Margarida; Miranda, Marília Gouveia de; Alves, Wanderson Ferreira; Henrique, Ana Lúcia Sarmento; Oliveira, Edna Castro deThis thesis, under the theme Youth and Adult Education integrated to Professional and Technological Education (EJA-EPT), defended in the line of research line “Work, Education and Social Movements”, of the Postgraduate Program in Education of the Faculty of Education from the Federal University of Goiás, explores the EJA-EPT integration like a recent phenomenon in the Brazilian educational context, resulting from the creation of Proeja, in 2006, which designated the institutions of the Federal Network of Professional, Scientific and Technological Education (RFEPCT) as the main space for its implementation and execution. The Program was accompanied by a series of inducing actions implemented by the federal government for its consolidation as a public policy. Among the inducing actions, public notices were published to support and promote research at the stricto sensu level, with the first publications starting in 2007. More than fifteen years after the creation of Proeja, EJA-EPT continues to experience difficulties and challenges for its survival within the Federal Network and other public education systems in the country. Given this context, and armed with the theoretical framework of Antônio Gramsci, with special attention to intellectuals and the intellectuality as historical social categories, this thesis aims at a double movement: first, to undertake a research of the state of knowledge type on scientific production published in the Capes Theses and Dissertations Catalog from 2007 to 2019, which makes it possible to recognize the EJA-EPT as an epistemological field of knowledge with its trends, recurrences, gaps, silences and contradictions; and, second, from the knowledge of this state of affairs, in which the role of the Federal Network in the EJA-EPT was observed with the expressive participation of its servers as researchers of this theme, to reflect on the types of intellectualities that emerge in the context of this relationship and its scientific, political and pedagogical implications. This is an inventory bibliographic research that investigated 527 theses and dissertations, using Content Analysis techniques, through which a delimitation instrument called Thematic Weighting Analysis (APT) was elaborated, which allowed the categorization of the works most relevant to the topic, resulting in a set of 71 doctoral theses that were submitted to an in-depth analytical reading. Associated with the Gramscian theoretical framework, the thesis dialogues with authors from the field of work and education, sociology of work, professional education and youth and adult education. The results demonstrate the problem of intellectuality between the EJA-EPT and the Federal Network marked by the existence of different intellectualities that collide within this relationship. On the one hand, a traditional conservative intellectuality in the institutional praxis of the Federal Network and, on the other hand, a counter-hegemonic intellectuality fostered by the EJA-EPT, which has in its horizon the utopia of democratic organic intellectuality. In the context of this clash, this thesis argues that the presence of the EJA-EPT in the Federal Network exerts a counter-hegemonic force in relation to the elitist institutional culture of the Network, stressing its social function as a public education institution, free, secular and of social quality.Item Neoliberalismo e flexibilização do ensino médio no Brasil: a mercadorização da educação na Lei 13.415/2017(Universidade Federal de Goiás, 2020-12-11) Araújo Júnior, João Ferreira de; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Miranda, Marilia Gouvea de; http://lattes.cnpq.br/7051422864028373; Miranda, Marilia Gouvea de; Faria, Gina Glaydes Guimarães de; Garcia, Lenin Tomazett; Rosa, Sandra Valéria Limonta; Resende, Anita Cristina AzevedoThis work is taken under the research field called “Fundamentals of Educational Processes” as part of the Graduate Program at the Faculty of Education of the Federal University of Goiás. It aims at understanding the reform of the brazilian high school system which was legalized around 2016-2017. In this regard, it addresses bill 13.415, from February 17, 2017, based on its historical context, content and passing in the National Parliament. It identifies its explanatory bases on the principle of flexibility which cuts across the productive restructuring of contemporary capital and on neoliberalism. This is a documentary research. The guiding ideals and characteristics that bring the bill closer to neoliberal foundations were searched in the text and in the preambles of the legislation. The search was taken with an emphasis on both the privatization tendency of public high school and in it. It concludes that bill 13.415 / 2017 not only underlies the interests of the dominant class that led the 2016 coup d'état in Brazil but also promotes the commodification of high school, assuming an entrepreneurial subjectivity aligned with market freedom and neoliberal foundation.Item Gênero, sexualidade e educação na ANPEd: uma análise bourdieusiana do GT 23(Universidade Federal de Goiás, 2023-02-28) Barbosa, Jaqueline Aparecida; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Alves, Míriam Fábia; Oliveira, João Ferreira de; Noleto, Sylvana de Oliveira Bernardi; Gomide, Cristina HelouThis investigation had the National Association of Post-Graduation and Research in Education as locus and intended to examine the process of constitution, consolidation, and the most relevant elements of the Working Group 23 - Gender, Sexuality, and Education. Further it proposed to analyze a dominant group within it, noting the strategies mobilized by social agents and how they influenced their positions and participation in the WG’s activities. The fundamental theoretical-methodological interlocution was based on the works of Pierre Bourdieu, especially those about his incursions on the consolidation of a method, the defense of an economy of symbolic goods, and as well as the use of the concepts of field and subfield. Qualitative research was used for which we listed as instruments the documentary and bibliographical research, the systematic survey of the works on gender, sexuality, and education presented at the National Meetings of ANPEd from 2004 to 2021, and the reference to testimonials available in videos and texts on the internet. As a result, we ascertained the permanency of WG’s production, such as an abiding of the geographical origin of its researchers. But, also, we noticed small transformations, such as the use of the gender’s concept in substitution of “woman” and the gradual increase of male researchers working with gender and sexuality. The reports’ readings stated that the initiative in approaching the receptive institutional apparatus came from the WG, which generated a fertile collaboration between the spheres in the period of 2005 to 2016. After that, between 2017-2022, there was an accelerated demands’ deinstitutionalization process of WG 23 and other progressive social movements. The UFRGS and GEERGE, according to Guacira Lopes Louro and Dagmar Estermann Meyer’s work, appear strongly in the constitution of a dominant group in WG 23, and, despite the regional inequality is still a reality, other researchers emerge as important references in the expansion of the number of works in their regions.Item Programa de Mestrado Profissional para Professores da Educação Básica (ProEB): o caso da Universidade Federal de Goiás (UFG)(Universidade Federal de Goiás, 2023-01-27) Barcelos, Lorena Bernardes; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Teixeira, Ricardo