Mestrado em Educação (FE)

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A expansão das licenciaturas e da Educação Superior em Goiás: privatização, interiorização e estadualização (1997-2006)
(Universidade Federal de Goiás, 2008-12-09) ADORNO, Patrícia da Silva Fernandes; LOUREIRO, Walderes Nunes; http://lattes.cnpq.br/4818348915488872
This dissertation takes part of the research line State and Educational Policies and has as aim to understand the expansion of Higher Education, specially of majoring in teaching courses, in Goiás, in the context of Brazilian educational policies after Law 9394, from 1996 (Law of Guidelines and Basis of Brazilian Education). The research begins with the contextualization of political and educational reforms implemented by MEC (Ministry of Education in Brazil) which carried out several changes in the organization, structuring and working of Higher Education institutions and redefined their role in Brazil. The subject matter is approached by means of a documental research, reflections about public policies for Higher Education in Brazil supported by the analysis of theoretical works in the area and documents which allowed establishing a dialogue with the researched facts. The conclusion of this investigation leads to the difference between Goiás and other Brazilian States: the expansion of majoring in teaching for Basic Education courses occurred both by means of a state controlled university movement into inner lands, which brought higher education courses to a lot of cities in the State, and by means of the offer of courses by Goiás State University (Universidade Estadual de Goiás - UEG), a public institution founded in 1999. This University made it possible to establish many Higher Education courses all over the state and is also responsible for the highest number of majoring in teaching courses in Goiás
Personalismo e a formação humanizadora: um estudo das contribuições de Mounier
(Universidade Federal de Goiás, 2014-08-27) Albernaz, Mônica Ferreira; Peixoto, Adão José; http://lattes.cnpq.br/6113087861690446; Peixoto, Adão José; Passos, Luiz Augusto; Rosa, Sandra Valéria Limonta; Oliveira Neto, Pedro Adalberto Gomes de
This research discusses the relation between the Mounier’s personalist philosophy and human formation. The questioning which guided it was: what are the contributions of the personalist thinking of Mounier for a humanizing formation? The methodology we utilized was the bibliographical research coupled with analysis of the main works written by this thinker and works by commentator of his school of thought. It was sought to comprehend the constitutive context of the philosophy of Mounier, his life history and his own personalist thinking. Europe, at the beginning of the twentieth century, passed through several sociopolitical, economical transformations. It witnessed two great wars, it suffered its implications, like hungriness, misery and precariousness of living conditions. It was a period of uncertainty, due to the effects of the “Great Depression”, since the 1929 crisis; to the unbridled advance of the capitalistic economic model and to the instaurations of totalitarians regimes, like the socialist and the communist ones. In this context, Mounier looked his age face-to-face, becoming aware of himself, and he conffronted this age in ways of fighting for change – “Rebuilding the Renascence”. Mounier’s personalism is a way of life, an inspiration which has as its grounding experience the affirmation of the absolute value of human person and which comprehends a humanizing perspective which promotes a continuous process of “becoming” increasingly human by the awakening of the person in community. This awakening is the recognition of the spiritual calling to the human being. It is in this sense that Mounier’s new humanism consists in rebuilding the Renascence, which is a revival of the concrete man, located in; and in a constitutive, axiological relation with; the I-thou dimension, in totality, implying so in a revolution which may form comprehension of person and community, in a calling to human liberation. Human appreciation which is found in the axiological dialectic present in immanency and in transcendence becomes a process of human self-elevation which is characterized by metaphysics, having the primacy the human axiology. In rebuilding the Renascence, there is a politic-economic-social proposal centered in person, for which formation everything has to converge to. In order of comprehending the humanization of man, it is necessary to pervade the triad of his total volume, of his full development – incarnation, vocation and communion –, characterized in the structure of the personal universe living a historical process. Thus, it is not possible to comprehend the personalist, humanizing formation of a new civilization without the relation calling-metaphysical-answer which is evidenced in the confronting-engagement process. Humanizing, personalist formation presents itself in the spiritual realism – human transcendence and divine one –, which is in contraposition to both the materialism and the spiritualism, the axiological dimension of cultural realism. The act of recognizing the world since spiritual realism is referred to the act of elevating oneself from horizontality of human being, an elevating out of the incarnation conditions, which characterizes a union with the spiritual world. By this way, the features of Mounier’s personalism which contribute to some formation compromised with person as the great value are: the perspective of completion of personal living as being an ethical-political action of the community, the personalist education (which has as its binomial basis “freedom and commitment”), the culture as transcendence and overcoming and the confrontation act.
