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Item Da filosofia para crianças à filosofia aplicada experiencial: uma análise das propostas de Matthew Lipman e José Barrientos-Rastrojo(Universidade Federal de Goiás, 2021-09-20) Abreu, Christyan Jhonn dos Santos Costa; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Barrientos-Rastrojo, José; Paiva, Wilson Alves deLa Filosofía para Niños de Matthew Lipman es un trabajo pionero en el que a lo largo de los años ha madurado y desarrollado un marco teórico-práctico y material didáctico que culminó en un programa que cuenta con las novelas filosóficas y manuales para maestros que traspasaron las fronteras americanas llegando a Brasil en años 80. El programa de la Filosofía para Niños cuenta con nueve novelas con sus manuales de orientación didáctica para docentes que tiene como objetivo la formación y desarrollo de habilidades de pensamiento atreves de comunidades de indagación en las que se expresan los conceptos de diálogo, reflexión, vivencia y experiencia, investigación y comunidad investigadora ocupar un lugar importante para la Filosofía para Niños. Existen avances significativos para Trabajar la filosofía para con los niños en la obra de José Barrientos-Rastrojo, que parte de distintos principios del pragmatismo americano en los que la experiencialidad es el eje rector de esta preceptiva de trabajo que busca, a partir de experiencias válidas, cambio existenciales y ontológicos en la vida del sujeto para que viva mejor e esclarecido.Item A imaginação, os processos criativos e o brincar no desenvolvimento da criança(Universidade Federal de Goiás, 2023-06-23) Alves, Priscila Lorrane Araújo; Pereira, Márcia Ferreira Torres; http://lattes.cnpq.br/2231224475242389; Pereira, Márcia Ferreira Torres; Suanno, Marilza Vanessa Rosa; Monteiro, Luiza PereiraThis dissertation has as its theme "The imagination, the creative processes and the play in the development of the child". The objective of this bibliographic research is to understand how creative processes occur and how they can be potentiated for the development of children in early childhood and preschool age, considering the resources, instruments and procedures offered to education for autonomy. We highlight the historical-cultural perspective, specifically in the studies of Lev S. Vigotsky, on the central principles of his theory of the development of higher mental functions, emphasizing the dialectical relationship between learning and development and the relations with culture. We consider imagination in the process of learning and human development from Vygotsky (2014) who addresses the creative processes in children from an early age, with the aim of expanding their creative capacity through memory, fantasy, elaboration and construction of new combinations. Plays play a crucial role in the child's development process and the toy library can contribute to enhancing the child's learning with its respective resources and procedures. But, when emphasizing the importance of this process in child development, questions arose, from the cultural transformations that focus on the conception of childhood, when considering which means and pedagogical resources enhance the creative processes during the first years of childhood, aiming at the development of its integral development. Therefore, the research seeks to contribute to the education of the child, with a fundamental focus on reflection on play and new technologies.Item Liberalismo e educação nas páginas do jornal A Tribuna Livre (1878-1884)(Universidade Federal de Goiás, 2020-12-17) Amaral, Vinicius Correia; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Miranda, Marília Gouvêa de; Lemes, Fernando LoboThis dissertation presented here aims to understand the liberal instruction project disseminated in the pages of the newspaper A Tribuna Livre (1878-1884). This document that is configured as the object of this work was produced by the Clube Liberal de Goiás, being owned by the Bulhões family. From the analysis of this political newspaper, we aimed to apprehend the liberal education project of this political elite through two crucial points, the defense of freedom of education as well as its mandatory nature. The precepts of Cultural History were taken as theoretical and methodological contribution in this work, in particular the thought of Roger Chartier, which allowed us to think about the various documentary sources used, mainly newspapers through their representations, practices and appropriations. This work was produced through a documentary research, having as sources: newspapers, political books, national and regional legislation, among others, most of which are available in the Digital Library of the National Library and National Senate Library. The Tribuna Livre (1878-1884) in its six years of existence had as one of the central themes of its political struggles the issue of education, the attempt to apprehend the scope and limits of this project of instruction based on classical liberalism is what presents in this dissertation.Item Gestão da educação superior a distância no Brasil na perspectiva dos atos normativos(Universidade Federal de Goiás, 2022-08-22) Andrade, Pollyana Vieira de; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Costa, Maria Luisa FurlanThis dissertation has as its theme the management of distance higher education in Brazil, from the perspective of normative acts, developed in the Graduate Program in Education of the Faculty of Education, Federal University of Goiás (UFG), in the research line State, Politics and History of Education. The general objective is to analyze the management of distance higher education, established in specific legal frameworks of the federal government for distance education. This