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Item Literatura infantil e formação de leitores: novos horizontes para a abordagem do texto literário nos anos iniciais do ensino fundamental(Universidade Federal de Goiás, 2021-03-26) Almeida, Débora Rodrigues de; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Vieira, Ilma Socorro Gonçalves; Suanno, Marilza Vanessa RosaThis dissertation is the result of a research developed in the Stricto Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG).The literary text and its approach in the early years of elementary school has become a concern among teachers and researchers in education. In addition, ideological aspects and social demands related to the training of young readers have been increasingly taking place within discussions about the teaching of literature. Thus, the objectives of this dissertation are: to promote debates and reflections with teachers who work in teaching literature, in order to encompass all aspects of the literary text; extend the reflections made to other professionals working in the early years of elementary school, as well as in other stages of basic education; providing new aesthetic experiences to the students, through the reading of works that are outside the cultural / social and racial patterns of children's narratives; contribute to a reading formation within a humanizing perspective. Therefore, the theoretical part of this study "carries" the voices of authorities in literature and education, such as: Boto (2017), Zilberman (1984;2012),Magalhães(1984),Coêlho(2009,2013),Colomer(2003,2007),RubemAlves (2002), Morin (2002, 2009, 2015) and Suanno (2009, 2015, 2017), Thompson (1990), Candido (2009, 2011), Fittipaldi (2005) and other authors. In the practical part, we opted for a qualitative research with an intervention proposal, in which literary reading activities were developed with a multiserial class from the first phase of fundamental education based on the Reception Method, systematized by Aguiar and Bordini (1993). The research originated two educational products: a didactic sequence, which is found in the appendices of this dissertation; and a short video, which shows in a playful way the experiences lived with the children of E.M.S.R.C. Titled “Obax: between stone, rain and elephant”, they will be made available on the PPGEEB website and on the EduCapes portal.Item Leitura de poesia e formação do leitor literário na educação básica: a produção poética de Cora Coralina em sala de aula(Universidade Federal de Goiás, 2022-07-08) Almeida, Edina Faria de; Silva, Célia Sebastiana; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Faria, Vivianne Fleury de; Souza, Enivalda Nunes Freitas eThis dissertation concludes an investigation of the process of formation of the poetry reader at school and how the reader, text and author relationship is constituted, with special emphasis on the young adolescent reader of the poetry of the writer Cora Coralina. The corpus of analysis is composed of the book Poemas dos Becos de Goiás e Estórias Mais, the set of the poet's work and the sample data obtained from the pedagogical-methodological intervention carried out in a group of students from the 8th year of Elementary School of a school public in the city of Goiás. The objective was to investigate how the reading of Cora Coralina's poetry, from the perspective of memory and identity, can contribute to the reading formation of young students in the final years of elementary school and awaken in them a taste for poetry. The study was based on, among other authors, Antônio Cândido (1965), Annie Rouxel et. al. (2013), Regina Zilberman and Magalhães (1987), Rildo Cosson (2019), Tzvetan Todorov (2010), Vicent Jouve (2012) and Maria Tereza Andruetto (2017). To achieve the proposed objective, bibliographic research and action research with pedagogical intervention were carried out. Direct mediation with the young student and reader aimed, as a result, at the end of the process, at an educational product - a documentary - entitled Cora Coralina: between poems and memories, which sought to merge academic, pedagogical and poetic languages, with a view to to evidence the composition of the poems and experiences of Cora Coralina in the creation and in the subjective perspective of the student in the midst of poetized places in the city of Goiás. The educational product was developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, based on the records made during the application of the didactic sequences. The product is available in the appendices and on the You Tube channel at the following address https://youtu.be/fYUQXF4tiVc. During the application of the Didactic Sequences (DS), with the mediation and intervention of the researcher, the students improved their poetic reading and writing. They produced videos with the reading of poems from Becos de Goiás and Estórias Mais, which motivated the final product. The videos that mediated the constitution of the product are available at https://youtu.be/80YNMdv5bcU. In this way, the results were expressive regarding the development process of reading Cora Coralina's poetry in the classroom.Item O ensino colaborativo nas práticas pedagógicas: possibilidades para a efetivação de uma escola para todos na educação básica(Universidade Federal de Goiás, 2022-01-28) Alves, Denizia Rosa Ferreira; Mesquita, Deise Nanci de Castro; http://lattes.cnpq.br/4043217912376564; Mesquita, Deise Nanci de Castro; Rocha, Maria Alice de Sousa Carvalho; Silva, Josias Pereira da; Souza, Aline Gomes; Freire, Silvana MatiasThe theme of this study is "Collaborative teaching in pedagogical practices: all the possibilities for carrying out basic education for basic education", which has as main objective to investigate the possibilities of action of several students involved in school education through practical practices. The educational product elaborated was a "Collection of Short Films", in the context of the Stricto Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás ( UFG). The interest in developing an in-depth study on this subject from the experiences in the classroom and the perception that the inclusion of all students in the school comes more than ever. To guide the investigation, this project has the following question as a problem: To include, through collaborative actions, all students in the teaching-learning process, without there being/class/exclusion of subjects?”