Eu também sou gente: Movimento de Adolescentes e Crianças e Educação Popular
(Universidade Federal de Goiás, 2009-08-21) ALBUQUERQUE, Klaus Paz de; CRUZ, José Adelson da; http://lattes.cnpq.br/3603652407866783
The present work was developed according to the line of research Education, Work and Social Movements , of the Post-Graduate Program in Education, of the School of Education, of the Federal University of Goiás, with the objective of analyzing the possibility of realizing popular education with children and adolescents. In a qualitative perspective, the data was collected and analyzed through documental sources. The theoretical reference is based on the concepts of popular education and of child and of adolescent. Popular Education understood as political and class education. (BRANDÃO, 1994, 2006a; JARA, 1994; WANDERLEY, 1994). The terms child and adolescent comprehended according to the vision of Benjamin, i.e., as historical subjects, considering that popular and class education adapted to a population composed of children and youth, most of whom have some connection to social movements, necessarily envisions the child and the adolescent in a manner that diverges from the mainline comprehension of occidental capitalistic society. By presenting the difficulties that MAC faced dealing with the institutions that have been organized hierarchically and adult-centered for thousands of years, such as Church, family and school, this research confirmed that it is possible to realize popular education with children and adolescents.
Moda e formação humana: um estudo bibliográfico da produção acadêmica dos programas de pós-graduação das universidades brasileiras
(Universidade Federal de Goiás, 2017-08-31) Aleixo, Ana Paula Proto; Queiroz, Edna Mendonça Oliveira de; http://lattes.cnpq.br/7615779096669181; Queiroz, Edna Mendonça Oliveira de; Faria, Gina Glaydes Guimarães de; Marques Filho, Adair
This work is linked to the research line of Principles on Educational Processes. This dissertation problematized the human formation starting from the analysis of the social phenomenon of fashion and its development in Modernity. The literature review allowed us to understand fashion as a phenomenon - historically determined and produced under the conditions of the capitalist mode of production. The "new" principle and the constant search for renewal, as well as the break with tradition, were highlighted as relevant elements in the discussion about fashion and human formation, based on the discussions of authors dedicated to the study of fashion, such as Calanca (2005), Lipovetsky (2009) and Svendsen (2010) and theoreticians who, although presenting different methodological conceptions, contributed to the discussion of modernity and the constitution of the subject as, Harvey (2004), Berman (1986), Resende (2012). The methodological course consisted of a bibliographical research and a survey of the academic production of the graduate programs of the Brazilian universities, extracted from the Brazilian Digital Library of Theses and Dissertations (BDTD), from the theme "fashion and human formation". As a result, thirteen graduate studies were carried out that address the discussion about fashion and human formation under different theoretical and methodological perspectives, offering contributions to this study. Based on the results, four analysis axes were defined for this relationship: fashion and clothing manufacturing; Fashion as an expression of social phenomena; Fashion and identity production; Fashion and consumption.
Criminalidade e encarceramento: discursos sobre a reincidência penitenciária
(Universidade Federal de Goiás, 2018-03-29) Alencar, Anna Karollina Silva; Hur, Domenico Uhng; http://lattes.cnpq.br/9021644568209077; Hur, Domenico Uhng; http://lattes.cnpq.br/9021644568209077; Cassoli, Tiago; Bicalho, Pedro Paulo Gastalho de; Lacerda Júnior, Fernando
The high level of crime, violence and recidivism reveal the Brazilian public security situation. The purpose of this study is to understand discourses about penitentiary recidivism in order to discuss the relationship between institution, subject and recidivism. A review of the literature and an open interview were carried out, in which six stories of recidivists were heard. The data was operationalized by Categorical Content Analysis. The dissertation is structured in three chapters. In the first chapter, the arrest was presented as a concrete institution that updates force and power regimes of sovereignty and discipline diagrams. Then, in the second chapter, three categories of discourses were constructed based on the analysis of the data found in the literature, namely, the discourse of pathologization, the discourse of institutionalization and discourse of social exclusion. Such categories represent justifications for recidivism from the construction of truths about the recidivist subject and the prison institution. Finally, we present, in the third chapter, speeches elaborated from listening to repeat offenders. That justifies the recidivism through four categories: fatalism, revenge, institutionalization and ostentation. They are different behaviors that express answers to the incarceration situation and to the exercise of criminality. It is concluded that recidivism is multidetermined by social, political, economic, and subjective forces and, as such, it is constituted by conduct that profoundly structures the lives of subjects who have already passed through jail and, for different reasons, no longer distance their trajectories crime and prison institutions.