is a bibliographic, qualitative and descriptive research, of documentary nature, which, besides collecting documents on distance higher education, analyzes the normative perspective related to its management. For the theoretical basis of this research, the studies of Chauí (2001, 2003), Dourado (2008, 2011, 2020), Dias Sobrinho (2005, 2008, 2018), Sguissardi (2014, 2015, 2020), Franco (2021), Sousa (2021), Azevedo and Catani (2020), Dalberio (2009), Leher (2019), Belloni (1999, 2002), Costa (2010, 2013), Lima, D. (2013, 2021), Cury (2000, 2002, 2011), Sander (2005), Franco and Morosini (2005), Libâneo, Oliveira and Toschi (2012), Momo and Behr (2015), Mill, Ferreira, M. and Ferreira, D. (2018), Mill and Santiago (2021), Alonso (2010), Dourado, Santos and Moraes (2017), Dourado and Oliveira (2009), Dourado, Moraes and Ribeiro (2020), Maieski, Alonso and Anjos (2020), Behr and Costa (2014), among others. The research was developed based on the study model developed by Momo and Behr (2015) and, thus, in the researched realities about the management of higher education at a distance in Brazil, from the perspective of normative acts linked to the modality, it was verified the administrative, structural and teaching-learning process management. It was found that the administrative and structural managements deal with aspects related to expansionist and market issues of DE, showing the intense process of flexibilization of the modality in course. In relation to the management of the teaching-learning process, it was found that the normative acts deal with aspects related to training, however, it was observed flexibilities regarding the rules for monitoring the process in question, which may interfere with the quality of the courses offered. It was understood, therefore, that for an efficient EaD management in public higher education institutions, these three management perspectives should be understood as integrative and complementary. However, beyond the legislation that configures the forms of delivery and organization of DE, the importance of treating the actions related to its management as a fundamental issue for the incorporation and development of the modality in institutional practices was noted. However, in a context of strong influence of the neoliberal state, it was possible to observe that the normative acts studied reveal that public institutions of higher education have been developing their management actions as a social organization and not as a social institution. In this context favorable to contradictions, it was also verified that education, as a social right and public good, disputes space with education as business and merchandise, marked by a "field of dispute" (BOURDIEU, 2004) and contemplating what is called "Operational University" (CHAUÍ, 2003). It was verified, therefore, that it is in this scenario that we find the distance education modality (DE) in public institutions of higher education. It is believed, finally, in a distance education built on a critical-socially-referenced basis.Item Homens pedagogos: uma análise do trabalho docente na educação infantil da rede municipal de Goiânia (2018-2022)(Universidade Federal de Goiás, 2022-08-10) Andrade, Thiago Nicolau Ferreira de; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Santos, Arlete Ramos dos; Barbosa, Ivone GarciaThe present dissertation, entitled Men Pedagogues: An Analysis of Teaching Work in Early Childhood Education of the Municipal Network of Goiânia (2018-2022), was part of the research line 'Work, Education and Social Movements' of the Graduate Program in Education (PPGE). ), linked to the Faculty of Education of the Federal University of Goiás (FE/UFG). The investigation took place between the years 2018 and 2022, based on school experience, work experience in early childhood education, observations and readings of academic texts that discuss the theme of gender differences present in teaching work in the first stage of education. basic education. With this, the need arose to analyze and reflect the teaching practice of the male teacher and the nuances that involve this professional, as well as how he is perceived in the school community. The research was guided through an experience as a pedagogue of early childhood education and working with children. Some concerns permeated the teaching work: Are there many male teachers at this stage of basic education in the Municipal Child Education Centers (CMEIS) in Goiânia? How is the male teacher built in this social space that is composed mostly of women? For Thanato, in search of answers to these questions, during the research, a bibliographic survey was developed, including books, articles, magazines, periodicals and academic works. In addition, the empirical stage was carried out, involving data collection in the municipal public network. In this sense, it became relevant to make a historical reflection, relating social, political and cultural concepts for a better understanding of the unfolding of the construction of this pedagogue as a man. Therefore, in this work, we analyzed and reflected on the teaching work of the male pedagogue, starting from the historical point of view of these subjects. In the field research, carried out with male teachers from the Municipal Department of Education of Goiânia (SME), 12 teachers contributed to the construction of this research by answering questionnaires and interviews, and of these professionals, 3 worked directly in early childhood education. In this way, the research understands the dimension of the pedagogue man and his work in Early Childhood Education, thus allowing to elucidate the general objective of the work that involves analyzing and reflecting the processes that permeate the pedagogical practices of