Programa de Pós-graduação em Ensino na Educação Básica
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Item O ensino de espanhol por meio de lendas: uma perspectiva intercultural(Universidade Federal de Goiás, 2020-05-25) Bandeira, Lylian Nara Pires; Murce Filho, Newton Freire; http://lattes.cnpq.br/5565094134636720; Murce Filho , Newton Freire; Freire , Silvana Matias; Machado , Patrícia Roberta de Almeida CastroEn el proceso de enseñanza-aprendizaje de una lengua extranjera en una perspectiva intercultural tiene como objetivo propiciar comparaciones de los aspectos culturales referentes a la lengua-meta con la cultura del propio alumno, promoviendo el dialogo entre culturas y el respeto a las diferencias. Considerando la relevancia y la necesidad de la exposición de aspectos culturales en las clases de lengua española, esta investigación pretende sugerir medios para el desarrollo de una postura intercultural, contribuyendo para la constitución de una sociedad más tolerante con el otro. Se pretende, por medio de la selección de leyendas brasileñas y leyendas hispánicas que presentan temáticas similares, promover el contacto el contacto con la lengua-cultura extranjera, reflexionando sobre como el género leyenda puede contribuir para desarrollar en el alumno una perspectiva intercultural y cuáles actividades didácticas podrán ser aplicadas para este fin. La pesquisa es una investigación acción con abordaje cualitativa, teniendo como instrumentos de colecta de datos la escritura de diarios semanales observacionales y descriptivos de las clases impartidas, producción escrita de los alumnos y aplicación de cuestionarios, inicial y final. Los participantes de esta investigación son alumnos de la enseñanza media de una escuela pública de Goiânia. La investigación se fundamenta en estudios de autores como Casal (1999), Walsh (2005), Cascudo (2002), Jolles (1932)y documentos oficiales para la enseñanza de lenguas extranjeras. Los resultados revelan que la selección y el uso de las leyendas hispánicas en comparación con leyendas brasileñas ayudaran a despertar en los alumnos una reflexión sobre cuestiones de su realidad a partir de la aproximación con aspectos culturales hispánicos, proporcionando una reflexión intercultural. Por medio de esta investigación, se pretende poner a disposición de profesores de lenguas extranjeras una herramienta de trabajo para la presencia de contenidos culturales en sus clases, más específicamente, un producto educacional, constituido de una secuencia didáctica. Esa secuencia didáctica, con prácticas pedagógicas basadas en el género leyenda, permite la relación entre ciudadanía, identidad y cultura, desarrollando en los alumnos valores basados en el respeto, aceptación, solidaridad y en la empatía por diferentes culturas.Item Recalcamento e sistematização da escrita escolar(Universidade Federal de Goiás, 2019-12-19) Bonfanti, Virgínia da Silva Camargo; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Carvalho, Maria Alice de Sousa; Burgarelli, Cristóvão GiovaniI present a research about the acquisition of writing in a school environment based on the theoretical conceptions of language and subject as formulated by Psychoanalysis, especially in the works of Freud, Lacan and Pommier. I begin with a question to the graphophonic system that, because supposing that writing reproduces orality, writing is reduced to a technique whose assimilation depends on the development of motor skills. We realize, as teachers who deal with children of literacy age, that the distress experienced by most students when asked to write is not only linked to immature motor skills, as they are able to perform other motor activities that require more skill. than putting letter-like strokes together. What then would be at stake in the affliction that usually afflicts schoolchildren? In reflecting on this question, I could come up with another formulation: not only children, but also youth and adults who master the technique of writing, show suffering in front of a blank sheet of paper or a computer screen. This finding, also supported by theoretical readings in the field of psychoanalysis, led me to want to better understand the psychic events that are implicated in the act of writing. According to our observations, one of these events is linked to repression, one of the psychic operations that defines the way the subject confronts culture and stands before the principle of pleasure and reality. The objective of this research was to elaborate hypotheses about the writing of the elementary school students, following the repression action in their textual productions, considering the moment of appearance and disappearance of traces and drawings that are not under the symbolic order of the writing. standard taught at school and at the same time the installation of signifiers under the symbolic pact. By observing how the movement of writing acquisition occurs in the school, I was able to experience with students and their texts, ways in which movement towards writing occurs, this observation is only possible from the reactions presented by the children at the moment when Writing activities are requested, what we see appearing are manifestations ranging from standing still looking at the blank sheet of paper, to the situation of writing and then tearing the sheet so that the Other does not see what was written. There is no way to measure or say that psychic operations are being performed at that very moment, which we suppose is like the presence of a subject in the