História e memória: um estudo sobre a violência na infância com base em relatos de idosos de Goiás
(Universidade Federal de Goiás, 2007-08-28) ALMEIDA, Gizela Bastos da Mota; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128
The present dissertative paper presents the process and the result of a search named MEMORY AND HISTORY: : a study about violence in the infant based in the elderly report from Goiás. Articule in the search line of Formation and teaching Professionalization, mainly, the Politics Public project and Infant Education in Goiás: history, conceptions, projects amd practice, connecting the Program of Post- Graduation Mastery from the Faculdade de Educação/UFG, this study has as its goal know the repreentations and conceptions from the infant and the education, taken from elderly, citizens from São Luís de Montes Belos GO. Intended to investigate the caracteristcs of the education process of the children in the half first of the last century and the possible relation from violence establish in this process. Based on the social-historical view and dialectic, used the oral report and interview as the way of obtain information and necessary knowledge of the internalization from the object of investigation. The search universy constitute of 23 interviewed, 10 Sirs and 13 madams between 60 and 94 years old, and the collect of the datas happened in the period from 2005 to 2007. Tried, by the ways of the found analyses, understand the dinamic from the relation intrafamiliars, as the era of the education process, as the caracteristcs socialeconomics and politics from Goiás and the living in that historical period. The relation between parents and sons were the object of the investigation, mainly in the case that refers to the authority and the ways how they educated and corrected their sons. The way of the teaching in the State made interesting for the major understanding from the peculiar of the period and the context where the people from the search came from in their infant. In this way, tried to reveal the presence or not from violence in this phase of people life as well as express about the infant and education. The caracteristics of familiar life, of education and of the habit of the period ilustrate the representation of the infant in that period.
Políticas de expansão e acesso à educação superior: criação e trajetória do IF Goiano – Campus Urutaí
(Universidade Federal de Goiás, 2019-08-27) Almeida, Indiara Cristina Pereira de; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Lima, Daniela da Costa Britto Pereira; Moraes, Karine Nunes de; Assis, Lúcia Maria de
This study is linked to the research line State, Politics and History of Education of the Graduate Program in Education of the Federal University of Goiás, and its title is “The policies of Expansion and Access to Higher Education: creation and trajectory of IF Goiano - Urutaí campus”. . The policies of access to higher education have gone through innumerable formulations in different times and spaces to meet the social demands that arise. These changes are a reflection of the conjuncture of the political decisions of the incumbent minister, while maintaining the current policy, and then making new proposals. In this process of constant transition, this study has as general objective, to understand the trajectory and the context of implementation of the policies of access to higher education and to analyze them in the Federal Institute 2 of Education, Science and Technology - IF Goiano - campus Urutaí in the period understood between 2008 and 2014. The following problematic is presented: which policies of access to higher education are in force in Brazil, and of these, which are being used in the higher courses offered at the Goiano Federal Institute - campus Urutaí? As specific objectives: to present the context of the Brazilian State in the 1990s, to understand how it was the insertion of neoliberal politics at the time and its reflexes for higher education and related public policies; analyze and characterize the context of public educational policy and access to higher education in Brazil in the Lula (2003-2010) and Dilma (2011-2014) Governments; describe the legal, structure and organizational reality of the Goiano Federal Institute - Urutaí campus; to characterize the policies of access to Higher Education in the Goiano Federal Institute - Urutaí campus between 2008 and 2014. As main theoretical subsidies we highlight Silva Júnior and Sguissardi (1997); Carvalho (2006, 2008); Saviani (2001, 2008, 2010) Dias (2009); Morosini (2006); Gentili (1994); Amaral (2003, 2005, 2012); Campello (2015); Dourado (2004); Corbucci (2004); Fávero and Sguissardi (2012); Rosa (2016); Pereira (2010); Gomes (2001); Manfredi (2002) and others. This is a bibliographic research articulated to documentary research with a qualitative exploratory approach.As a result, this study shows that the public policies for access to higher education adopted by IF Goiano - Campus Urutaí, such as: the Enem / Sisu grade as a mechanism for enrollment in higher education courses offered by the institution and the Law of Quotas, expanded access to graduation greatly, as they contributed to the increase of the contingent of people of various social strata to enter higher education of this campus in the period between 2008 and 2014.