teaching work with children, as well as the new gender configurations of teaching work and the differences in roles between male and female pedagogues within school institutions, showing the results obtained to be extremely relevant.Item Tertúlia Literária Dialógica: desafios e contribuições para o ensino de adolescentes, jovens e adultos em Goiânia-GO(Universidade Federal de Goiás, 2020-11-26) Araújo, Janete Lopes da Silva; Gabassa, Vanessa; http://lattes.cnpq.br/5396825135338274; Gabassa, Vanessa; Rosa, Sandra Valéria Limonta; Marigo, Adriana Fernandes Coimbra; Rodrigues, Maria Emilia de CastroThis master's research presents a qualitative study with the purpose of demonstrating the contributions/possibilities that the educational action Dialogical Literary Gathering can bring to the reading and writing process in teaching adolescents, youth and adults in Goiânia-GO. It is a weekly meeting of dialogue around universal classical literature, the proposal is to build a movement of sharing life experiences and understanding of meanings of the text promoting a collective construction of meaning. This research was motivated by the question "What are the contributions of Dialogical Literary Gathering to the process of acquiring reading and writing from a class of the 1st segment of the Education of Adolescents, Youth and Adults (EAJA) in Goiânia? ", and was based on the perspective of dialogical learning and had as theoretical subsidy, especially, Paulo Freire (1988, 1995, 2005, 2006), Freire and Schor (1987), Freire and Macedo (2015), Ramón Flécha (1997), Flécha and Mello (2005) and Mello, Braga and Gabassa (2012), Calvino (1993) and others. The study was conducted with two objectives: 1) to identify, describe and analyze the current debate around EAJA; reading/writing and literature; Dialogical Literary Gathering and its proposal of reading from classical works; 2) to identify, describe and analyze the contributions (possibilities) and challenges of Dialogical Literary Gathering for the acquisition process of reading and writing of a class from the 1st segment of EAJA in the city of Goiânia. The research followed the orientation of a qualitative perception of research, under the guidance of the Communicative Methodology, having as instruments of data collection and analysis strategies proper of this methodology: communicative observations, communicative life reports and communicative discussion groups. The analysis was made based on the transformative dimensions (that bring the subjects closer to what they want) and exclusionary (that place themselves as obstacles to the achievement of what is desired). For this purpose, the research environment was an EAJA classroom at a Goiânia municipal school in Goiás. The participants were twenty-one EAJA students and the class teacher who assumed the role of subject and researcher of the work. The activity took place during 6 (six) months of class, throughout the year 2019, and the data collection took place in the last 3 (three) months and in February 2020. The analysis of the results showed a significant greater presence of transforming elements, which were 28 (twenty-eight), in comparison with the excluding elements, which were 6 (six), reaffirming the fact that the Dialogical Literary Gathering presents itself as a successful educational activity, as demonstrated in previous studies. And it also focuses with greater attention on the different scopes of the practice with respect to learning, while indicating other study possibilities that deepen the analysis around this issue, as with investigations that can analyze the productions of students or make comparative, longitudinal and other studies.Item Sujeito e formação: um olhar a partir do contexto das tecnologias digitais(Universidade Federal de Goiás, 2022-09-13) Araújo, Luiz Gustavo Fonseca de; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Paiva, Wilson Alves de; Gallo, Sílvio Donizetti de OliveiraThis dissertation aims to investigate the dynamics established between the use of digital devices and the rise of new ways of being. As long as such dynamics permeate the social interactions developed throughout the digital context, we intend to address its given consequences to subjectivity and formation. By observing the peculiarity linked to massive usage of on line technological devices, we adopted a conceptual framework in compliance with the bodywork of Michel Foucault even though the debate emerged from it doesn’t get restricted to the French thinker. By assuming the contribution of other theorists that dialogue with his philosophical perspective, it enables a prolific debate that contextualizes the foucauldian precepts to the digital context. This is due to the critical reflection on personal devices such as computers, pads and smartphones seen as relevant elements in the processes in which subjects comprehend themselves. This theoretical research also focuses on the influences of neoliberalism taken as a social trend capable of grasping the ways of being by the application of digital technologies in everyday practices. By noting Education in its association with the usage of digital devices, the emerging processes imply that Education itself functions as a biopolitical instrument of governmentality relevant for the digital culture – this implies a new meaning and also a challenge to education as formation. Considering the neoliberal trend and its interest on self-management, the perspective of the body cult leveraged by the use of digital devices challenges the care of the self as problematized by Foucault. The main role of this study is to contrast conceptual tools given by Foucault’s work such as governmentality, biopolitics, power relations and care of the self with the notions of entrepreneur aesthetics