. To support this work, we chose as the theoretical basis of the research the authors Jacques Rancière (2010), Maria José Esteve de Vasconcellos (2006), Maria Teresa Eglér Mantoan (2015) and Paulo Freire (2021), in addition to the Sparse Legislation and the Federal Constitution. Brazilian (1988). The professional methodological path traced by action research outlines with the participation of their projects, managers, parents, in general and different areas of knowledge, who, voluntarily, added personal and experiences to our project. Finally, we developed a collaborative network with these participants, with a view to systemic thinking. The development of the research with the students of Colégio Estadual Olavo Bilac led us to verify that each subject there can experience an emancipation and autonomy in the construction of knowledge. The production of short films educandos was a demonstration of how far can go when seen as having the ability not only to learn, but to teach, to contribute with all their creative potential.Item Malaika: criação de um livro literário para a temática das relações étnicas e raciais no ensino fundamental(Universidade Federal de Goiás, 2023-06-02) Araújo, Kênia Patrícia; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Vreeswijk, Anna Maria Dias; Garcia, Allysson FernandesThis dissertation, presented for obtaining the title of master’s in teaching in Basic Education, from the CEPAE/UFG Strictum Sensum Graduate Program, brings a pedagogical proposal for the study of Afro-Brazilian History and Culture, aiming to improve students' learning in ethnic racial theme, encourage self-esteem and self-acceptance of black students, promote respect for diversity in the classroom through its educational product. The educational product is an authorial para-didactic book entitled “MALAIKA”. The book's history includes information about Black culture, the history of personalities who contributed to the achievements of Black people, and some important concepts for understanding the proposed subject. For its application, a sixth-grade class of a municipal school in Goiania was chosen and the Portuguese language teacher of the class was invited to read and discuss in the classroom during her classes. The data obtained from conducting the activities suggested in the five chapters of the para-didactic book will be presented and discussed in this dissertation. Subjects such as diversity, black representation, anti-racist laws, racism and prejudice were presented to the class through the characters in the book. About the dissertation, the method chosen for the presentation of the study was action research, using qualitative and applied research in a case study and bibliographical research for theoretical support. The study was divided into three chapters. The first chapter narrates the arrival of Black people in Brazil through the slave trade, their resistance, their challenges, achievements with the Black Movement and the role of literature in filling the gaps left by official history. The second chapter discusses the need for teaching Afro-Brazilian history and culture for an anti-racist education that combats structural racism in the school and presents a proposal for the educational product under construction. The third chapter presents in more depth the educational product “Malaika”, the data obtained when working in the field and its considerations about the need to work on Afro-Brazilian History and Culture with Elementary School students. Rabelo (2008; 2013; 2015); Mattos (2012); Almeida (2019); Gomes (2019) were some of the theorists used in the dissertation to tell the history of black people not only from the point of view of the colonizer but rather, through the conquests and struggles of the enslaved, a subject little known and discussed in the classroom as seen by the PPP analysis of the public school chosen as a field. The studies of theorists Munanga (2005; 2012), Almeida (2020), Andrade (2005), Cavalleiro (2005; 2010), Gonzales (2020), and Hooks (2012) among others, were used for theoretical basis in the racial ethnic theme and the theories of Freire (1987; 1997), Fanon (2008), Geertz (2017), Vygotsky (2004) related to social interaction, culture, learning, and education. In the research, specific parts of the National Human Rights Program (PNDH II), of the National Curriculum Guidelines for the education of ethnic-racial relations and the Teaching of Afro-Brazilian and African History and Culture, Law 10.639/03, BNCC, and more were cited some official government documents are cited in the bibliographic references.Item [Des]construção e [res]significação dos direitos humanos: um estudo com vivências de ensino-aprendizagem e análises sociológicas(Universidade Federal de Goiás, 2024-01-25) Brito, Gabrielle Amâncio Bertolli Venâncio; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Oliveira, Dijaci David de; Vreeswijk, Anna Maria DiasFaced upon a convoluted moment over a polarized political context with different and opposite ideas, the conception of human rights lies as “privilege” for criminals. Such annalysis is sustained by both population and commom sense. This work presents the results of a research made with second grade classes from Ensino Médio (Brazilian High school) in a full-time public school in Goiânia, Goiás. In order to do so the following investigation problem has been set: How to (de)construct the human rights conception and (re)define it through sociology classes? This research aims to understand the human rights concept lying (or not) in Ensino Médio students’ speech, opposing the bias that such rights are “bandits” privilege. To deconstruct such alignaments – sustained by social and historical visions shaped within neoliberalism interest, means to construct a critical perspective of human rights biased over multiculturalism through a teaching Project that sustains this Dissertation process. The pedagogic interventions were set upon the teaching Project entitled “Afinal, o que são esses tais direitos humanos?” (Afterall what are the so-called human rights?) developed in Sociology classes. Such Project is a founding part of the previously mentioned research and also part of the Professional Master in Science stricto sensu from the post-grad program in Basic Education teaching in the Research and Teaching Education Applied center (CEPAE – Centro de Ensino e Pesquisa aplicada à Educação) from the Federal University of Goiás (UFG), thus named educational product, available in appendix. The research is made upon qualitative bias and fundamented over theoreticals that worked with the history of human rights and its concepting, such as Giuseppe Tosi (2004), Norberto Bobbio (2004), Hannah Arendt (1989, João Dornelles (2013) and Boaventura Santos (1997). The theoretical fouding is set also in human rights educators such as Candal (2008), Sacavino (2013) and Paulo Freire (2019), scholars that annalysed a democratic and humanizing education. Such authors work with the plurality of understandings in the concept of human rights in several theoretical and historical perspectives, developed over a democratic focus, universally centralizer of rights, or with a neoliberalism perspective. Due to a