Pré-vestibulares populares: estratégia de acesso dos excedentes à educação superior
(Universidade Federal de Goiás, 2016-10-07) Almeida, Leandro Viana de; Cruz, José Adelson da; http://lattes.cnpq.br/3603652407866783; Cruz, José Adelson da; http://lattes.cnpq.br/3603652407866783; Silva, Maísa Miralva da; Miranda, Marília Gouvea de
The research "Popular Pre Entrance Exam: strategy of access to surplus of higher education", developed in the Research Line of Education, Work and Social Movements, at PPGE/FE/UFG aims to investigate the emergence, constitution and reconfiguration of the popular preparatory courses of access to higher education. For this purpose qualitative methodologies are used: bibliographical research and documentary research of dissertations and theses, in order to identify the themes and the organizing agents that appears, more frequently, in the creation and maintenance of these experiences. Nationally, emerge with greater regularity as organizing agents of PVPs the black movements and student movements. However, at the most recent studies consulted the State also appears as organizer of preparatory courses. The text is grounded on the idea that PVPs need to be analyzed due to the surpluses of the entrance exam and the tension between an inclusion-exclusion relation of universities. In this way, we try to analyze these courses in function of the social contradictions and inclusions that the courses propose to realize. It is pointed that there is a structural limit in the proposal of these courses because the possibilities of inclusion are subordinated to the shortage of vacancies in higher education. It is concluded that with the State as a new organizing agent, and if it is compared to the experiences of the black and student movements, occurs a reconfiguration of popular pre entrance exam in form and content.
Pré-escola na escola de ensino fundamental: os direitos das crianças, desafios e contradições
(Universidade Federal de Goiás, 2016-09-19) Almeida, Lorena Borges; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Silva, Altina Abadia da; Silveira, Telma Aparecida Teles Martins; Alves, Nancy Nonato de Lima
This research analyzed the Preschool located in Municipal Schools of Primary Education and is linked to the project "Public Policies and Education of Childhood in Goiás: history, conceptions, projects and practices" of the Center for Studies and Research of Childhood and its Education in Different Contexts, Faculty of Education in Federal University of Goiás (NEPIEC/FE/ UFG). The purpose of this study was to know the determinations that permeate preschool at Primary Education school, as well as the conceptions of children and teachers about preschools inserted in school, a reality experienced by them. We used, for our analyzes, the dialectical-historical materialist method, based on contradictions in which was the object of study. The research is composed of three stages: bibliographic survey, documentary analysis and empirical research. The methodological resources that contributed to compose the data were: observations on visits to institutions, photography as a visual resource, questionnaires, interviews and drawings. In order to analyze the preschool it was necessary to look for its historical context, public policies and educational practices constitutive of Childhood Education. Initially, we tried to know the rights of children − because we assumed that preschool, Childhood Education, consists of a right −, brazilian scenario and its nuances on the constitution of children's rights, highlighting laws and official documents that guide childhood education in the country. Empirical research was made in nine schools of Primary Education that attended preschool classes of Municipal Network in Aparecida de Goiânia and, in this way, it was possible to observe the physical spaces during the visits in these institutions. The participation of the teachers happened through questionnaires and interviews, and of the children through interviews and drawings. From the analysis of data it was possible to notice that the contradictions of capitalist society establish economistic principles for education, compromise the quality socially referenced in Child Education, and the rights of children are not contemplated in their totality, being placed in the background in brazilian educational public policies. The universalization of the education of children from 4 to 5 years guarantees the right of these children to attend preschool, however, we highlight the concern for its effectiveness. So, from the empirical investigation and the data analyzed, it became possible to affirm that the guarantee of vacancies in preschools has been happening in an improvised way, since the children are attended in classes of preschool in the schools without necessary materials and structures. Also, the presence and permanence of pre-school at school is highlighted because it follows a traditional model in the configuration of its physical space and for bringing its pedagogical practices closer to the traditional practices of Primary Education. In this sense, we conclude that the preschool inserted in the Primary Education schools is understood as a preparation for subsequent stages, neglecting some rights to the children. Furthermore, the way it has been happening in the current brazilian context, according to the capitalist logic, does not guarantee the quality socially referenced.