of being and processes of subjectivation and subjectification in the digital context.Item Relação psicologia e educação na perspectiva de Manoel Bomfim: análise da produção acadêmica (2002- 2021)(Universidade Federal de Goiás, 2022-08-26) Barreto, Renata Cardoso; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Magalhães, Solange Martins Oliveira; Gebrim, Virgínia Sales; Viana, Cynthia Maria JorgeThis research aims to investigate, through bibliographic research, Manoel Bomfim's conception of the relationship between Psychology and Education within the academic production published in the Biblioteca Brasileira de Teses e Dissertações (BDTD), in the period between 2002-2021. It analyzes the historical context in which the Brazilian educator produces his work with reference to Aguiar (2000), Alves Filho (2013) and Gontijo (2010) and the path of constitution of the Psychology and Education relationship in Brazil, based on Antunes (2000; 2011;2016), Patto (2015), Miranda (2008), Loureiro (2008), Bittar (2008) and Gebrim (2016). Through the search term “Manoel Bomfim”, 41 works were selected, analyzed through two movements: in the first, the abstracts were read in order to map the institutions of origin of the works and respective areas of knowledge, the main themes, objectives, theoretical references, methodologies and research results; in the second moment, having identified that the relationship between Psychology and Education is developedonly in works in the educational area, these works were analyzed with the aim of deepening the theoretical and methodological discussion. The results indicate the prevalence of works from the Southeast region of Brazil, being 12 produced in Postgraduate Programs in the area of History, 12 in the area of Education and the others distributed in different areas such as Linguistics and Social Sciences, with no work being identified in the field of Psychology, even though Manoel Bomfim is considered a pioneer in the debate on the relationship between Psychology and Education in our country. It is noteworthy that most researchers in different areas have degrees in History, which gives the area a primacy in studies and research on Bomfim's conception. Regarding the types of research, it appears that all works are based on theoretical and/or bibliographic research focused on two main themes: brazilian social thought and educational processes. In the context of the Psychology and Education relationship, there is an emphasis on the study of children, on teacher training and on facing the debate on the subjects of Pedagogy and Psychology, their tensions regarding the theoretical implications and developments in educational practice. The relevance of the study of Manoel Bomfim's thought is emphasized for the deepening of the discussion about the relationship between Psychology and Education in Brazil in a critically oriented perspective.Item O estágio remunerado no curso de Educação Física: desafios da formação e do mundo do trabalho(Universidade Federal de Goiás, 2020-12-14) Batista, Mirna Moreira; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Rosa, Sandra Valéria Limonta; Machado, DijnaneFernada VedovattoThe non-mandatory remunerated internship is understood as an educational act that aims at preparing for productive work, according to Law n. 11.788/2008, it comprises the political pedagogical project of the course and the academic itinerary as a complementary activity in the training of the intern for the world of work, which corresponds to the relationship between work and training. Thus, the internship policy is inserted in the discussion of productive restructuring, in the deregulation of labor rights and in the question of the insertion of the intern in the increasingly competitive and competing labor market. The internship conditions have a similarity with the employment relationship governed by the CLT and are characterized as an atypical type of work prone to the alienation process of the intern. Therefore, the objective of this research was to analyze the remunerated internship policy as part of the initial formation of students in Physical Education at FEFD, in the relationship between formation and work based on the Law n. 11.788/2008, and its implications for the type of work linked to the process student insertion in the internship field. The methodological proposal is supported by the qualitative approach of the type of descriptive research, in which the scenario was the Faculdade de Educação Física e Dança (FEFD), of the Universidade Federal de Goiás (UFG), and the remunerated internship field in Physical Education in the city of Goiânia, Goiás. To carry out the field research, 22 insterns, 4 teachers-mentors from FEFD and 2 supervisors from the internship field were involved. We opted for the use of interviews with the teachers-mentors of FEFD and supervisors of the internship field, and the use of a questionnaire with the trainees. With the result of the analysis of the collected data, it was concluded that the intern's motivation for the non-mandatory remunerated internship is presented for three reasons: the economic, the professional and the training. For the internship field, the internship has a double interest, to reduce expenses in hiring interns and to prepare them for the job market. The intern's field of activity was predominantly the gym, with the bodybuilding activity that demands more non-mandatory paid internship positions compared to the educational area, and it has been the non-school Physical Education area that has expanded and diversified the most. The intern inserted in this context under the interest of acquiring professional experience living a type of training with emphasis on the traditional-sports model with a pragmatic