common sense deconstruction of human rights and its following reconstruction, normatizing documents of the school curricum are annalysed, the Nacional Curricular Commom Base (BNCC, 2018) and the Curricular Document for Goiás – Ensino Médio part (DC-GOEM, 2020). The field research is characterized by an action-research with the school environment collaboration objective and the recognition of subjects in its following parts as developers of a democractic and rights protective environment. The data collection happened through quizzes, semistructured interviews and teaching and project observation. The reflections were made upon field diary annalysis and student developed production, meaning to understand which is the guiding line that directs the student claimed human rights conception.Item Educação histórica e o uso das TDICs: uma proposta de ensino de história utilizando as mídias digitais(Universidade Federal de Goiás, 2023-01-25) Bueno, Fernanda Magalhães; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Teixeira, Rafael SaddiThe present research presented to the Course of the Strict Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG) has as its object of investigation the possibility of using Digital Information and Communication Technologies (TDICs) in the teaching of History from the theoretical and methodological assumptions of Historical Education. Historical Education is a line of research within the area of teaching History that aims at a didactic built by historians, uniting the assumptions of reference science with classroom practice to understand the development of historical thinking and historical awareness to from the elucidation not only of what is learned in history, but also of how history is learned. Based on the investigation, an educational product entitled “Why Study History? Sequence of three tutorial videos on studying History in basic education” was developed. The product is a sequence of three videos available on the YouTube platform that aims to highlight the significance of the study of the discipline of History in the current school and, finally, to show resources that favor students in the production and sharing of their school work related to the discipline of History, so that they use technology in the service of contact with varied historical sources, in the service of authorship of knowledge and in the service of communication and sharing of their learning. The research methodology consists of bibliographical research, application of questionnaires with the objective of investigating the conception of students of the ninth year of elementary school of a private school in Goiânia about what History is, its usefulness and, also, to investigate the relationship of these students with the TDICs. From the analysis of the students' answers to the questionnaires and based on the theory and methodology of Historical Education, the educational product was developed with the objective of filling the lack of guidance in relation to the discipline of History and the use of TDICs. The educational product was presented to the students and evaluated by them in order to analyze its relevance to the educational scenario.Item A constituição de professores leitores e suas práticas com a leitura literária na educação básica – anos iniciais(Universidade Federal de Goiás, 2022-08-12) Camargo, Sandra Márcia Gomes; Oliveira, Ilse Leone Borges Chaves de; http://lattes.cnpq.br/2436302774611112; Oliveira, Ilse Leone Borges Chaves de; Lima, Clêidna Aparecida de; Paganini, Vera Lúcia Alves MendesThis dissertation aims to discuss, through interviews, if and how teachers of elementary school - early years have constituted and/or constitute themselves readers of the literary text and if this cons-titution effectively implies literary reading practices in their teaching. It also aims to listen and give voice to the teachers, to know about their initial and continuing education, their demands, challenges, and perspectives; to know a little about their biography, their trajectory as readers and educators of readers; to problematize their teaching practices in the classroom; to analyze how they were affected or enriched by their reading; to unveil their theoretical conceptions about literature and their teaching practices with literature in the classroom. The research is based on a case study and is qualitative in nature. The methodology used consisted of open interviews, according to the assumptions of oral history, with subsequent interpretive analysis of the data collected. Five categories of analysis were proposed: 1) Professional training, 2) Training as readers, 3) Conceptions of reading, 4) Conceptions about literary discourse and reader, 5) Methodologies and meaningful reading practices for Elemen-tary I Education (EF-I). Besides the dissertation, the study resulted in the Educational Product, enti-tled Memory and reading in the school space: formation of readers, proposed during the Stricto Sensu Professional Master's Degree Program in Teaching in Basic Education of the Teaching and Applied Research Center for Education (CEPAE) of the Federal University of Goiás (UFG), which consists of a booklet, directed to teachers and others interested in the teaching of literature, with reflections and suggestions for pedagogical practices that contemplate literature. The research is based on im-portant theoretical references, including Abramovich (1997), Andruetto (2009), Ana Souza (2010), Aguiar and Bordini (1988), Bloom (2001), Candido (2011), Chartier (1988), Colomer (2007), Cunha (1985), Freire (2001), Lajolo (2002), Paulino (2001), Todorov (2009), and Zilberman (1991). The results reveal that literary reading has been a constant object of study, precisely because there are many elements that disfavor the democratization of access to reading in general, thus culminating in the expansion of social exclusion.Item A percepção da língua portuguesa como segunda língua pelo estudante surdo por meio do uso de aplicativos de comunicação digital(Universidade Federal de Goiás, 2023-09-25) Cardoso, Aliffer Vanduir; Carvalho, Andrea Guimarães de; http://lattes.cnpq.br/7015958282618271; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Dalla Déa, Vanessa Helena Santana; Pires, Edna MissenoThis dissertation is based on the following question: Can digital communication applica-tions, developed for smartphones, contribute to teaching written Portuguese to deaf ado-lescent students? The general objective is to analyze activities mediated by the digital com-munication application for teaching written Portuguese to the deaf population. The specific objectives aim to observe linguistic aspects of Libras and the Portuguese language, inves-tigate the educational action and that of the subject, collect data from the activities applied to the participants, understand