Antônio Gonçalves; Santos, Catarina de Almeida; Batista, Erlinda MartinsThis study has as object of investigation the Professional Master's Program for Basic Education Teachers (ProEB), specifically, the courses offered at the Federal University of Goiás, namely: the Professional Master's Degree in Mathematics in National Network (ProfMat); the National Professional Master's Program in Physics Teaching (ProFis) and the Professional Master's in Physical Education (ProEF). The research has as its main guiding question: How was the implementation of professional master's degrees within the scope of UAB at UFG and what status are these programs? The main objective is to understand how the implementation process of the ProEB courses at UFG occurred and how the distance modality is used in these masters, considering their link to the Open University System of Brazil (UAB). A case study with a qualitative approach was undertaken, which includes bibliographical and documental analyses, in addition to data collection through structured interviews. In this sense, the chosen methodological approach was the cycle of qualitative research proposed by Minayo (2015), structured in three phases: exploratory, with the mapping of previous studies on the object; fieldwork, with documentary research and interviews with program managers; the analysis and treatment of data, when the documents and the contributions of the interviews were collated, from the perspective of content analysis (BARDIN, 2016). The theoretical framework established to support the reflections consists of two strands: the first, on stricto sensu postgraduate studies in Brazil and professional master's degrees for teacher training, includes authors such as Alves;Oliveira (2014); Azevedo; Oliveira; Catani (2016); Coast; Cruz Duran (2012); Cury (2005, 2009); Oliveira; Lima (2018, 2019); Oliveira; Oliveira (2011); Golden (2015, 2018). The second strand of the theoretical basis includes distance education and the Open University system in Brazil, with authors such as Alonso (2010); Belloni (2002); Cross; Lima (2019); Lencastre (2013); Lima (2013, 2014). The time frame established for the study is between 2011 (implementation of ProEB) and 2019. The results show that UFG was a pioneer in joining the ProfMat, ProFis and ProEF networks, which reiterates the institution's commitment to teacher training policies. It was also observed that despite the financing of the Programs by the UAB System, the distance education modality is not used in any of the programs, with even a declared refusal to use it, which indicates that, despite the relevance of these programs for the improvement of Brazilian educational indicators, there is disagreement with one of the main assumptions of the UAB: the consolidation of distance education in Brazil. Furthermore, the research showed that prejudice persists in relation to professional master's degrees, despite the fulfillment of the objectives proposed by these coursesItem Os sentidos da unidade teoria e prática constituídos no estágio supervisionado em educação infantil(Universidade Federal de Goiás, 2022-08-16) Batista, Luciene; Araújo, Denise Silva; http://lattes.cnpq.br/2754806857545880; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Suanno, Marilza Vanessa Rosa; Souza, Rosiris Pereira de; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Cruz, Shirleide Pereira da SilvaThe present investigation is part of the line of research Teacher Training and Professionalization and Educational Work. It proposes as a theme the unit theory and practice in supervised internship in Early Childhood Education. The guiding axis of the investigation presents the following problem: what meanings do students of the Pedagogy course attribute to the theory and practice unit in the perspective of supervised internship in Early Childhood Education? The general objective was to apprehend and analyze the meanings of the theory and practice unit constituted, in the supervised internship in Early Childhood Education, by students of the Pedagogy course at the Faculty of Education of the Federal University of Goiás. The specific objectives include: Discussing the relationships and contradictions between the supervised internship in EI and the theory and practice unit in teacher training; identify how the supervised internship constitutes a privileged space and time for teacher training for Early Childhood Education; apprehend and analyze how Pedagogy students at the Faculty of Education at the Federal University of Goiás (UFG) understand the theory and practice unit from their experiences in the supervised internship; understand the meanings of the theory and practice unit constituted in the experiences of the supervised internship in early childhood education, elaborated by the students. The research participants were students who were undergoing the internship or had already completed the supervised internship in Early Childhood Education of the Pedagogy Course at the Faculty of Education of the Federal University of Goiás. We base the research theoretically and methodologically on historical-dialectical materialism, since the epistemology of praxis is the category of analysis of teacher training, investigated in this thesis in its concrete totality, one of the fundamental principles of the research's theoretical-methodological framework. We understand that concrete reality is constituted by complex social phenomena that are configured as antagonistic and contradictory and such phenomena are located in a certain historical time, therefore they have a transitory character, that is, they are not inert, they have a movement that generates transformations. We adopted as the main theoretical contributions of the research authors such as Antunes (2004; 2015), Curado Silva (2008; 2019), Dourado (2015; 2016; 2019), Gatti (2010; 2019), Harvey (1992); Kuenzer (2010), Lukács (1079), Marx (2011; 2017; 2001; 2004; 1978; 1984; 1980), Marx; Engels (2001), Mészáros (2011), Pimenta (2020); Saviani (1984; 2013), Shiroma (2003; 2017); Vazquez (2011). For the analysis of research data, we started from the theoretical-methodological categories meanings and senses, and based the discussion on Vygotsky (1996; 2009); Leontiev (2004); Aguiar (2006); Aguiar; Ozella (2006; 2013); Aguiar; Soares; Machado (2015); Aguiar; Machado (2016). Based on the adopted methodology, five core meanings were elaborated, constituted as explanatory categories of the meanings and senses of the theory and practice unit established in the supervised internship in Early Childhood Education, namely: 1) Ambiguities and contradictions in the identification with the Pedagogy course; 2) Meanings of teaching – contradictions between theory and practice; 3) Learning through practice: the contradictory movement of the teacher training process; 4) Meetings and Disagreements between the Institution of Early Childhood Education (EI) and the University in the supervised internship; 5) Relationships and Contradictions of the meanings of the theory and practice unit in the supervised internship. The contradictions observed in relation to the meanings and meanings indicated two fundamental categories for their understanding: pragmatism and praxis. The analysis of the frequency of these categories allowed us to infer that they are mediated, concomitantly, by pragmatic processes, by the emphasis given to practice in the formative process, an aspect that is strongly disseminated and present in current hegemonic policies and at the same time by praxis, due to the awareness regarding the importance of theory to support practice. In this investigation, we defend the importance of praxis and work as an educational and formative