Cidadania das pessoas com deficiência visual no Estado de Goiás ADVEG: trajetória, organização e discurso
(Universidade Federal de Goiás, 2009-05-13) ALMEIDA, Rejane Cleide Medeiros de; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449
This study is the result of an investigation carried out in the Master of Education program and it is linked to the research area of Teacher Training at the School of Education of Universidade Federal de Goiás. It focuses on Associação dos Deficientes Visuais do Estado de Goiás (ADVEG) (Association for the Visually Handicapped of Goiás State) in order to analyze the meaning attributed to the concept of citizenship. The study is based on the assumption that actions performed by the visually handicapped contribute to the formation of a political culture that is capable of promoting changes in their lives. This is especially true with regards to the emergence of citizen rights, a new concept of justice, and democratic practices. Theoretical references were extracted from the works of Almeida (1992; 2003), Cruz (2004; 2005), Dagnino (1994; 2002; 2004; 2006), Arendt (1989; 2001; 2007a; 2007b; 2007c; 2007d), and Gohn (1999; 2002; 2003; 2007a; 2007b). By recovering historical aspects of social movements, this research investigated characteristics of the trajectory of organization of visually handicapped people. The aim was to understand the dynamics of this trajectory and, above all, to reveal how this social condition is constructed, as far as the role these people attribute to citizenship is concerned. This study case consists of a qualitative empirical research involving twenty members of ADVEG and it employed semi-structured interviews, observations, and documental analysis in the city of Goiânia. Results indicate that the inclusion of visually handicapped people in the job market remains limited, which reveals a sense of citizenship composed of rights under the perspective of legal achievements previously defined by legislation. This is seldom put into practice, but it is linked to a strategy conveyed by dominant classes and by the State; this strategy aims at a social inclusion policy as a juridical and political condition that is crucial for the implementation of the reigning economic model
Concepção de infância e criança em Goiânia sob o olhar da assistência social
(Universidade Federal de Goiás, 2010-08-26) ALMEIDA, Renato Barros de; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128
This work, linked to the Teachers Training and Professionalization Research Line, of the School of Education (Post-Graduation Department), of the Federal University of Goiás, is also integrated into the Research Project "Public Policies and Education of Children in India: History, concepts and practical projects "developed by the Group for Study and Research for Children and their Education in Different Contexts (GEPIED). Our aim, based on an socio-historical dialectics approach, discuss the concepts of Childhood and Child, from the perspective of social assistance from its managing agency in Goiania, the Municipal Foundation for Community Development - FUMDEC from its facility in May, 1974 to 1997, when their actions aimed at children from zero to six years under LDBEN 1996 was transferred to the City Department of Education. We analyzed six programs and their projects in the period of 1987 to 1997. When basing the reflections in the f races of historical and social Brazil and Goiás reality, we got to childhood and child, and their presence in the Brazilian education as resulting of a socio-historical construction. We sought to reveal and analyze their meanings in Western society and yet how it was the formation of different senses of child / s: form helpless under ages and vulnerable to social child exclusion, as an individual bearer of rights. For this interpretation we resorted to policies for early childhood education in Brazil, and their contact with the Social Assistance and Educational School. Finally, we discuss the diversity of a more terminological than conceptual idea, Childhood and Children in Goiania under the assistance view we were able to demonstrate the great difficulty imposed on poor under ages to be, in fact, recognized as citizens children, people of rights and respect. The research also revealed that even with the advent of legal formulations of structural character as the Constitution of 1988, ECA, and LOAS LDBEN, which advocated a new conception of Childhood and Child, programs and projects analyzed incorporate only the formality of these new conceptions maintaining the essential concepts expressed in their justifications, aims and goals, remnants of a paternalistic tradition, which denotes the need for educational training of new habitus able to internalize culturally not only new conceptual classifications, but above all, the unfolding senses they desire.
NÃO ESTUDOU, FICA NA ROÇA E VAI PRO CABO DA ENXADA : SENTIDOS E SIGNIFICADOS ATRIBUÍDOS À ESCOLA PELOS TRABALHADORES RURAIS EM GOIÁS
(Universidade Federal de Goiás, 2009-08-17) ALMEIDA, Rosivaldo Pereira de; CRUZ, José Adelson da; http://lattes.cnpq.br/3603652407866783
The work "NOT STUDIED, IT IS IN AND GO PRO COUNTRYSIDE HOE HANDLE": SENSES AND MEANINGS ASSIGNED TO SCHOOL FOR WORKERS IN RURAL GOIÁS is a research project carried out of the Coordination Education, Labor and Social Movements of Post-Graduate Education, Federal University of Goias, in order to grasp the meanings assigned to the school by rural workers in Pennsylvania This is a case study from the municipality City of Goiás. José de Souza Martins is the theoretical study of the concept of rural workers and small owner, as well as the expansion of capital in countryside. Pierre Bourdieu contributes to better systematize the meanings and the meanings of school today. The research showed that the design of rural workers in the school's social advancement of their children and they found means to leave the country to city, especially by entering elementary school.