construction of the signifier who, despite the stumbling blocks, marks of his uniqueness is captured by language. This research was conducted as an educational product for the Professional Master's Degree Program in Basic Education Teaching at the Federal University of Goiás. (PPGEEB-CEPAE-UFG) 2017 to 2019.Item Cenários para investigação matemática: uma proposta didática para trabalhar sequências numéricas nas séries finais do ensino fundamental(Universidade Federal de Goiás, 2020-03-30) Ferreira, Sergio Muryllo; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Gonçalves Júnior, Marcos Antonio; Faria, Elisabeth Cristina de; Moraes, Moema Gomes; Lima, Luciano Feliciano deThis is an investigation about basic education system and, as its focus is to allow reflections about the mediating action of the teacher in investigative classes developed in scenarios for investigation, it has a line of research linked to school practices. To conduct the investigation, I chose students from three 7th grade classes of an elementary private school, in Goiânia-GO, in which I was the Mathematics teacher. As the essential part of the research problem is placed on the action of the teacher, I ended up developing a research on the practice itself, of a qualitative nature in a natural environment which is the school. To compose the field material, the classes were audio-recorded and photographed, the transcribed dialogues and students' classes records were collected and used to compose narratives about mathematics classes. The narrated plot that constitutes, at the same time, methodology and object of research, presents as categories of analysis the mediation performed by the teacher and the students' algebraic interpretation and understanding. The analyzes of the narratives propose the pedagogical approach and the dialogue as essential elements for the mediating action. As it is a Professional Master's Program, two e-books are presented as educational products. One is composed by narratives from some investigative classes and the other deals with numerical sequences for 7th grade students.Item A prática pedagógica do ensino do futebol na escola: desafios para uma aproximação com a pedagogia histórico-crítica na rede estadual de educação de Trindade-GO(Universidade Federal de Goiás, 2020-03-25) Jesus, Jean Divino de; Rodrigues, Anegleyce Teodoro; http://lattes.cnpq.br/0836491961983667; Rodrigues, Anegleyce Teodoro; Silva, Efrain Maciel e; Pimentel, Fernanda CruvinelThe present research had as general objective to analyze the pedagogical practice regarding the teaching of soccer and to verify how the Physical Education teachers of the state teaching network of Trindade-GO approach the historical-critical pedagogical theory. The specific objectives were: a) to verify how the teaching of football at school, historical-critical pedagogy and its similarities with school physical education has been treated in the academic production of important scientific journals in the field; b) Structure a descriptive survey involving all the respective Physical Education professionals modulated in the state network of the city in the year 2018 related to the pedagogical work and the teaching practices of the football content at school; c) to identify and analyze the pedagogical conceptions as well as to know which are the main difficulties and challenges regarding the transmission process of football as a systematized knowledge; d) offer an eight-hour basic course of introduction to historical-critical pedagogy to the teachers of Trindade-GO. The theoretical framework of this research is historical-critical pedagogy and historical-cultural psychology according to its main collaborators in Brazil: Dermeval Saviani, Newton Duarte and Lígia Martins. The research had as its scientific-methodological basis the critical- dialectic conception. The research techniques included the bibliographic review on the teaching of football at school, on historical-critical pedagogy and Physical Education in the critical-overcoming perspective. In addition, semi-structured interviews were carried out with all Physical Education teachers from the city's state network. The results of the investigation indicate that soccer, despite being a hegemonic content in school Physical Education classes, has been spontaneously transmitted due to the lack of continued training that contributes to the development of teaching praxis regarding the appropriation of pedagogical, cultural knowledge, historical and technical-scientific. As an educational product of the research, a training course was developed that dealt with the central concepts of historical-critical pedagogy and its challenges and possibilities for teaching football in school physical education. As educational by-products we had the publication of the sixth chapter of the work: Physical Education different perspectives (Lima, 2018) and the construction of a collective study group for the exchange of information and teaching and learning experiences regarding the theoretical, didactic and philosophical foundations of historical-critical pedagogy, constituted with school Physical Education professionals from the municipality called GEPEFET - Study Group of School Physical Education Professionals in Trindade. And the offer of a 4-hour mini-course at an International Congress related to the teaching of football supported by historical-critical pedagogy. (X SEPEF and V CIFP) from the city of Goiânia-GO.Item Projeto integrador: uma proposta de educação para todos?