how L2 learning takes place and prepare a pedagogical notebook as a way of collaborating with teaching practice. The methodology has a descrip-tive, qualitative approach, with action research in the group with seven participants, using fictitious names to protect their identities. The educational product entitled: Pedagogical notebook for teaching Portuguese as a second language for the deaf: Use of technologies, the product is of the digital media type. Developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. Among the main sources of this research, Souza (2021) who deals with L2 for knowledge, Selinker (2020) addresses interlanguage, Bévort and Belloni (2009) support action re-search that improves teaching-learning, Falkembach (1987) ) brings the field diary and his reflections. The linguistic potential of the media is seen in the collection of activities of deaf individuals capable of expressing themselves using languages. The didactic-pedagogical activities mediated by digital communication applications reap results from students' under-standing and help in learning the Portuguese language. The results are divided into two phases: 1) analysis of the participants' profiles with activities that observe how they perceive their development and 2) a demonstration of activities seen as an intervention that has a fundamental role in supporting the understanding of the acquisition of the target language. As a final analysis of the results, the social function of the Portuguese language, the stu-dents demonstrated greater interest in learning the Portuguese language due to the fact that current and everyday themes were presented in the activities. In relation to methodol-ogies, the interest in the activities came from bringing appropriate and interesting method-ologies to these students, such as the examples used by applications and gamification. In relation to the potential, technologies and expressions of multi-competence, it is clear that technologies are not the villains of learning, being used in appropriate pedagogical ways they can contribute to the teaching of these deaf students.Item Memórias literárias: a relevância da formação literária do professor para a mediação da literatura na educação básica(Universidade Federal de Goiás, 2022-01-28) Carrijo, Ranyelle Rosa; Faria , Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Vieira , Ilma Socorro Gonçalves; Canedo, Rogério MaxThis research was born from a personal concern, when we realized, from our experience as teachers and pedagogical coordinator of the Municipal Network of Aparecida de Goiânia, that many pedagogues and Portuguese Language teachers do not have as one of their main focuses of interest the formation of literary readers in Basic Education. Our hypothesis, based on observation, is that the lack of initial and continuing education, which includes the reading of literary texts and their mediation, as well as adequate public policies, are obstacles to the performance of these professionals in the teaching of literature. At this point, we should ask: how can continuing education contribute to the mediation of literary texts in Basic Education? The main point of the discussion is to investigate the literary training of teachers in Brazil and how it can be a determining factor in the teaching of literature so that, based on this diagnosis, we can contribute to a reflection about the teaching of literature. We believe that, in order to teach literature in school, it is essential that the teacher be an experienced reader himself and act as a mediator, leading the student to construct the latent meanings in the literary text. As a theoretical basis, the study resorted to Antonio Candido (1972, 1989, 1995), Regina Zilberman (1985, 2001, 2012), TzvetanTodorov (2009), Teresa Colomer (2003, 2007), Julio Cortázar (2006), Paulo Freire (1921, 1987), among others. As literary corpus, some children's short storiesby Clarice Lispector wereselected: A Vida Íntima de Laura (2012), O Mistério do Coelho Pensante (2013), A mulher Que Matou os Peixes (2017), Quase de Verdade(2014), Doze lendas brasileiras: Como nasceram as estrelas (2014). The research took place in a municipal school in Aparecida de Goiânia, with the teachers of Elementary I. As a starting point, a reading circle/conversation was held with three classes between eight and eleven years old, in order to diagnose possible barriers between readers and literary reading. Subsequently, we interviewed the teachers. The diagnoses subsidized the literature teaching workshops for teachers, based on theoretical and literary texts, aiming, on one hand, to provide moments of discussion about literature teaching and, on the other, to delight in Clarice Lispector's short stories. Both the interviews and the workshops were developed in a virtual environment, as a measure to prevent the dissemination of Covid-19 (an infectious disease caused by the new coronavirus - SARS-CoV-2). The research also includes an educational product in audiovisual media entitled "Literary Memories", which is linked to the StrictoSensu Professional Master's Degree of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG) and, therefore, is still available on the website of the Graduate Program in Teaching in Basic Education (https://pos.cepae.ufg.br).Item A subjetividade dos estudantes e sua possível interferência no ambiente escolar: momentos de escuta(Universidade Federal de Goiás, 2023-05-03) Carvalho Neto, Janaina de; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Gonçalves, Letícia de Souza; Oliveira, Alexandra Almeida deThis dissertation is entitled “The subjectivity of students and their possible interference in the school environment: moments of listening”. The proposed reflection is oriented to a curriculum and has the objective of fulfilling the programs. It is understood that the school built its pedagogical practices around the subject of knowle. Since Freud (1900) it has been known that each subject bears his uniqueness as a mark, which will indicate the rumors that he will tend to follow throughout life, as well as his way of relating to objects in the world. The school, which is tense to a logic of producing results, ends up ignoring the peculiarities of this subject, experienced by all within the parameters achieved by the productivity discourse, which often results in disregarding the subjectivities of the students and their interference in your learning process. Thinking about the subjective implication of students in the school context, the present study aims to analyze the interference of these aspects in school and how their expression can allow students to reflect on what they are, as well as on the experience provided by the course. school. The theoretical framework supporting the research were the studies by Rivaldo Voltolini (2011) and