(Re)pensando o proeja no IFMT – Campus Várzea Grande a partir do olhar do(s) professor(es)
(Universidade Federal de Goiás, 2018-02-19) Almeida, Sônia Maria de; Rodrigues, Maria Emilia de Castro; http://lattes.cnpq.br/2648444233565239; Machado, Maria Margarida; Vitorette, Jacqueline Maria Barbosa; Gabassa, Vanessa
Inserted in the research line of Education, Work and Social Movements, this study had as objective to understand the experience of the Technical Course in Condominium Services - Proeja of the IFMT Campus Várzea Grande, based on the teachers' listening, revealing elements that contributed to the students permanence / not permanence of the Course. Although there are several constraints - political, socioeconomic, cultural and educational dimensions, which converge and influence the subject to give up studies - that interact to raise the rates of "avoidance", due to the cut made, it was questioned: Which and how did the elements lived in the experience of the Technical Course in Condominium Services - Proeja of the IFMT Campus Várzea Grande contribute to the students permanence / non permanence of the Course? In the search for answers, a theoretical discussion was held on the references to Youth and Adult Education (EJA), with a focus on initiatives that sought integration between EJA and Professional Education (EP), with a view to raising the schooling level of the worker to better understand the creation of Proeja as public educational policy. Thus, a closer dialogue with the object of study was conceived, which contextualized the movements and clashes produced with the implementation of Proeja in the country as of Decree Nr. 5.478/2005, and, especially, in the IFMT - Várzea Grande Campus. The temporary or permanent removal of the students in the Proeja courses offered at the IFMT campuses has increased and, due to this reason, many courses ended up being extinct and, consequently, many campuses no longer offer the modality, as is the specific case of the investigated course. In addition, we analyzed the pedagogical practice, the training of teachers and the official documents/legislation that deal with the constitution and operation of Proeja in the national level and in Mato Grosso. Chosen as a case study methodology, the data collection procedures were performed with the use of bibliographic review, questionnaire, interviews, documentary analysis and observation in the classroom. In the study, the results pointed to gaps in relation to: the importance of IFMT management in assuming the Program in the institution, in order to propose guidelines that favor the implementation, monitoring and evaluation of the courses offered in campuses; to Proeja's offer in the Várzea Grande Campus, since the choice of the course, the elaboration of the Pedagogical Course Project, the pedagogical practices of the teachers, the lack of initial and continued training of the professionals, also contributed to the final enrollment situation in the Course in 2017/2, with 28 away students and 9 graduating students. This is because it is a program aimed at the education of the worker to the work world, which should consider: being a student worker, who has responsibilities with his self-support and family responsibilities; in the teaching learning process the specificities of these subjects of the modality - from the visual question; consider the different rhythms and levels of learning; the need for the resumption of knowledge; the low self-esteem of students, among other aspects; openness to dialogue and listening to students; the articulation of the technical-scientific knowledge with the daily ones, giving meaning and significance to the worked knowledge. However, much needs to be done, since there is no an educational project interwoven with the subjects needs and realities of the EJA in the IFMT Campus Várzea Grande.
Educação física, esportes e ditadura militar em Goiás (1973-1989): jogos internos da Universidade Federal de Goiás
(Universidade Federal de Goiás, 2019-10-14) Alves, Ana Lúcia Junger da Fonseca; Pinto, Rúbia-Mar Nunes; http://lattes.cnpq.br/1247945292759754; Pinto, Rúbia-Mar Nunes; Baptista, Tadeu João Ribeiro; Barros, Fernanda
This historical research focuses on the history of physical education and sports in college education during the Brazilian Military Regime approaching the insertion of this practice as a mandatory curricular component in the Federal University of Goiás (UFG) focusing particularly on the Olympics / Internal Games of UFG. How did the UFG deal institutionally with the legal obligation of physical education instituted by Decree-Law No. 69.450 of November 1, 1971? How did you solve problems related to teaching staff, physical space and sports equipment necessary to implement the legislation? How was physical education inserted in the institutional structure of the University? How did physical education participate in UFG's university culture in the period? What are the resistances and supports that it found and or established in the academic community? What are the meanings of the Olympics/Internal Games at UFG? The time frame covers the period from 1971 to 1989 and the main objective is to carry out a rigorous and systematic investigation on university sports at UFG during the Military Dictatorship and knowledge about the historical development of sports practices in Goiás. The sources of research (laws and federal decrees, books of minutes of the coordination of physical education and sports (CEFD/UFG), internal resolutions of the Federal University of Goiás that directed the practice of physical education; periodic press (urban news of newspapers in Goiânia); iconographic sources (photographs, posters and folders), technical reports of the Internal Games of UFG. The research sources are part of the preserved collection of the Memory and History Center FEFD/UFG, locus that values to map, collect, document, preserve and disseminate historical sources in the field of body education, physical education and related areas. Taborda de Oliveira, 2001), Rei et Ludorf (2012) and Pinto et Muniz (2015) were used as references. Among the results, it is expected to obtain an analysis of the Internal Games of UFG and the development of the history of physical education and sports at the university to explain the history of the event itself.