principle in the entire formation of professionals in Early Childhood Education and in the particularity of the supervised internship at this level of education, as we understand that theory and practice need to be understood dialectically as inseparable dimensions, although they are different. From this perspective, we understand that, in order to promote teacher training and bring about changes in pedagogical practices, it is fundamental to support theory, in order to achieve a transformed and transforming praxis.Item A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia(Universidade Federal de Goiás, 2020-08-28) Bernardes, Gisele Gomes Avelar; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Oliveira, João Ferreira de; Moraes, Karine Nunes de; Lima, Daniela da Costa Britto Pereira; Azevedo, Mário Luiz Neves de; Silva, Marcelo Soares PereiraThis study analyzes the offer of semi-attendance subjects implemented at the State University of Goiás (UEG) – Goianésia campus, in the context of Distance Learning in Brazil, observing mainly the institutional trajectory; the academic management, organization and coordination; the infrastructure; the elaboration of specific materials; and the teaching formation and structuring work. In a view of building a qualitative approach, exploratory, documentary, a type case study is carried out. In addition to the bibliographic survey and the examination of legal, normative and institutional national scope documents, UEG, in particular, the field research contemplates semi-structured interviews and with focus groups and agents involved in the semi-attendance disciplines implementation process, specially managers, teachers and students. The treatment and the collected material analysis occur from the data triangulation combining sources and techniques that evidence the agents perception involved in the process. The research and exhibition include the following categories: academic and administrative management, infrastructure and technologies, teaching and pedagogical mediation. The construction of the study object and these categories, in particular, result from the dialogue with: Dourado (2001); Minayo et al. (2005); Souza (2006); Oliveira and Ferreira (2008); Draibe (2011); Rodrigues (2011); Minayo (2012); Lima (2013; 2014a; 2014b); Howlett, Ramesh and Perl (2013); Silva and Toshi (2015), among others, in articulation with the investigation process resulting from interviews, focus groups and documentary analysis. The research reveals a complexity public policy of higher education in Distance Learning (DL) considering theoretical and conceptual bases, contexts and the reforms examined, mainly, from the 1990s. This situation becomes even more significant with the expansion of distance learning in Brazil, especially considering the offer of distance workload in face-to-face undergraduate courses in public and private Higher Education Institution (HEIs). It was concluded that the DL policy, especially the offer of semi- attendance subjects in the face-to-face undergraduate courses, in UEG, was implemented in an accelerated way in the institution, especially at Goianésia, without a planning to receive and to structure the offer of this education modality. The research revealed the necessity of a broader and more critical assessment of the distance education policy at UEG and in its different campi, especially in terms of infrastructure investments, technologies and the teachers and technical-administrative staff qualification. It also showed the need of a continued agents involved training, in accordance with the specific demands and requirements, in a view of overcoming problems faced in the Distance Learning Education process implementation, accentuated in the administrative restructuring context of the University.Item Fundamentos do conhecimento científico para a formação humana em Theodor Adorno e Max Horkheimer(Universidade Federal de Goiás, 2023-01-31) Bernardes, Giselle Carvalho; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Chaves, Juliana de Castro; Resende, Anita Cristina Azevedo; Faria, Gina Glaydes Guimarães de; Viana, Cynthia Maria Jorge; Silva, Maria Isabel Formoso Cardoso eThe aim of this thesis was to reveal the foundations of formative scientific knowledge in Theodor Adorno (1903-1969) and Max Horkheimer (1895-1973), authors of the Critical Theory of Society, also known as the Frankfurt School. This is a theoretical research carried out from the analysis of the texts: “The concept of enlightenment” and “Excurso I: Ulisses or myth and Enlightenment”, both from 1947, “Semi-formation theory”, from 1959, “Education - what for?”, from 1966, “Education after Auschwitz”, from 1967, “Education against barbarism”, from 1968, “About subject and object”, from 1969, “Marginal notes on theory and praxis”, 1969, “Traditional Theory and Critical Theory”, from 1937, and “Means and Ends”, from 1941. From the analysis of the debates carried out by the authors in the interweaving between knowledge, reason and formation, the categories “Contradiction”, “Reason reflexive criticism”, “Primacy of the object”, “Articulation between whole and part, universal and particular” and “Theory and praxis”, which establish relationships towards the constitution of a knowledge that resists instrumental reason, capable of guiding training for emancipation. Thus, it is concluded that for the two authors there is a certain type of scientific knowledge that is linked to human formation.Item Atuação de professoras na região da prelazia de São Félix do Araguaia (Mato Grosso - 1979/1989)(Universidade Federal de Goiás, 2022-12-22) Carneiro, Alessandra Pereira; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Alves, Amone Inácia; Paganini, Vera Lúcia Alves Mendes; Santos, Alessandra de Oliveira; Vicente, Keides BatistaPostgraduation Program in Education (PPGE/FE-UFG, in Portuguese), whose title is Female Teachers Acting in the Prelacy of Saint Felix of the Araguaia Region - Mato Grosso (1978/1989), shows the trajectory of life of five female educators who carried out a social work based on actions of resistance and confrontation, proposing a social and political reflection approach in the Prelacy of Saint Felix of the Araguaia region. It especially intended to know if teachers Dagmar’s, Judite’s, Luiza’s, Sueli’s, and Maria Benvinda’s life stories have to do with their teaching practices in the Prelacy of Saint Felix. This thesis is written from narratives of these teachers, compared afterwards with other documents, newspapers, legislation, memorial, literature, and others, since history-based researches consist of finding, gathering, organizing, and analyzing the sources. It was intended not only to reveal the historical trajectories of the teachers, but also to visualize the educational practices of the women that dedicated themselves to teaching in a region of conflicts and disputes, politically remaining in favor of a teaching style towards freedom. The time frame of this thesis goes from 1978 to 1989, a period that is taken as for the beginning of the courses designed for the formation of the new teachers in the 1980s, when they worked in schools and other teaching institutions. Methodologically, it brings testimonies of teachers along with the perspective of life story as well as oral history and academic productions such as theses, dissertations, articles, and other materials. It considers, in its conclusion, that the teachers’ stories and trajectories indicate their social places were taken with resistance and confrontations in the construction of the right to a quality education, the right to a public, critical and liberating education. They were into a space, the Prelacy of Saint Felix, that provided a kind