Maria Cristina Kupfer (2013) about the intersection between Psychoanalysis and education. The methodology was modeled on action research, in which students from a school in the municipal network of Goiânia, in the second stage of Elementary Education, participated. Interviews were carried out with the selected students, as well as the production of a logbook written by the students and group discussion meetings with the participants. The development of this research from the Graduate Program in Teaching in Basic Education, subsidized the creation of the educational product: School: a place for the subject, an extension activity whose proposal is, from moments of listening, the opening of spaces so that singularity can emerge in the school.Item Projetos de extensão em cultura corporal no Centro de Ensino e Pesquisa Aplicada à Educação da UFG: da participação à formação humana crítica(Universidade Federal de Goiás, 2020-11-20) Carvalho, Cleydon Araújo de; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Pimentel, Fernanda Cruvinel; Vilarinho Neto, Sissília; Rodrigues, Anegleyce Teodoro; Oliveira, Valléria Araújo deThis work has as its object, extension projects in the field of body culture from the Teaching and Research Applied to Education Center - CEPAE. The pedagogical practice in the discipline of physical education, in this educational unit, constitutes body culture as school knowledge, this knowledge being structured and offered in extension actions. In this context, the objective was to investigate the factors that contribute to the participation and training of students in the second phase of fundamental education in such actions. In view of the analyzes, it is possible to indicate that the offer of extension projects contributes to the access and the process of human formation, according to the proposal of the Pedagogical Political Project - PPP of the unit. The bibliographic research establishes a review of the history of university extension, the principles and conception of extension at the Federal University of Goiás - UFG, as well as its prerogative at CEPAE. The articulation of the foundations of Historical-Critical Pedagogy, Historical-Cultural Psychology and in the Critical-Overcoming conception, were the bases for the elaboration of the educational product, developed as a Futsal Pedagogical Notebook directed to the student. A second questionnaire with 23 closed questions and 2 open questions was applied to students in the second phase of fundamental education. The results point to the theme of body culture in the manifestation of sport and, specifically, in futsal. The methodology infers as a possibility of pedagogical intervention, aimed at didactic material in order to assist in the teaching-learning process of body culture. The participation of students in the projects involves, concretely, the permanence or return in the school day. Certain limiting conditions were identified, however, carrying out extension actions, provides for the appropriation of historically constituted knowledge. The dialectical relationship between content-recipient-form, indicate the feasibility of organizing and systematizing the elements of body culture to enrich the symbolic universe of the participants, contributing to a conscious, emancipatory and critical-reflexive development of social reality.Item Emoções e sentimentos em sala de aula de língua inglesa: um estudo de caso com aprendizes de 9°ano e uma professora de escola pública de Goiânia(Universidade Federal de Goiás, 2022-03-04) Carvalho, Eduarda Giovanna Oliveira; Gonçalves, Letícia de Souza; http://lattes.cnpq.br/0857546056795502; Gonçalves, Letícia de Souza; Freire, Silvana Matias; Cruvínel, Roberta CarvalhoThis research seeks to contribute to studies in the area of Basic Education, as it was developed during the Mestrado Profissional em Ensino na Educação Básica do Programa de Pós-Graduação Stricto Sensu do CEPAE/UFG, from 2019 to 2022. One of the proposals of the program is to develop an Educational Product, in this case, a short-term extension course, the result of themes investigated in this dissertation.The specific objective was to understand how affective aspects influence, in a distinct context, the teacher's practice and student’s learning process. Therefore, I used many contributions from authors such as Anjos (2019), Aragão (2005), Barcelos (2006), Canan and Paiva (2016), Figueiredo (2015), Geraldi (1996, 2015), Lago (2007, 2011), Leite (2012, 2018), Rajagopalan (2003, 2004), Vigotsky (2009), Wallon (1979, 1995) and several others. Since this research takes into account the human and social phenomena and has an interpretive approach, it´s considered a qualitative research approach was chosen for this case study. Data collection was carried out with an English teacher and a group of English learners from 9th grade, in a public school in the city of Goiânia, Goiás. The instruments used for data collection were a questionnaire to survey the profile of the participants and an interview with open questions that were asked to the teacher and the learners. A short-term extension course open to the public and entitled Affectivity and mediation in the teaching-learning process: discussions, reflections and practical activities was created as an educational product. This research concluded that the affective aspects influence every area of our lives, including the educational environment as a whole.Item A superdotação na primeira infância sob a perspectiva das políticas públicas em educação especial(Universidade Federal de Goiás, 2020-11-06) Castro, Meire Luiza de; Santos, Wanderley Alves dos; http://lattes.cnpq.br/5078490431730083; Santos, Wanderley Alves dos; Cruvinel , Roberta Carvalho; Perotto, Lilian Ueker; Moura, Elisandra Filette; Chapadense, Francesca Guaracyaba GarciaThis research arose from the need, as an education professional, to provide specialized care to children with high skills / giftedness (AH / SD) in Early Childhood Education. In this way, the general objective is to contribute so that teachers can carry out the process of identifying giftedness in Early Childhood Education, as well as promoting specialized care alternatives so that students are adequately served in their areas of talent. As specific objectives, it is important to propose a study group through WhatsApp with the teachers of Early Childhood Education at the Center for Teaching and Research Applied to Education (CEPAE); identify gifted students in several areas (academic, psychomotor, artistic, among others); to contribute with new teaching possibilities through differentiated pedagogical interventions; and to present a training proposal through the realization of short courses to, when possible, be put into practice in the school institution itself. Taking advantage of this, this master's research