and instrumental vision. Therefore, the space of the internship is marked by changes in precarious forms of work, the interns find themselves exploited when they sell their workforce for a low remuneration and without labor costs and are still treated like professionals. In this way, the distortion of the formative issue in carrying out the internship makes the intern a type of precarious and sometimes alienated worker, making it difficult to develop humanizing work and training through praxis, meaning that the work developed still in formation is presented in a precarious, flexible and exploited condition, like the teaching work scenario.Item O perfil dos estudantes de graduação a distância nas universidades federais da região Centro-Oeste (2014-2020)(Universidade Federal de Goiás, 2022-08-26) Borges, Leila Cristina; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Medeiros, Lilian Giotto Zaros deKnowing the characteristics of the profile of the student of distance education is what guides this research, considering that these data will contribute with fundamental elements for the stages of a distance course. In addition, this information favors the elaboration of policies for distance education and also guarantees the socially referenced quality of the courses offered in the modality. Thus, this study seeks to identify the student profile of undergraduate courses offered in the distance mode by federal universities in the Midwest region, from 2014 to 2020. The theoretical contributions that support this study are contributions from authors such as Aretio ( 2001); Moran (2000); Litto (2007); Santos, E. (2007); Formiga (2009; Giolo (2010); Luz (2012); Lima (2014a, 2014b); Dourado, Santos and Moraes (2017); Dourado and Oliveira (2009; Lima and Alonso (2019); Pessatto (2019); Netto, Giraffa and Faria (2010); Nogueira (2013); Bisinoto (2016); Petrovich (2018); Fonseca (2020); Moreira and Schlemmer (2020); Zaros et al. (2022), among others. qualitative research, of an exploratory and descriptive nature, of the documentary and bibliographic type with the use of quantitative data to understand the reality. The research is structured in four chapters: the first is entitled "Profile of students of distance education courses in the period of 2006 -2020: the state of research"; the second, "Concept, History and Policies of distance education for higher education and the offer with social quality"; the third, "Federal Universities of the Midwest and the expansion of distance education in the context of the PNE (2014-2024)"; and the fourth, "The profile of distance undergraduate students at Federal Universities in the Midwest". The results of the analyzes led to the finding of a predominance of a female profile in the distance modality of the courses offered by federal universities in the Center-West region, whose majority of students are aged between 30 and 39 years, are brown, have the state single, comes from a public school and belongs to the less favored social classes.Item O cotidiano escolar como base para pensar o papel político da escola(Universidade Federal de Goiás, 2020-01-18) Brito, Diogo Mendes de; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Morais, Itelvides José de; Alves, Wanderson Ferreira; Miranda, Marília Gouvêa deThis work is in the field of reflection on the political role of education, being linked to the line of research: State, Politics and History of Education of the Graduate Program in Education at the Federal University of Goiás. It refers to a research carried out in/of the School daily life experienced by the 3rd year high school students and teachers at public school in the state of Goiás. In this scenario, we objective to understand how school routine, as an analytical category, is a fundamental factor to think about fulfilling the role policy of school education. This political role of education is based on the contributions of the thinker Hannah Arendt, in view of the fact that everyday theorists, whose lens made it possible for us to look at the everyday researched in a theoretical way, that is, “not everyday” were founded from the works of the thinkers Agnes Heller and Henri Lefebvre. Our investigation focused on the multiple “seemingly insignificant” activities of daily life, in order to categorize such actions in an attempt to perceive in these activities the possibility of a reflection on the political role of the school as institution. In addition to interviews, analysis of normative documents from the state education network and notes in a field diary, it was necessary to adopt an unconventional academic methodology: that of “immersing” in the daily lives of students and teachers, so that the researcher became integral part of the researched object. The research carried out allowed us to realize that the school routine unbalances and hinders the good relationship that should exist between what Agnes Heller called the individuality and genericity of individuals, where the first one seems to be prevalecing in the process of training students, that is, in the new students that are being inserted into an old world.Item Escolas públicas militarizadas: uma análise na perspectiva dos direitos humanos(Universidade Federal de Goiás, 2022-03-31) Bueno, Bárbara Ferreira; Alves, Míriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Amone Inácia; Santos, Catarina de Almeida; Alves, Míriam FábiaThis dissertation defended in the Graduate Program in Education of the Faculty of Education at UFG was developed in the line of State Research, Policies and History of . Its general objective is to investigate the tensions between human rights and the militarization of education in militarized public schools in Goiás. The specific objectives are: a) to analyze the historical