of work that gathered conditions to offer a critical education, one that aimed the construction of freedom in the molds of the Freirean education.Item Sexualidade e gênero na educação infantil: o que as teses e dissertações dos programas de pós-graduação em Educação contam e silenciam(Universidade Federal de Goiás, 2021-08-16) Carvalho, Rita de Cássia; Barbosa, Ivone Garcia; lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Suanno, Marilza Vanessa Rosa; Silveira, Telma Aparecida Teles Martins; Silva, Altina Abadia da; Teixeira, Ricardo Antônio GonçalvesThis doctorate research is composed by several sub-projects under development in the project Public Policy and Children’s Education in Goiás: history, concepts, projects and practices, of a group that studies childhood and its education, linked to the research line Training, Teachers’ Professionalization and Educational Practices of the Postgraduate Program in Education of the Faculty of Education of Federal University of Goiás. We believe that discussing and working with sexuality and gender with children in Early Childhood Education is an important and necessary task, since sexual and gender identities are under development in this age group, since birth, based on interaction and mediation processes with more experienced subjects and with cultural elements, which help these children appropriate meaning about the world they live in and, in particular, about sexuality and gender, through games, observations, questions, transgressions and resistance. Therefore, inspired by the state of knowledge methodology and content analysis, we propose to investigate what the theses and dissertations of the Graduate Programs in Education, indexed in the database of the Coordination for the Improvement of Higher Education Personnel ( Capes) and the Brazilian Digital Library of Theses and Dissertations (BDTD), disclose and withhold about sexuality and gender in / for / with Early Childhood Education. To this end, we used Boolean operators which assisted in surveying research on our theme, enabling cataloging as to: the type of research, year of defense, gender of researchers / regions, regions of Brazil, Higher Education Institutions and research groups. In order to verify the production of articles on the theme, we carried out a bibliographic survey in a Children's Education Work Group dealing with children 0 to 6 years of age (GT07) and a Gender, Sexuality and Education (GT23) Work Group from the National Association of Graduation and Research in Education (Anped), in SciELO and in the CAPES (a Brazilian federal government agency under the Ministry of Education, responsible for quality assurance in undergraduate and postgraduate institutions in Brazil) periodical portal. For analysis of the chosen researches, readings of: title, summary, keywords, summary and introduction were carried out, checking if they met the criteria established by us and, we observed that of the 91 elected studies, 43 met our purposes. From reading and analyzing the chosen works and, based on historical dialectical materialism, we dialogued with the objects, observing their propositions, realities and contradictions, and extracted from them the following categories for analysis: education / disciplinarization of children's bodies, the institution's daily education routine and its pedagogical practices, the use of toys and games in sexuality and gender education, as well as in the construction of children's identities and the transgression / resistance of children in / of early childhood education in the face of the norms and rules imposed on them. The analysis of the categories showed us how sexuality and gender are explored in Early Childhood Education, influencing the construction of sexual and gender identities, as well as what has been suppressed by educational institutions in terms of sexuality and gender - the transgender traits exhibited by some children between zero and six years of age.Item Socialização, diferença e destino: a experiência trans(Universidade Federal de Goiás, 2017-08-28) Cassimiro, Hugo Leonnardo; Bernardes, Adriana Pereira; http://lattes.cnpq.br/5957565423846153; Resende, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249; Resende, Anita Cristina Azevedo; Viana, Cynthia Maria Jorge; Roure, Glacy Queirós de; Soares, Renata Leite; Miranda, Marília Gouvea deEsta investigación de doctorado, desarrollada en el Programa de Postgrado en Educación, en la línea de investigación Fundamentos de los Procesos Educativos, tuvo como objetivo comprender cómo las regulaciones sociales relacionadas a la diferencia sexual están implicadas en la experiencia de personas trans, o sea, interesa comprender la experiencia trans por la mediación de los procesos de socialización o, antes, de los procesos educativos. La diferencia sexual es objeto de interés, debate y control por parte de diferentes grupos, organizaciones e instituciones a lo largo de la historia y se inscribe en el debate entre naturaleza y cultura. La relación del sujeto con la cultura, como desarrollada a partir de Freud, y las determinaciones de las condiciones de objetivación y subjetivación en la realidad, como postulada por Marx, son basilares en la orientación teórica de ese análisis. En este sentido, las personas trans incorporan rasgos regulados como característicos de grupos diferentes de aquel al que se dirigieron en la relación con grupos, organizaciones e instituciones - como la familia, la escuela, la religión, la ciencia y el estado - y transforman rasgos de la diferencia sexual en el cuerpo con el auxilio de los instrumentos culturales desarrollados por las formas históricas del trabajo. Para desarrollar la investigación que se sintetiza en ese trabajo se buscó comprender el proceso de socialización del sujeto, la constitución histórica de modelos de regulación de la diferencia genital a partir de fuentes bibliográficas y se adoptó la técnica de historia de vida visando aprehender el proceso de socialización, la constitución y la socialización del sujeto, a partir de la historia que el mismo narra acerca de sí. Cinco personas narraron sus historias: dos mujeres transexuales, una de ellas también intersexual; Una mujer travesti; Y dos hombres transexuales. Las narrativas fueron organizadas a partir de los temas sobre los cuales el sujeto habló, lo que orientó la identificación de las categorías que componen la experiencia narrada: diferencia, destino y (trans)formación. La transformación de las características físicas de la diferencia sexual inscrita en el cuerpo es la dimensión más aparente en la experiencia trans. Sin embargo, la transformación incide también sobre los límites tanto a los aparatos invertidos en el cuerpo como ropas y accesorios como en cuanto al modo de expresarse a través del cuerpo, en la voz, en los gestos o en los movimientos. Todo ello implica también enfrentar las regulaciones sociales que dirigen al sujeto a grupos determinados y establecen límites entre estos grupos y, principalmente, implican la constitución de vínculos de identificación que admitan la diferencia y auxilien en el enfrentamiento de la agresividad y en la ruptura con los destinos culturalmente establecidos para la diferencia sexual. El sujeto de la experiencia trans marca, así, sus identificaciones en el cuerpo por la incorporación de aparatos y transformación de partes del cuerpo.Item Experiência, formação humana e educação: a dialética negativa como potência do pensamento não idêntico(Universidade Federal de Goiás, 2021-08-25) Cezário, Maria Angélica; Zanolla, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708; Zanolla, Silvia Rosa da Silva; Furtado, Rita Márcia Magalhães; Magalhães, Solange Martins Oliveira; Crochik, José