Região Metropolitana de Goiânia (RMG)
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Item Raízes que sustentam: narrativas de transição capilar e identidades de mulheres negras – da violação à efetivação de direitos(Universidade Federal de Goiás, 2021-07-16) Eugênia, Sara França; Dias, Luciana de Oliveira; http://lattes.cnpq.br/9317426815646934; Dias, Luciana de Oliveira; Souza, Cristiane Santos; Machado, Vilma de FátimaIn the manuscript now presented there are more reflections on roots2 than on hair. Even so, it was from a study on the processes of hair transition and hair it self, in addition to their physicality, that an analysis of the body and how the oppressions of structural racism impact the identity construction of black women was carried out. The hair was analyzed as a diacritical sign that can be perceived as a mark of blackness. Therefore, it is an element capable of influencing the identity process. Curly hair and straight hair have been studied in addition to their physical compositions, seeking to understand their meanings, the effects on the identities of black women and situations in which autonomy over curly or straight hair aesthetics indicates violation or enforcement of rights. Through the analysis of the narratives acquired in the focus groups, we sought to identify, understand and describe the effects of the hair transition, that is, the process of change about individual and subjective perceptions about hair, in the construction of black women's identities. The narratives about curly hair can vary, depending on its subjectivity, but they contribute to the perception of how curly hair, as part of a black body, can become an object of shame, hatred, dissatisfaction and repression due to racism. The meanings given by each woman to her natural hair can change during a hair transition, positively or negatively impacting her self-esteem and producing effects on her identity construction.Item Reflexões acerca do encadeamento linguístico-discursivo dos professores que atuam no CAS/Goiânia: uma experiência educativa com os falantes da língua brasileira de sinais(Universidade Federal de Goiás, 2021-03-30) Santana, Lígia de Souza Araújo; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Rocha, Maria Alice de Sousa Carvalho; Burgarelli, Cristovão GiovaniThe aim of this dissertation is to analyze the recurring signifier marks in the speech of teachers who work at the Centro de Capacitação de Profissionais da Educação e de Atendimento à Pessoa com Surdez – CAS/Goiânia, when asked to talk about their students. The signifiers engendered in these speeches have supported the teaching-learning movement of students with deafness in this specialized teaching center and allow us to wonder about the educational practice with these students in Basic Education. For this endeavor, we are based on theoretical concepts derived from psychoanalysis, especially those elaborated by Freud and Lacan and discussed by their commentators. The theoretical-methodological path carried out in this research is an attempt to ask how the concept of representation was extracted from classical philosophy, went through a displacement carried out by Freud and was reformulated by Lacan. This study also reflects on the notions of language and mother tongue, both in the psychoanalytic perspective and in the perspective adopted by the participating teachers. We then discuss the implications of such conceptions in teaching praxis. The data were obtained through a questionnaire applied to teachers and the educational product developed was a formative e-book, entitled “De professor para professor: reflexões sobre a prática educativa com os falantes da Língua Brasileira de Sinais” which, in addition to reporting the construction path of this research, presents a theoretical elaboration based on the psychoanalytic notion of language and shares the discourse of the teachers who work at CAS/Goiânia regarding their educational experience with speakers of the Brazilian sign language. As it is a discourse that affects pedagogical activities, the main objective is to contribute to the continuing education of all Basic Education teachers, especially those who work with students with deafness.