aimed to prepare teachers to recognize the indicators of high skills / giftedness in children in Early Childhood Education and to analyze different conceptions of teaching that meet the real learning needs of these students, according to the legislation in force. , and thus favor its full development. To this end, I worked with CEPAE Early Childhood Teachers through an action research following five steps: elaborating, with the coordination of the Child Education Department (DEI), strategies for carrying out field research; welcoming teachers and applying a survey questionnaire (prior knowledge on the issue of giftedness in early childhood education); conducting mini-courses on aspects of child development and learning and the general characteristics presented by the gifted and talented; observation of indicators of high skills / giftedness in early childhood children enrolled in the DEI; and meeting with professors participating in the research to debate and reflect on the proposal presented. The results indicated that children differ in their way of being and need a differentiated curriculum that, in fact, meets their particularities. In addition, it was possible to understand how important the training process is in order to identify and assist children with high potential. From this research, the Educational Product was obtained, which was the Teacher Training Manual for Identification and Pedagogical Practices of Assistance to High Potential Children in Early Childhood Education.Item A compreensão do teorema de Pitágoras pelos alunos com deficiência visual: um estudo sobre as representações semióticas em geometria(Universidade Federal de Goiás, 2022-08-31) Damaceno, Érica Francielle Moreira; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Gonçalves Junior, Marcos Antônio; Santos, Maria Bethânia Sardeiro dos; Guadaguinini, Míriam do RócioThis research aims to understand how visually impaired students interact with the various representation registers and how they articulate them in mathematical activities on the Pythagorean Theorem. It was developed within the framework of the professional Master’s degree in Elementary Education Teaching of the Stricto Sensu Graduate Program at CEPAE-UFG. With contributions from the Theory of Register of Semiotic Representation (TRSR), we based on Duval (2012, 2017) and Almouloud (2003, 2004, 2016, 2017) and also on the contributions of Mello (2013, 2015) and Fernandes (2004, 2007, 2008) on the teaching of mathematics to visually impaired students in the contexto of TRSR, and Lorenzato (1995, 2015) and Kallef (1994, 2012, 2016) with contributions on the teaching of geometry. The proposed research is of a qualitative nature, according to Bogdan, Biklen (1986), Ludke, André, (1986) and Triviños (1987), with an analysis method according to Fiorentini and Lorenzato (2009). Interviews with students with total blindness were used as a collection instrument, seeking to understand how they learned the Pythagorean Theorem and the representations associated with geometry. Mathematics teachers of visually impaired students were also interviewed, seeking to investigate how the Pythagorean Theorem is taught and what resources these teachers use in the teaching-learning of these students. The analysis verified how much tactile resources are fundamental for the visualization of geometric figures for students with visual impairment and also how important is the description of images and concepts associated with the content. The way of describing the algebraic representations is also fundamental for the blind student to follow the teaching in the classroom correctly. With the research data, observing the way students interact and articulate with registers of representation in mathematics, it was possible to elaborate two educational products: an educational podcast, whose title is “Talking about the Pythagorean theorem: problems and applications” and a pedagogical notebook for the teacher, whose title is: “Teaching proposals for students with visual impairment”, containing activities involving the Theorem, and observing the study of representations and specificities for teaching blind students.Item Isso e aquilo: poesia, performance oral e formação de leitor em sala de aula(Universidade Federal de Goiás, 2021-03-29) Deus, Jaildes Amanda Gonçalves de; Silva, Célia Sebastiana; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Faria, Viviane Fleury de; Canedo, Rogério MaxThe present research foccuses on Reading poetry, a genre which is almost always little frequented in classrooms in many cases due to the resistance from the reading mediator who also read little poetry during his training process, therefore does not have any support to develop classes which arouse student’s curiosities for literary Reading. It aims to awake a taste for reading poetry and to train critical and creative readers through the vocalization of poems. It is known that poetry is able to humanize, raise and recreate the reader through his imagination, observation creativity and comprehension. For this reason it also proposes to reflect on the poetic discourse in the classroom for the knowledge of poetry through its poetic performance. The corpus of analysis of this work will be the poems from the book Ou isto ou Aquilo, by Cecília Meireles, integrated to some poems from Vinicius de Moraes. From the point of view of literary clasess, the challenge was to show that, to develop literary appreciation on students and promote na education of the poetry reader some contributions on how to enhance the aprehension of the senses in a poetic text must be through oral performance of the text. The theoretical support for this research is through reflection by Meireles (1931, 1932, 1979, 2001 and 2012), and by authors such as: Lajolo (2002), Todorov (2009), Libâneo (2008), Freire (1996), Saviani (1994), Bakhtin (2003), Candido (1995), Pilatti (2017), Zilberman (1985) and Zumthor (1993, 2007, 2010). The methodological proposal is supported by an action research, with the application of workshops and formative classes for the reading experience of the referred authors with 6th grade students from a public and peripheral school in Goiânia. The action research, through the workshops, culminated in the educational product Corpo, Voz e Poesia, developed during the Stricto Sensu Professional Master's Degree of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG ), whose main origin was based on the presentations made in the Literary Soiree “Ou Isso ou Aquilo”, in which poems chosen by students were vocalized in theater performances, dances, songs and recitations. The product is available on the website entitled: Body, Voice and Poetry, of an instructional and expository nature, containing results obtained during and after the application of the performance workshops