Leon; Scarel, Estelamaris BrantThis research seeks to identify possible relationships between the concepts of experience, human formation and education, based on the negative dialectic program, that values the thinking not identical. The main work addressed in this investigation is Negative Dialectic, by Theodor Adorno (2009), also has an interlocution with other works by the same author. The importance of the relationship between the concepts mentioned is due to: the potential that Adornian critic has when analyzes programs that produce positive theoretical concepts; limited freedom and autonomy of people to a damaged society; systematic mechanisms of domination and integration; exploration between men and exaggerated self-preservation. This has brought results for the life of people and for the culture, submitting, in the first case, subjects to a process of de-humanization. Second, culture and its potential of unleashing critical reflections on reality were precarious. That is why cultural training of people, in a damaged society, does not give them intellectual resources to question what, for instrumental reason, was installed. In this way, the people were stimulated to submerge themselves in the social laws, also finding themselves in a state of heteronomy. The thought, due to this heteronomy, had its potential of criticism exercise, resistance and opposition atrophied, which has a great limitation on people that seek to put away of these conditions. Because of that, it is conceived that the negative dialectic program is able a critical interpretation on this result when it creates opportunities to training by the critical intellectual experience, based on differentiality. These, linked to education, can offer important reflections to create favorable contexts to critically analyze the processes whose results have been ruined, questioning the conscience cultivated from the ideals of the administered world and revealing the contradictions of reality. It can, finally, open up to a creatively utopian dimension, being, therefore, a force for mobilizing actions that will be able to create opportunities for transformations.Item A institucionalização da EaD no contexto da educação profissional e tecnológica: o caso do IF Goiano(Universidade Federal de Goiás, 2022-02-22) Cruz, Joseany Rodrigues; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Paniago, Maria Cristina Lima; Oliveira, João Ferreira de; Maciel, Cristiano; Alves, Wanderson FerreiraThe expansion of distance education (DE) in Brazil has been predominantly motivated by capitalist and political interests, as it has also occurred with the growth of professional and technological education in recent years. The objective of this thesis, is to understand how the institutionalization of the modality has been taking place at the Goiano Federal Institute of Education, Science and Technology (IF Goiano), from the analysis of the relationship between distance education and professional and technological education, as well as the influence that they both suffer in a neoliberal context, considering the possible impacts on the configuration of the Federal Network of Professional, Scientific and Technological Education (RFEPCT). This is a case study with a qualitative approach that relies on bibliographic and documental analysis, in addition to data collection through semi-structured interviews. The research is based on studies on the capitalist influence in the contemporary world and the close relationship it maintains with the current configuration of the Brazilian education and its public policies. The present study also aimed to understand the trajectory of the Brazilian distance education, in order to present the actions in the modality adopted by the RFEPCT (Federal Network of Professional, Scientific and Technological Education), with a view to its institutionalization. To understand this process, we started, initially, from understanding the meaning of institutionalization, using three pillars and 16 indicators, created by the author of the thesis, based on the theoretical framework and documents researched. As a result, it was found that distance education actions at the IF Goiano are ongoing, but there is still much to be done so that the modality can be considered institutionalized. In addition, it was found that a human, autonomous and professional formation, through distance education is only possible with the institutionalized, culturalized and legitimized modality supported by the educational institutions as part of their regular offer of courses, and whose precepts of face-to-face teaching could be also applied in relation to the modality. In order to be autonomous, these institutions must guarantee their independence from development programs, which serve the mercantile logic, providing labor force for the market.Item Educação Física no ensino médio: a mediação dos conhecimentos escolares e o desenvolvimento do movimento corporal consciente na adolescência(Universidade Federal de Goiás, 2020-11-06) Dias Júnior, Marcos Jerônimo; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Silva, Hugo Leonardo Fonseca da; Suanno, Marilza Vanessa Rosa; Sforni, Marta Sueli de Faria; Freitas, Raquel A. Marra da MadeiraPhysical Education, in the political and cultural context of High School, is a curricular component in dispute and historical debates about the direction for the formation and development of young brazilian students. Before current educational and curricular policies in Brazil, a need for critical reflection on the “non-place” of Physical Education in this stage of Basic Education and the construction of new possibilities for teaching this discipline emerge. In this perspective, this research has as its object the relationship between learning and the development of adolescents in pedagogical work with Physical Education in High School, based on the historical-cultural theory of human development and the theory of developmental teaching. The epistemological and pedagogical challenge assumed when carrying out this research was related to the following guiding question: How to organize the pedagogical work of Physical Education in High School in order to effectively boost the development of adolescent students? The general objective was to analyze the type of development provided by pedagogical work with the concepts of fight and capoeira, organized from the theoretical contributions of the historical-cultural periodization of human development and from the theory of developmental teaching in the development process of adolescents. The specific objectives were: to analyze the pedagogical work of Physical Education in the school curriculum and in the High School; to understand the main characteristics of the psychological and motor process of development in adolescence, relating this periodization to school education and the teaching of Physical Education in High School; to identify the possibilities of developmental teaching theory for the organization of the Physical Education study activity in High School. The research methodology was based on an empirical investigation achievement, using the didactic experiment with the concepts of fight and capoeira in two classes of the 2nd grade of High School at a school in the State Education Network of Goiás, in the city of Anápolis. A methodology composed by the bibliographic study of the historical-cultural theory of human development and the of theory of developmental teaching and the documentary study of the High School Reform of 2017 and the Common National Curricular Base of 2018. The analysis of the results of this research provided conditions to affirm that the Physical Education study activity, organized in the theoretical-methodological