elements, conceptions, tensions, advances and perspectives in human rights and human rights education; b) understand the militarization of education in conservative neoliberal times and the advances and setbacks of the right to education; c) analyze the tensions between human rights and the militarization of education in militarized public schools in Goiás, evaluating what was said and what was done. The question that motivated us to investigate was: what tensions involve human rights and the process of militarization of education in Goiás? The analysis is based on primary sources (documents) and secondary sources (books, articles and theses), thus, the method used will be bibliographic and documentary. It is expected to understand human rights and the right to education as a social right, from the Federal Constitution of 1988, the National Human Rights Program, among other documents. The study also has an analysis of the school regiment of the military college of the state of Goiás. The theoretical references will be: David Harvey (2008), Marilena Chauí (2000), Lilia Schwarcz (2014), Vera Maria Candau (2008), Erasto Fortes Mendonça (2015), Maria Victoria de Mesquita Benevides (2012), Marconi Pequeno, ( 2008), Luiz Carlos de Freitas (2012), Miriam Fábia Alves, Mirza Seabra and Neusa Sousa Rêgo (2018), Catarina de Almeida Santos (2021), among others. We will analyze how the historical, political and social context reflects on the education and human formation of militarized schools. This work intends to contribute to educational policies focused on human rights and the right to education. Through document analysis, we realized that the rules imposed on students violate human rights (dignity and equality), democratic management and ethnic-racial diversity. The principles and values of hierarchy, centrality, civics, patriotism and discipline are contrary to education for emancipation.Item Qualidade da educação no periódico Cadernos de Pesquisa (2018-2022)(Universidade Federal de Goiás, 2023-12-14) Castro, Ana Luisa Rocha; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Mundim, Maria Augusta Peixoto; Miranda, Marilia Gouvea deThis work is part of the research line “Fundamentals of Educational Processes”, of the Programa de Pós-Graduação em Educação at the Faculty of Education of the Universidade Federal de Goiás (UFG). It adopts the guidelines of bibliographical research (Gil, 2002; Lima, Mioto, 2007; Severino, 2016) to understand how the theme of quality of education is conceived in articles published in the journal Cadernos de Pesquisa between the years 2018 to 2022. Part- from the study of Marx's work (2017) on work as a founding category of human sociability, (Gentili, 1995; Enguita, 1995; Freitas, 2018; Dourado, Oliveira, 2011) on the quality of education. In the first section, there is a resumption of what neoliberalism is and how it entered school education through the replacement, in discourses about education, of the defense of quality based on the democratization of access to public schools to the quality of education in increasingly more focused on market interests, towards understanding business logic and its consequences in discourses on the quality of education. The second section presents a brief reflection on how the idea of quality in education was developed in Brazil, followed by a discussion on the concept of quality from a business perspective. The third section presents the analysis of articles selected in the Cadernos de Pesquisa magazine that directly or indirectly mentioned the discussion on the quality of education in the period between 2018 and 2022. As a result, the quality of education appeared linked to themes related to educational inequality, performance and school, ethnic-racial issues, among others. Concern about evaluating the quality of early childhood education has shown to have intensified in recent publications, something that could already be observed in a milder way in previous years. Student assessment, very present in other stages of education, can now be seen as a concern in early childhood education as well. It is necessary that the concept of quality of education is not restricted only to results in tests and large-scale assessments that blame students, teachers and schools for their results without delving into the socio-historical and cultural conditions that permeate everyday school life.Item O estádio do espelho em Lacan e a dialética do reconhecimento(Universidade Federal de Goiás, 2020-11-27) César, Lara Mendes; Resende, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249; Manzi Filho, Ronaldo; Burgarelli, Cristovão Giovanni; Miranda, Marilia GouveaThe present dissertation is the result of a theoretical and bibliographic research that aimed to investigate the resonances of the dialectic of recognition in the text The mirror stadium as a form of the function of the self - as revealed to us by the psychoanalytic experience (1949), by Jacques Lacan. Once the psychoanalyst introduced himself to the Hegelian dialectic at the hands of the Russian philosopher Alexandre Kojève, the analysis makes the comparison between the four fundamental premises of the dialectic of recognition, in his Kojèvian interpretation (the existence of the revelation of the Being through the word; the existence of a desire that generates a negative action of the given Being; the existence of a multiplicity of desires, capable of desiring each other; and the possibility of a difference between the desires that make up the relationship of domination and servitude) and the crucial analytical categories of the Lacanian elaborations , in the writings published between 1936 and 1949, about the constitution of the subject and the formation of the self (identification, narcissism, paranoid