held. The results showed and confirmed the sharpening of the enchantment for poetry, the effectiveness of the apprehension of the meanings of the text and the consequent potentiation of the reading capacity through the readings, creations and presentations that the students performed. In this way, the work was significant for the process and development of the formation of the poetry reader of the subjects involved.Item Trajetórias profissionais: uma pesquisadora aprendendo com narrativas de professores que ensinam Matemática no 5º ano(Universidade Federal de Goiás, 2021-11-29) Donêncio, Márcia Maria; Gonçalves Junior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Gonçalves Junior, Marcos Antonio; Nacarato, Adair Mendes; Lima, Luciano Feliciano deIn this investigation, I discuss the professional trajectory of pedagogues who work in the fifth years of a municipal school system. It was developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Graduate Program of the Center for Teaching and Research Applied to Education - CEPAE of the Federal University of Goiás - UFG, between the years 2018 to 2021 Our trajectory professional has relevant brands, singularities and experiences. These experiences need to be shared and thus inspire other teachers on their own paths. Thus, it becomes relevant to present narratives, oral and written, together with these teachers; know a little about their life history; discuss with them how they seek to (re)signify (or not) their practice in the classroom, seeking evidence of their knowledge, their experiences. For this research, the methodology adopted was Narrative Research (CLANDININ; CONNELLY, 2015), since the teachers' narratives are loaded with their trajectories and constitute rich material in the training of other teachers. We started with a semi-structured interview to collect data and produce pedagogical narratives by these professionals. We have the collaboration of four teachers who work in the fifth year of Elementary School I (colleagues by profession), as well as our own professional trajectory. We built our training memorial and confronted it with the trajectories lived by our colleagues and presented in their interviews and pedagogical narratives. We realize that the stories of the teachers are related. Teachers look alike. And the stories of some contribute to the development and construction of the stories of others. Thus, shared experiences are of great importance in this process. As the narratives presented by the collaborators in this research were very rich, with their analysis I produced the Educational Product that accompanies this work, a book entitled CONTE, PROFESSOR PEDAGOGO! The professional trajectory of teachers who teach Mathematics in the fifth year. It presents the analyzes and reflections arising from this investigation and the results that I reached throughout the research.Item Educação infantil e famílias: um guia para o ensino das relações de gênero na infância(Universidade Federal de Goiás, 2022-09-15) Farias, Islorrane de Jesus; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Valdez, DianeThis thesis presents an investigation of gender relations in the context of early childhood education, through the analysis of the discourses and positions of families of a school located in a satellite town of Goiânia/Goiás, with the purpose of building a virtual guide entitled “Playing and gender equality in childhood”, which objective is pointing out possible ways to overcome paradigms related to teaching for gender relations in schools. The discussion took place through the study of the participants' manifestations on the subject, which were recorded in the data collection process via the use of an online questionnaire, with the answers obtained guiding the process of choosing the themes addressed in the educational product “"The gender equality and playing in early childhood education", developed during the Master’s degree in Basic Education Teaching – Postgraduate Program in Basic Education Teaching, Teaching and Research Applied in Education Center, Federal University of Goiás. Therefore, the following research problem was established: how well are the discourses about gender issues, produced by society and present in it, assimilated by families, and what are the implications for the formation of subjects in childhood? This research was qualitative and based on the theoretical contributions of the authors Bourdieu (2012) and Scott (1995), who discuss gender issues as power relations in the social sphere, and Louro (1997), who presents contributions on the topic aimed at the educational field. In this way, we sought to understand which predominant discourses support the collective imagination about education for gender relations in schools, and how these positions positively or negatively affect the education process of subjects from early childhood, regarding the promotion of behavior and discourses based on the naturalization of gender stereotypes. It was proposed to verify the relationship between gender studies and the discourses present in society about the theme, to show the degree of proximity between the progress of the discussion in the academic context and conceptions used in social realityItem A dança Sussa no município de Cavalcante/Goiás: possibilidades no contexto educacional(Universidade Federal de Goiás, 2022-07-29) Ferraz, Thais Gomes; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Lima, Marline Dornelles de; Rocha, Maria Alice de Souza CarvalhoThis dissertation presents the results of an investigation about the sussa dance, developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG, between the years 2019 to 2022, whose educational product presented is the digital book: “Let's dance sussa?” This qualitative and ethnographic research presents as a design a study regarding the Sussa dance in the Kalunga Vão de Almas Community and in the city of Cavalcante. The theme to be investigated is the research and presentation of the Sussa dance, so that it can become a possibility of content to be introduced at school in different areas of knowledge. It was proposed, therefore, as specific objectives: To know the history of the women dancers of Sussa in the municipality of Cavalcante and the community of Vão de Almas; to present information on the development and characteristics of Sussa, coming from the region where the women dancers of Sussa reside; develop a product that can be used to introduce Sussa into the school environment. The methodology was developed in phases that focus on: bibliographic survey, observations, field diary, interviews, capture of videos and photographs and analysis and interpretation of the data collected. Four women living in the city of Cavalcante and in the community of Vão de Almas were interviewed, who were nominated for showing