contributions of developmental teaching, led to significant transformations and the development of motives, creative imagination, theoretical thinking, cooperation in intimate personal communication and significant motor gestures. They are formative elements, considered as the main psychic signals of the development of conscious body movement of the students who participated in the didactic experiment. It is understood that this materializes in the elaboration of study tasks that, when solved, highlight the dialectical relationship between concept, body movement and thought. Thus, the thesis that the contributions and the importance of Physical Education in High School in the general development process of adolescent students, necessarily by the formation of significant motor gestures and by the development of conscious body movement, is asserted.Item Biografias de mulheres na história da educação: Benedicta Stahl Sodré, Branca Alves de Lima e Iracema Furtado Soares de Meireles (século XX)(Universidade Federal de Goiás, 2023-10-11) Dias, Ana Raquel Costa; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; ; Valdez, Diane; Panizzolo , Claudia; Rocha, Juliano Guerra; Fialho, Lia Machado Fiuza; Nicolini, CristianoLes vies et les noms des femmes sont importants, et les histoires des enseignantes sont des thèmes fondamentaux pour problématiser l'histoire de l'éducation brésilienne. À cet égard, cette thèse repousse les mécanismes de production et de reproduction qui ont historiquement tenté de réduire au silence les actions et les discours des femmes, en affrontant les dispositifs patriarcaux soutenus par une société représentée par des écrits historiques non pluriels. À cette fin, les noms et les vies de Benedicta Stahl Sodré (1900-1972), Branca Alves de Lima (1910-2001) et Iracema Furtado Soares de Meireles (1907-1982) ont été mis en évidence, en les biographiant historiquement au milieu de la proéminence des documents sur leurs écrits pédagogiques: Cartilha Sodré (1939/1940), Caminho Suave (1948) et A Casinha Feliz (1970). Il s'agit de femmes brésiliennes, blanches, de l'élite, enseignantes, normaliennes, femmes d'affaires et auteures de ces abécédaires et autres matériels pédagogiques. Des femmes, dont les histoires se rapprochent et s'éloignent, éminemment révélatrices d'émancipation, de confrontation et de résistance. La conscience féministe a soustendu cette thèse, nous permettant de comprendre l'importance de l'appartenance, de la prise de décision, des relations et des engagements qui entourent les vies biographiées. Le choix de la biographie historique comme méthode, compte tenu de son statut scientifique propre, repose sur un choix politique, privilégiant la construction d'une histoire diversifiée et articulée. L'objectif était de formuler, de comparer et d'analyser leurs biographies afin de comprendre les espaces qu'elles ont occupés et les époques dans lesquelles elles ont vécu. Benedicta, Branca et Iracema sont devenues le sujet de cette thèse lorsque nous avons trouvé des silences sur leurs histoires de vie, surtout si l'on considère que les abécédaires qu'elles ont écrits ont été largement diffusés, annoncés, propagés, adoptés et vendus avec le soutien du monde complexe des maisons d'édition, de la presse, des actions du gouvernement, des avis publics et d'autres moyens. Ils ont également fait l'objet de recherches universitaires et sont considérés par l'historiographie de l'éducation comme les manuels les plus populaires, les plus vendus et les plus adoptés du XXe siècle. Nous réalisons donc que les stigmates liés au genre peuvent être les principaux responsables des tentatives d'invisibilité, tout en spéculant sur la manière dont d'autres questions ont pu soutenir l'effacement, y compris les attentes de la famille, les choix éditoriaux, les relations de pouvoir et d'autres facteurs. Nous comprenons également l'importance des forces coercitives en place, ainsi que des choix, impositions et décisions individuels. Les chemins que nous avons parcourus nous ont permis de réfléchir aux contextes éducatifs, aux intentions et aux exigences dans les contextes politiques et sociaux. Nous avons voulu explorer la relation singulière des auteurs avec les univers dans lesquels ils se trouvaient, en observant leurs processus d'origine et d'action, en tant qu'êtres sociaux qui donnaient forme à leurs expériences et donnaient sens aux situations et aux actions qui conditionnaient leur existence. En réfléchissant à leurs trois vies, nous nous sommes concentrés sur leur éducation, leurs relations familiales, leur militantisme, leur enseignement, leurs productions scolaires et d'autres aspects. Le processus méthodologique a montré qu'au cours des dernières décennies, les travaux académiques sur la vie des femmes ont connu une augmentation notable, révélant des données sur les trajectoires qui sont précieuses pour comprendre les places occupées par les femmes qui ont travaillé dans l'éducation et leurs exigences. À cette fin, des recherches bibliographiques, de la littérature, des lettres, des invitations, des lois sur l'éducation, des comptes de médias sociaux, des registres du cadastre, des annonces posthumes, des entretiens, du matériel pédagogique produit par les biographes, des recherches universitaires et des sources provenant de la presse périodique nationale ont été utilisés par mesure de précaution, compte tenu de la période qui s'est écoulée entre la naissance et le décès des trois auteurs. Le traitement des collections numériques et des dépôts d'archives s'est avéré essentiel, car ils offraient une variété d'indices. Nous nous sommes appuyés sur la base théorique des discussions sur l'histoire de l'éducation brésilienne, l'histoire biographique et l'histoire des femmes, en donnant la priorité aux femmes auteurs de productions et de conceptions. Nous avons inscrit leurs noms et leurs vies dans l'histoire, sans délégitimer le prestige de leurs productions, mais en affirmant que Benedicta, Branca et Iracema sont plus grandes qu'elles. Ce sont des protagonistes de l'éducation brésilienne, comme tant d'autres femmes qui méritent que leur histoire soit révélée. Crayon en main, elles ont brisé le patriarcat dans les groupes scolaires, les écoles normales, les organisations sociales et politiques et la famille. Nous concluons que les temps sombres qui entourent la vie et les noms de Benedicta, Branca, Iracema et d'innombrables autres éducatrices et écrivaines ne sont plus, parce que les femmes écrivent sur les femmes et les dévoilent dans l'histoire.Item A trama faustina da captura do trabalho docente do sistema Universidade Aberta do Brasil pelo capital: o caso da Universidade Federal do Tocantins(Universidade Federal de Goiás, 2023-01-20) Diniz, Juliane Aparecida Ribeiro; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Alves, Míriam Fábia; Dourado, Luiz Fernandes; Moreira, Marcelo JoséThe current thesis dissertation is associated with the thematic area of “State, Policies and History of Education” of the Postgraduate Research Program in Education at the Faculty of Education of the Federal University of Goiás. It comprises research inquiry conducted by the Research and Study Group in Technology and Online Distance Education. Its general aim was the comprehension of the repercussions of contemporary institutionalized capitalist advances over working conditions for undergraduate program teachers at the Brazilian Open University in the context of the Federal University of Tocantins. With the intent of weaving a reflection and analytical course as well as the expositive and compositive approach for the sections, the following specific objectives were selected: to discuss the concept of human work in its universal meaning