knowledge, aggressiveness, secondary identifications and function of the [self]). Finally, considerations are made regarding the negative ontological structure that Kojève deals with in his reading of the dialectic of recognition and which underlies Lacan's theorization in The Mirror Stadium (The Looking-Glass phase).Item O trabalho infantil no Youtube Kids: Youtuber Mirim em análise(Universidade Federal de Goiás, 2020-11-26) Costa, Ana Caroline de Assis; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Resende, Anita Cristina Azevedo; Garcia, Lênin Tomazett; Chaves, Juliana de CastroThis research is part of the research line Foundations in Educational Processes, of the Graduate Program in Education from the Federal University of Goiás - UFG, and is funded by the Coordination for the Improvement of Higher Education Personnel - CAPES. The main object of this study is to apprehend work in the capitalist mode of production, starting from Marx, and specifically to reveal whether the activity of children/young YouTubers on the YouTube Kids platform is child labor. To analyze, we investigated the activity of the most-watched young YouTubers on the platform from 2019 to 2020, Maria Clara & Jp. The activities carried out on the YouTube Kids platform involve the production of products for this purpose. The work of the young Youtubers produces products in which the exchange value subsumes the use value and the concrete and hidden work for abstract work. Being fetish, apparently what is produced hides the production process in the dictates of capital. Perhaps that is why people, in general, believe that it is simply an artistic filming activity. Children perform productive wage-earning work that produces a profit for the platform, as they are exploited through absolute and relative surplus-value and remuneration/salary based on the achievement of goals, that is, videos sought and watched. At all times, these young Youtubers wake up dead work with live-work participating in the relationship between fixed and variable capital. The corporation YouTube Kids, which was production networks with Google, also owned by Alphabet, holds a monopoly in digital technology and increases the accumulation of capital by exploiting the work of young Youtubers and continues to hide the capital-labor relationship from collaborative management present in flexible capitalist production.Item Grande sertão: veredas - a escola na travessia(Universidade Federal de Goiás, 2020-11-23) Costa, Janainy Martins da; Resende, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249; Resende, Anita Cristina Azevedo; Assumpção , Albertina Vicentini; Guimarães, Gina GlaydesThis research seeks to understand the school as an instance of mediation and crossing condition in the Grande Sertão: Veredas. Published in 1956, Guimarães Rosa's work places man, land and struggle on the same plane, unveiling a country full of contradictions, in the face of the combined and backward modernization process. Riobaldo, the narrator and protagonist of the novel is the only jagunço in the narrative crossed by the school. The work presents itself as a possibility and condition for the constitution of humanity, insofar as it highlights a historical-cultural reality: Brazil of the First Republic, in dialogue with the elements of composition in the rural world: coronelismo, compadrio, jaguncismo, rural catholicismo. Based on the dialectical method, the dissertation seeks in the movement of history the constitutive elements of the “being-so”, revealing the school as an instance of sociability founding in the Riobaldian crossings.Item Autoridade docente em crise(Universidade Federal de Goiás, 2021-09-17) Costa, Luciana Santos Andrade; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Miranda, Marília Gouvêa de; Roure, Susie Amâncio Gonçalves deThis work, part of the State, Politics and History of Education research line, aims to a) carry out the theoretical study of the concept of authority to think about teaching authority; b) produce a study of the bibliographic production on the theme of teaching authority; c) list and discuss themes associated with the teaching authority that are most present in the selected bibliography production on the teaching authority and respective educational crisis. The methodological path involved the selection of some authors with a focus on the theme of authority and teaching authority followed by a bibliographical study based on the survey of published studies on the subject. These studies were published between 2000 and 2020 on three platforms, namely: 1) Theses and dissertations database from the Coordination for the Impro-vement of Higher Education Personnel (CAPES); 2) database of articles from the Scielo platform; 3) database of the National Meetings of the National Association for Graduate Studies and Research in Education (ANPEd), specifically in the Working Group GT07 Education for Children from 0 to 6 years. The text presents the main reflections about the works found, making a synthesis of the relation of the contributions of these works. Among the results we can say that the crisis of teaching authority is related to the crisis in education. This, in turn, is part of a multifactorial set that in-volves features of modern psychology, pragmatism and the capitalist mode of production that translates, for example, into educational politicians.Item Transtorno do espectro autista no contexto da educação superior(Universidade Federal de Goiás, 2021-02-25) Cruz, Luã Lírio de Souza; Teixeira, Ricardo Antonio Gonçalves; http://lattes.cnpq.br/0272312162765846; Teixeira, Ricardo Antonio Gonçalves; Rosa, Sandra Valéria Limonta; Silva, Carlos CardosoThis research is related to the theme of inclusive education. Starting from the context