Conselhos Municipais De Educação Em Goiás: Historicidade, Movimentos E Possibilidades
(Universidade Federal de Goiás, 2011-06-24) ALVES, Edson Ferreira; ALVES, Miriam Fábia; http://lattes.cnpq.br/4002600044640352
Saberes do trabalho e dos trabalhadores da educação de adolescentes, jovens e adultos: a prática pedagógica de professores
(Universidade Federal de Goiás, 2015-08-24) Alves, Maria Jacqueline Dias; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Castro, Mad'Ana Desirée Ribeiro de; Rodrigues, Maria Emilia de Castro; Freitas , Revalino Antônio de
This study falls into the research areas of Work, Education and Social Movements with the purpose of providing a better understanding of how Teachers of Teenagers Youths and Adults (EAJA) from Goiânia's Municipal School System, learn and dialogue with the knowledge from work experiences of students who are Work-Studies. This is a case study. The field research was conducted with teachers, in a school in physical space of an institution of Goiania Prefecture.The research procedures were built through the analysis of the Political- Pedagogic Proposal of (EAJA), regarding the approach assigned to the work and to the knowledge of the work and workers of this modality, and also through the observations, interviews and instruction of the double.The theoretical framework used is based on the field of Work and Education, Education of Teenagers, Youths and Adults, and Ergology.The work's approach of the Work-Studies and teachers was developed from the concept of activity, in an ergological perspective; it sought to recognize that there is a distance between prescribed work and real work ,and that this distance is managed by the worker in their work activity.The work activity while area of dialectic, implies therefore, debate of rules, resingling, building of knowledge and experiences. Based on the theoretical field aforementioned, the concept of experience and the possibilities of achieving a critical work is discussed, taking as its starting point the knowledge from experience. During the development of this research, it was perceived that the work activity of the teachers holds a wealth of elements that are invisible in the prescriptions and proposals and requires them arbitration, management and decision making.It was found that although the proposal EAJA in Goiânia presents advances regarding working conditions and the theoretical and methodological framework, in the concrete situations, the abstract work affirmed its position. This research shows the need to establish places of formative dialogue inside the school, where the knowledge produced by teachers are recognized and problematized.Results indicate that the dialogue with new theoretical contributions, that study the work, such Ergology and the French ergonomics can contribute to increase the discussions about the work and about the knowledge of teachers and Work-Studies from EAJA.
Os caminhos da educação integral em Palmas-Tocantins
(Universidade Federal de Goiás, 2013-08-23) Alves, Roneidi Pereira de Sá; Machado, Maria Margarida; http://lattes.cnpq.br/3133555536143694; Machado, Maria Margarida; Menezes, Janaina Specht da Silva; Amaral, Nelson Cardoso
This study integrates the line of research entitled "State and Education Policy" of the Graduate Education, of the Faculty of Education, at the Federal University of Goiás. The aim of this research was to analyse the experience of full-time education, in the Municipal Education System, in Palmas, from 2005 to 2011. It was chosen to adopt two instruments: a bibliographical and documentary research, to identify and analyse the reflections already elaborated on Full-time Education. It is Integrated in the list of documents of this research: the proposal of the implementation of the full-time schooling in the Northern Region of the Municipal Education System of Palmas; official reports; architectural projects of the schools surveyed, payroll and modular structure of the school. It is considered as the base of information the official documents such as laws, ordinances, decrees, resolutions and opinions. In this experiment, the term holistic education refers to the extension of time and space for students remaining in school, diversification of activities and pedagogical actions, aiming to meet the diverse areas of human knowledge and the reorganisation of the curriculum in accordance with the point of view of the following authors, such as Rabbit; Cavaliere (2002), Guara (2010) and Moreira (2006). This proposal was conceived as a possibility to achieve a better quality of education, providing more time to the students in the schools. It is noticed the existence of suitable and inadequate space to offer a full-time study, which is the indicative of 40 hours, in one school. It appears, though, the cost of student charged in Palmas-year - is higher than the percentage set by Fundeb for the state of Tocantins. Finally, it is highlighted the need for a better understanding of public finance and municipal transparency of use of resource, enabling analysis resulting from research as they offered to do.