and contextualize it, given its history, in the industrial capitalist and flexible-financial-neoliberal capital society; to highlight conceptual and historical details of the teaching profession work in the realm of flexiblefinancial-neoliberal capitalist and industrial capitalist accumulation regimes; to indicate the facts undergoing online distance education systematization in the country and worldwide, drawing attention to the specific and peculiar features of the Brazilian case that established the grounds for the Brazilian Open University System; to understand the developing structure of the Open University System between 2005 and 2020 by means of data and policies provided by CAPES (Coordination for Higher Education Staff Qualification), through the Online Distance Education Board of Directors; to analyze the empirical evidences of working conditions for teachers in the Federal University of Tocantins’ Open University System. As for the methodological approach, a dialectical and historical materialism perspective was adopted since the research thread follows along the set of historical, dynamic, diverse, contradictory, complex and multifaceted processes of a capitalist mode of production society. A case study procedure was selected in keeping with its appropriateness for exploratory, bibliographical, documentary and field research by means of analytical/descriptive analysis and questionnaire data gathering. Results made clear that teaching professionals in the Open University System at the Federal University of Tocantins were snared by the flexible-financial-neoliberal capital system, which characterizes the new face of work in the Brazilian public Higher Education teaching profession. This means that the teaching staff is hired in disagreement with legal work and pension requirements, depriving professionals of the shelter of social warrant and rights, of appropriate material working conditions and leaving them with lowered payment policies, without any clear planning of working schedules. As a result, barriers are imposed to union organization initiatives and to the feeling of group membership and belonging to a professional class, which leads to more intensive workdays and thereon to teachers’ physical and mental illness. Yet, evidence shows that even worse consequences impact face-to-face and online tutors at the Open University in the Federal University of Tocantins, who experience high rates of work conditions precariousness.Item Políticas de inserção de tecnologias digitais como instrumento de reforma na rede estadual de ensino de Goiás (2007-2017)(Universidade Federal de Goiás, 2021-09-20) Echalar, Jhonny David; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Alves, Míriam Fábia; Peixoto, Joana; Alonso, Katia MorosovThis research had as its object of study the analysis and understanding of the relationship between the activities of formulation and implementation of public policies, from the organizational proposal of the Public Policy Cycle, considering the convergence between three elements: the institutional architecture of the Secretariat of State of Education of Goiás (Seduc-GO), the institutional plans of different units and regional administrative spheres and the actions formulated and implemented in Goiás, based on the National Program for Continuing Education in Educational Technology – Integrated ProInfo, 2007. The construction -configuration of the object, in turn, required the historical delineation of the policies for the insertion of Information and Communication Technologies (ICT) by Seduc-GO between 2007 and 2017. These are the elements that inspire the following research problem: how between 2007 and 2017, public policies for the insertion of TDIC were created and implemented by the State Department of Education of Goiás? Methodologically, the research was planned under a qualitative perspective, with exploratory research, using document analysis and semi-structured interviews with managers working in the administrative units of Seduc-GO as a data collection instrument. It is observed, over the time frame, changes both in the institutional architecture and in the plans and actions carried out by that institution, which are not restricted to administrative and organizational issues, but are directly related to a larger, global movement by in other words, the transformation of public policies based on the neoliberal doctrine, a movement materialized, in Goiás, by the reformist policy “Pact for Education”. It is possible to observe the dismantling of a political-administrative structure articulated in a network, previously aimed at continuing education, physical structuring and support for didactic-pedagogical projects. Another point noted is the outsourcing to private organizations of both the continuing education of education professionals and the offer of digital educational resources on their platforms. There is also centrality, by Seduc-GO, in the formulation and implementation of digital systems aimed at pedagogical and administrative management in school units, in a manufacturing perspective in which teachers and managers must nurture such programs linked to a meritocratic policy of bonuses and evaluation of the " school performance". Furthermore, activities for the formulation and implementation of projects aimed only at equipping school units, with low-use artifacts or for the maintenance of the aforementioned business-managerial policies are identified, without the inclusion of elements intrinsic to educational intentions that enable the reduction of inequalities and problems observed in our society.Item Modo de regulação neoliberal e o fundo público no Brasil (2010-2020): a Emenda Constitucional n. 95/2016 e o financiamento do Ministério da Educação(Universidade Federal de Goiás, 2022-01-31) Ferreira, Diana Regina dos Santos Alves; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Oliveira, João Ferreira de; Moraes, Karine Nunes de; Sguissardi, Valdemar; Guimarães, André RodriguesThis is a Doctoral Thesis in Education, linked to the State, Policies and History of Education line of research, developed in the Graduate Program in Education, College of Education, Federal University of Goiás (PPGE/FE/UFG). The general objective of this work is to analyze the financing of Budgetary Functions and of MEC in the period from 2010 to 2020. Thus, the following Specific Objectives are presented: 1) analyze the changes caused by neoliberalism in Brazil, especially in the last ten years. 2) show the events in Brazil that culminated in the approval of EC N° 95/2016 and its consequences for social policies and expenditure on education in accordance with Article 212 of the Federal Constitution of 1988; 3) verify and analyze the set of expenses of the Union; 4) verify and analyze Other Current Expenses and Investments in sectors of MEC. This is a documentary research that collected data from the Union's Budget Execution primary source, available on the Chamber of Deputies website, and secondary sources: Budget Execution Summary Reports (RREO), books and scientific articles, among others. This research analyzes the settled values corrected by the IPCA, at January 2021 prices. The theoretical-methodological aspects are based on Marx's dialectical-historical materialism. The research categories are: Federal Public Fund; EC No. 95/2016, which instituted the New Tax Regime; and Budgetary evolution of the Union and MEC. It was found that after the impeachment of President Dilma Rousseff, in 2016, Michel Temer took on the presidency of the country and put into practice fiscal adjustment policies based on the document A Bridge to the Future, which resulted in EC N° 95/2016 and a set of reforms that continued under