(Universidade Federal de Goiás, 2020-07-09) Monteiro, Eneida Aparecida Machado; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Mesquita, Deise Nanci de Castro; Suanno, João HenriqueThe development of integrating projects at the Instituto Federal Goiano aims at curriculum integration from the perspective of the integrated curriculum, in the integrated high school courses. It seeks to establish a dialogue with the various fields of work, science, technology and culture, as fundamental references of integrated high school, in accordance with the National Curriculum Guidelines for Technical Education for High School (DCNs). The integrating projects are a curriculum integration strategy based on flexibility, contextualization and interdisciplinarity. It is noteworthy that, in this type of teaching, educational proposals must meet the demands of subjects in training, be they academic or life. Given the above, the research seeks to investigate the potential of integrative projects based on flexibility, contextualization and interdisciplinarity to promote education for all, based on the analysis of the concepts, practices and collective construction of teachers involved in these projects. The methodological orientation was based on the Integral and Systemic Action Research, which aims to change through the reciprocal transformation of action and discourse, through strategies that foster the dialogue between knowledge and also among the people participating in the integrating project. A Work Group was formed in which the participants were motivated to participate in the research as active agents, producing knowledge and intervening in their own reality. The interventions started from an action-reflection-action based on a systemic perspective as a possibility to contribute to the success of the integrative projects in the perspective of an education for all. The educational product developed was an e-book entitled Crossing: reflections on a systemic movement in Basic Education, that presents the main reflections of a collective experience of teacher self-training in the development of an Integrating Project from a systemic perspective, with the purpose of transmitting the research in Systemic Education to basic education teachers, pedagogues, researchers and undergraduate students.Item Plano de desenvolvimento educacional individualizado: as contribuições para o desenvolvimento do aluno com transtorno do espectro autista na rede pública municipal de ensino em Aparecida de Goiânia(Universidade Federal de Goiás, 2020-08-17) Moreira, Lívia Alves; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Oliveira, Ana Flávia Teodoro de Mendonça; Bezerra, Claudia Santos Gonçalves BarretoAutistic Spectrum Disorder (ASD) is a neurodensitive involvement disorder. It’s associated with difficulties in oral communication, social interaction and the presence of repetitive and stereotyped movements. With these specificities, also because the expressive numbers of students with ASD in ordinary schools, the objective of the research was elaborated and developed a Individualized Educational Development Plan (IEDP). This Plane will help in directing specific activities to development with ASD student. This study was based on the historical-cultural perspective, considering its indication of overcoming biological determinism. It was developed in a public school in Aparecida de Goiânia, in three classes, with three students with ASD, between 4 and 9 years old. The instrument used was the IEDP, with the method of carrying out activities that meet the needs of each student, for maximize the skills used. The data show that the process of school inclusion in the public school system is allowed by several cultural and political influences, as well as internal and external practices. The data also revealed that activities directed to specific objectives contribute to the learning of these students. Conclude that the coexistence of students and their peers and planned actions at school effectively contribute to this development.Item Educação inclusiva: a intervenção de diagnósticos provenientes da área de saúde na atuação dos profissionais da educação(Universidade Federal de Goiás, 2019-12-19) Oliveira, Viviane Guimarães de Lucena; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Santos, Maria Bethânia Sardeiro dos; Gonçalves, Letícia de SouzaThe aime objective of the research entitled "inclusive education: the intervention diagnostics coming from the health are in the work of professionals education" is approach the discourse knowledge about the area of health if is hegemonic to know in the school context regarding the student with a disability. After two decades of experience acquired with speech therapist service and psychological, I formulate the hypothesis that one of the reasons why schools can not heal, but at least to reduce the conflicts related to indiscipline and the assimilation of the school contents. It is linked to intervention of the health to the detriment of the speech education. The impasses of the teacher-education-student relationship with disabled are unattainable, since the goals of education almost always go against the "problem educator". How do we deal with these problems and evidence the relationship? Thus, the objective of study was discussed in the group of seven teachers Goiânia public network. Part of the group indicated in the course of action research that they are in the movement of dislocation and disruption with the model of special education in the regular network of education.