recognition among residents of the city of Cavalcante in their life stories and for presenting relationships with the Sussa dance. For data analysis, we used Bardin's content analysis. Among the results found, through the methodology used, it was possible to obtain relevant information for the construction of knowledge originating in Sussa and in the life stories of women, which contribute to the strengthening of their culture, also bringing, in their speeches, the interest of the manifestation of the Sussa dance in the school space. We conclude, therefore, that the Sussa dance as a content in Basic Education can favor the discussion about the Afro-Brazilian culture and the decolonization of dance.Item Sob/re a radicalidade da esperança: deficiências múltiplas, atendimento educacional especializado e educação básica(Universidade Federal de Goiás, 2022-02-11) Ferreira, Élida; Mesquita, Deise Nanci de Castro; http://lattes.cnpq.br/4043217912376564; Mesquita, Deise Nanci de Castro; Carvalho, Maria Alice de Sousa; Rodrigues, Fátima Lucília VidalThis dissertation aims to understand how the person with multiple disabilities is seen by the teacher of the common classroom, of basic education, of the regular school network in the city of Goiânia. What is the impact of this image on school inclusion/exclusion? What are the difficulties faced by teachers to teach these students? To help understand the teacher's view of his student, we use this study of psychoanalysis, because imagining the other refers to the meanings that each subject makes of himself, of others, based on his beliefs and values, revealing the image constructed by the society in which it is inserted. In addition to psychoanalysis texts, we use as a theoretical basis: Paulo Freire, Maria Tereza Eglèr Mantoan and Maria José Esteves Vasconcelos, whose studies help us to outline the concept of “school for all”, a space where the specificities of each one is considered. and the critical thinking of the subjects. Based on qualitative research, we seek to understand the subjective dimensions that permeate the school and its subjects. For data collection, we used the meetings of the Working Group and Study "People with disabilities at school" and semi-structured interviews with teachers, who have among their student’s people with multiple disabilities and who are enrolled in the AEE of the Center for Guidance, Rehabilitation and Assistance. to Encephalopathy - CORAE. The research universe provided us with the collective construction, with participating teachers, of the educational product: Work and Study Group: people with disabilities at school, developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Graduate Program of CEPAE/UFG. Whose objective was to reflect on the question: is school for everyone? and corroborated so that we, teachers, mutually, could exchange significant experiences and learn together, from the reflection of a teaching and learning praxis that contemplates everyone. As a material result of these dialogues, an audiovisual production of the documentary genre was developed, which brings to the stage questions, problematizations and analyzes about the perceived reality, under the light of thoroughly examined concepts about the basic education school for all, which can serve as an inspiration in the organization of other WGS, conversation circles, academic meetings, continuing education courses for teachers, etc. about school inclusion.Item Ensino e aprendizagem da escrita em sala de aula: práticas interativas e dialógicas na produção de artigo de opinião e notícia(Universidade Federal de Goiás, 2020-09-22) Ferreira, Taith Braz Teles; Silva, Luzia Rodrigues da; http://lattes.cnpq.br/5405539256059570; Silva, Luzia Rodrigues da; Oliveira, Ilse Leone Borges Chaves de; Araújo, Denise Silva; Vieira, Ilma Socorro Gonçalves; Silva, Leosmar Aparecido daResumo em língua estrangeira: The teaching of text production in Portuguese, as highlighted by Antunes (2003), Passarelli (2012) and Geraldi (2013,2015), in many contexts of basic education teaching, is still based on abstract, meaningless proposals and disconnected from students' social practices skills. Contrary to this conception, we defend the idea that, for the teaching of textual production, we need to understand that texts have authorship, interlocutors are provided, have a definite communicative purpose and are part of some social situation. In view of this, two didactic sequences were elaborated aiming to create interactive and dialogical situations in the classroom in order to subsidize the students' text production so that we can analyze how such practice can contribute to the writing learning of the Portuguese language. Therefore, we develop language actions whose conception refers to the view of writing as a dialogical, interactional and social activity. To follow this path, we base ourselves on the theoretical postulates of Bakhtin and Volochínov (2014) with regard to the dialogical and ideological nature of language; in Bakhtin (2018) and Marcuschi (2008), for language teaching practices via discursive genres; and in Antunes (2003, 2009, 2010, 2017), Geraldi (1996, 2011, 2013, 2015), Koch and Elias (2018) and Passarelli (2012), theories about working with the text in the classroom from the sociointeractionist conception. The study also uses the postulations of Dolz, Noverraz and Schneuwly (2010) in relation to working with discourse genres via didactic sequences; Koch (2012), Fiorin (2018) and Casseb-Galvão and Duarte (2018) in relation to the argumentative construction of texts. The qualitative approach and action research are the methodological guidelines of this research, because, according to Bortoni-Ricardo (2008), action research seeks to understand and interpret social phenomena inserted in a context. The study was carried out in a public school in the city of Goiânia (GO), in two classes of thirty high school students at night. As a corpus, we used the students' textual productions and the notes in the field diary. For the analysis of textual productions, we based ourselves on the proposal of Antunes (2010), bringing to this study the understanding that writing is a dialogical and cooperative activity. We hope to contribute to the writing learning process of the Portuguese language, providing students with direct experience with language as a phenomenon in use. To this end, we created, as educational products, two didactic sequences, focusing on working with opinion and news articles from the discourse genres and a website in the form of an online mini-newspaper entitled Gazeta do Estudante, where students were able to publish their textual productions during the application of didactic sequences. By creating the website we aimed to work the language as a social practice as well as to value students’ writing.