Jair Bolsonaro. With the approval and implementation of EC N° 95/2016, associated with the deepening of a neoliberal policy, some Functions faced an exaggerated reduction in expenses, namely: Education, Culture, Sanitation, Sports and Leisure, Agrarian Organization, Housing, Sanitation, Urban Planning, Labour, Science and Technology, Industry, Agriculture, Environmental Management and Transport. Other Functions had their expenses increased, such as: Judiciary, National Defense (which it is worth mentioning, grew enormously as of 2016), Foreign Affairs, Special Charges. Expenditures in the Social Welfare and Health Functions increased exceptionally due to the pandemic caused by COVID-19. The sectors of the Ministry of Education, with the exception of the Brazilian Hospital Services Company (EBSERH), had a sharp reduction in expenses from 2015 onwards, which were aggravated mainly in the years following the implementation of EC N° 95/2016.Item SINAES no Instituto Federal do Norte de Minas Gerais (IFNMG): políticas, práticas institucionais e a visão de gestores e membros da Comissão Própria de Avaliação (CPA)(Universidade Federal de Goiás, 2021-08-27) Gomes, Daniela Fernandes; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Oliveira, João Ferreira de; Assis, Lúcia Maria de; Amaral, Nelson Cardoso; Real, Giselle Cristina Martins; Farias, Maria da Salete Barboza deThis thesis analyzes the influence of Sinaes on the management actions of the IFNMG. The research has, among its justification factors, the peculiarities and multiplicity performance of the IFs, along with the relevance of Sinaes as an evaluation policy which subsidizes the acts of regulation and supervision of higher education and quality induction. The methodology applied for the case study, with a qualitative approach, used thematic or categorical content analysis based on the different changes in regulatory frameworks related to the evaluation of higher education in the last decade; on the experience of strategic individuals at IFNMG (central administration managers, CPA coordinators and sCPA members), on quality indicators (CE, CPC, IGC, IDD), on evaluation concepts (CC and CI); in the internal and external evaluation reports and institutional documents of the IFNMG. The main theoretical foundations that supported the research took into account the context of neoliberal policies and ideology and their effects on higher education, especially with regard to its expansion and reconfiguration; the higher education assessment policy; the constitution of IFs as IES and Sinaes as a mechanism for their evaluation and regulation. It was found that Sinaes has a considerable influence on the planning of the IFNMG expressed in its Institutional Development Planning-IDP and that the institution lacks internal evaluative policies that take into account its dimension of proceeding. There is no systematic planning in the institution in order to make use of the results of Sinaes procedures to promote improvements in management actions, nor there is an organization to articulate the data obtained with this goal. However, it was verified the existence of a positive evolution of most of its evaluation results, especially of the internal evaluations and external evaluations in loco of courses, in addition to a developing evaluation culture. It is concluded that, although the institution does not have higher education as its main objective, it is surrounded by different procedures that assess it in a partial and, to a certain extent, fragmented way. In this sense, it is necessary to think out actions and management tools that organize and associate the assessment specified in Sinaes, and regulatory demands, to the institutional planning, creating strategies that involve the participation of the academic community in the process.Item Território camponês do sudeste do Pará: a construção da educação do campo(Universidade Federal de Goiás, 2021-06-30) Gomes, Maria Suely Ferreira; Pietrafesa, José Paulo; http://lattes.cnpq.br/5325872034942622; Pietrafesa, José Paulo; Queiroz, João Batista Pereira de; Sousa, Romier da Paixão; Resende, Anita Cristina Azevedo; Alves, Amone InáciaRural education in the Southeast region of Pará has advanced significantly. In this process, the Agriculture integrated with High School vocational course, through pedagogical alternation, has been a great challenge. This study examined the advances in the training of young rural workers after the implementation of the Federal Institute of Pará – Rural Campus in Marabá (IFPA-CRMB). The study aimed to understand the process of education for these young people and its implications for the construction and “development” of rural territory in the Southeast of the state of Pará. The qualitative research was based on historical materialism, evidencing tensions and contradictions, considering the historical time. It was developed through interviews, using a survey and semi-structured scripts. The research participants were graduates of the technical Agriculture Integrated with High School vocational course (classes of 2009, 2014 and 2015), teachers, managers and leaders of social movements in the countryside. It was also based on the analysis of documents such as the Political-Pedagogical Project of the Rural Campus of Marabá and the Political-Pedagogical Project of the vocational course, as well as photographic records. Some categories that permeate the genesis of rural education and the process of construction of education from the perspective of social transformation were revisited, such as: peasantry, social movements, rural youth. The research revealed some advances and challenges: a) the initial formation of the IFPA-CRMB, based on the Rural Family School proposal, underwent several changes, mainly due to the institutional bureaucracy that caused the removal of social movements from practical activities and its insertion in the political-pedagogical coordination of the course, in addition to the limits and challenges of the dynamics of the Board of Directors; b) some obstacles hindered and are hindering the advancement of the pedagogical proposal, such as the lack of leveling with respect to concepts such as the principles of agroecology, work and research, in addition to pedagogical alternation, especially with regard to Community Time; c) not separating teaching-research-extension has been a challenge for the “development” of actions within land reform settlements and rural communities; d) in general, many positive experiences have been and continue to be carried out by IFPA-CRMB, either by the Teaching, Research and Extension Unit (UNIEPEs), or by the communities; e) the training managed to meet the expectations of the graduates; f) the integration of the areas of knowledge was paramount for achieving the results of each cycle, and the connection of the subjects with the land and the work was necessary to carry out research and experiments; g) the training course encouraged conversations with families in the territories and monitoring through unions, associations and/or cooperatives; h) Finally, the participants stated that the initiative still needs to bring the institution closer to rural territories and their populations, promoting teaching, research and extension in land reform encampments and settlements. Considering all the changes to the original proposal based on the Rural Family School, the participants’ statements are in line with the importance of the Campus for the Southeast region of Pará, and the training, without disregarding limits and challenges, contributed to the connection of graduates with the land and to the “development” of rural territories.
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