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação"
(Universidade Federal de Goiás, 2013-09-20) Alves, Vinicius Borges; Resende, Maria do Rosário Silva; http://lattes.cnpq.br/9438831227539163; Resende, Maria do Rosário Silva; Macêdo, Kátia Barbosa; Roure, Susie Amâncio Gonçalves de
This study, within the search Fundamentals of Educational Processes line, aims to understand the principles, characteristics and design of integral education of More Education Program (PME). This program is a Federal Government initiative operating in public schools since 2008. Regulated by Act nº 17 of april 24, 2007, the PME is part of the Education Development Plan (PDE), one of the main measures adopted by the Ministry of Education (MEC) for elementary schools. In the methodology of the study adopted the literature and documentary research. With the literature, proceeded to a selection, reading and analysis of various relevant to the theme. Regarding the documentary research sought to raise in educational legislation, the main materials that regulate the PME, such as the Ministerial Decree nº 17/2007 and Decree 7083 of January 27/2010. In the theoretical approach to emphasize the postulates of Pedagogy Historical- Critical proposed by Saviani (2009, 2012), and also the Critical Social Pedagogy of the Contents of Libâneo (2009). With the propositions of both authors, it was possible to present a discussion of the liberal conception of New School education. For the analysis of PME, proposed a discussion from the following question: educational design and policy principles contained in legislation governing More Education program show an Integral Education? To discuss this issue, it was considered necessary to understand some concepts inherent to the subject, including: school full-time, comprehensive education and expanding the school day. In the analysis of the documents of PME, found that the concept of integral education has not clearly defined. Its guiding principles refer to the question of integral education as synonymous with school day. However, it can be observed that some questions allow think of it as social project: is the case, for example, the criteria for accession to the PME, the extension of the school to different areas of the community and the proposed activities (workshops). Overall, the study allows us to say that the systematization of the program reveals many weaknesses, such as the appreciation of teachers. It can be stated, too, that the program has many elements, which allow to understand it as the host school, a project of assistance nature, a school of sociality rather than a school of knowledge.
A recusa do discurso instrumental e a formação autônoma em Rousseau
(Universidade Federal de Goiás, 2009-08-24) ALVES, Wilton da Conceição; GUIMARÃES., Ged; http://lattes.cnpq.br/0095963058716874
The dissertation the refusal of the instrumental speech autonomous formation in Rousseau is descendant of a research undertaken beside to the Line of Research Educational Culture and Processes, of the Program of After- Graduation in Education of the FE/UFG. The research investigates the foundation of instrumental discourse in society and how this discourse is denied education autonomous Emilio de Jean-Jacques Rousseau. The completion of this work has taught us that the denial of instrumental discourse is present in the work of the Genevan philosopher, although the author does not use that term. It is understood that the occurrence of instrumental education is through the shortcut and not a man to himself, capable of coping with various issues such as politics, education, cultural. Man reduced to the condition instrumental does not arise against barbarism, but undergoes and makes terrible atrocities. Hence the importance of an education for autonomy
Os tutores na educação superior a distância: análise das dissertações e teses no portal Capes no período de 2006-2012
(Universidade Federal de Goiás, 2013-10-03) Amaral, Sander de Sales; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Santos, Catarina de Almeida; Toschi, Mirza Seabra
The process of expansion and democratization of higher education in the country, in recent decades, with the university reforms implemented by the State, has caused hard debate about the future of the university. It is in the midst of these reforms that the Distance Education (EaD) on upper level begins to expand, is viewed as strategic to democratize the access to higher education, by virtue of the possibilities arising from the improvement of Information Technology and Communication (TIC) from 1990s. Since then, their quality has been very questioned with the expansion of higher education by the distance education, where the problems of attendance and demand also are expanded, with implications on the academic teaching staff. And when we think of the expansion and quality in distance education, it is impossible not to give less importance to educational tutors, because the role and activity which are performed raise important issues for the development of our understanding on this non-presence education. Thus, our goal with this current study is to analyze the dissertations and theses into portal Capes surveyed in the period of 2006-2012 in order to understand how the authors situate the work of educational tutors in distance education who work in educational institutions linked to UAB, as regards to aspects such as professional identity, training, working conditions, among others. Therefore, we propose the following question: considering the analysis of dissertations and theses produced in portal Capes, the period of 2006-2012, what can we say about the tutors of EaD, understood as fundamental professionals to interact directly with students in the classroom poles and the virtual learning environment? In the methodology, we adopt two types of research: documents and literature. In documentary research, we analyzed documents written (laws, decrees, orders, notices, and other statistics), to verify the progress and prospects for the EaD in Brazil with the improvement of TIC. In the literature, apart from reading authors such as Castells, Schaff, Frigotto, Belloni, Barreto, Dourado, Santos, Toschi, Valente who have guided our study, we analyze theses and dissertations, selected in portal Capes, considering the period of 2006-2012. In the analysis developed , predominantly qualitative, we look at issues arising from the conceptions of the authors on the EaD, especially on aspects of the tutors‟ work , their specificities , their theoretical and methodological approaches , which enabled us to build a general framework in relation discussions on the subject. Analysis of State of the Art on studies involving tutors in distance education who work in education in IES members of UAB enables us to say that there are few dissertations and theses in the portal Capes on education tutors in IES members of UAB, many authors highlight the importance of tutors for the quality of distance education, so that some of them defend its function as teaching, but few roles deal about training and working conditions of these professionals, although, in some studies, it predominates discourse on the need for tutors and/or teachers in EaD with intent to adapt to technological advances, which is significant for the development of education, and know how to deal with the tools used in the process.

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