of inclusive education of access and permanence to higher education, we are guided by questions such as: what are the published studies on students with ASD in higher education in Brazil? What they say? Based on these questions, the research aims to analyze what national published studies say about students with ASD enrolled in higher education. In order to achieve the proposed general objective, we use the following specific objectives: to identify the existence of studies on the theme; analyze the characteristics of the studies found; and envision the process of inclusion of students with ASD in higher education, based on the analysis of the studies found. As a data collection procedure, we opted for Systematic Review, aiming to present a synthesis about the knowledge of studies on the subject. Seven studies were found, including 03 Master's Dissertations and 04 Scientific Articles. As a data analysis procedure, Content Analysis was adopted. The data collected showed that studies on the inclusion of people with ASD in higher education in Brazil are few and date from 2017. The findings presented the diagnosis of autism, and not the expression Autism Spectrum Disorder as it has been used. and recommended by international classification documents. The regions of the country with the greatest interest in the theme are the south and southeast regions. The lack of funding for studies is a limiting factor to the promotion of new academic studies on this subject, as well as the fragility of the data released by the agencies that should make a precise survey about the prevalence of people, target audience of inclusive education.Item Educação em direitos humanos na produção acadêmica socializada nas reuniões da ANPED: conquistas e contradições das políticas educacionais(Universidade Federal de Goiás, 2022-03-10) Falleti, Renata Tavares de Brito; Magalhães, Solange Martins Oliveira; http://lattes.cnpq.br/2611615064976822; Magalhães, Solange Martins Oliveira; Alves, Amone Inácia; Amaral, Claudia Tavares do; Souza, Tiago Zanquêta deLa investigación que resulta en esta tesis de maestría investigó el tema relacionado con los derechos humanos en Brasil y su relación con las políticas educativas, entendiendo su complejidad, abordando las contradicciones expresadas desde las diferentes bases conceptuales hasta los matices de la presencia del tema en trabajos publicados por la Asociación Nacional de Estudios de Posgrado e Investigación en Educación (ANPEd), diálogo con la Educación en Derechos Humanos (MOE). Este trabajo está vinculado a la línea de investigación Formación, Profesionalización Docente y Trabajo Educativo, del Programa de Posgrado en Educación de la UFG e integra la Red de Investigadores/ Es sobre Docentes/es da Centro-Oeste/Brasil (Redecentro). Tiene como preguntas problematizantes: ¿existe la discusión sobre la Educación en Derechos Humanos en la producción académica socializada por ANPEd? Si es así, ¿qué sentidos saldrán? ¿Revelan logros en las políticas educativas? Detrás de estas cuestiones, el objetivo general fue identificar los logros y contradicciones relacionados con las políticas educativas de derechos humanos expresadas en la producción académica socializada por anope; los objetivos específicos fueron: investigar a la universidad pública como espacio fundamental de formación, profesionalización docente y producción de conocimiento científico crítico y comprometido con los derechos humanos; comprender la construcción histórica de los derechos humanos; sistematizar la institucionalización de la OSA en Brasil desde la Constitución de 1988; identificar los logros y contradicciones en el campo de las políticas educativas y, finalmente, analizar los significados discursivos de la Educación en Derechos Humanos en la producción académica publicada y socializada por ANPEd ... A partir de estas intenciones, se realizó una Investigación Bibliográfica con una encuesta de contribuciones teóricas y documentales relacionadas con los derechos humanos, a la universidad pública brasileña; la formación de docentes desde la perspectiva crítica de la epistemología de la praxis y la educación en derechos humanos. La opción de ANPEd como base de datos para identificar el tema prevalente y los significados discursivos se debió a la importancia de esta Asociación como un espacio para la formación crítica y la resistencia, socialmente comprometida con la profesionalización y la defensa de la enseñanza en Brasil. Se definieron seis Encuentros Científicos Nacionales para la investigación, con el marco temporal de los últimos 12 años, motivados por el hecho de que las políticas públicas del área son relativamente recientes. El método de investigación fue el Materialismo Histórico Dialéctico (MHD) que apoyó los caminos metodológicos de la tesis, comprendiendo la totalidad del área investigada, sus múltiples y complejas relaciones con el contexto de la sociedad capitalista y neoliberal que influyen tanto en la formación de docentes como en los discursos de derechos humanos; identificando contradicciones, pertinencias, logros y ejerciendo la síntesis, en un intento de señalar posibilidades desde la proposición de ENE emancipadora desde una perspectiva crítica de los derechos humanos. La materialidad de la investigación despertó la comprensión de la educación como un derecho humano y esta como la más discutida en las publicaciones de la ANPEd, por el sesgo de las políticas educativas; como lo señala el incipiente debate sobre los derechos humanos y la educación en materia de derechos humanos. También se notó el posicionamiento político de la Asociación al definir Grupos de Trabajo específicos para atender temas históricamente marginados.Item Significados e sentidos da formação docente para formandos e formandas do curso de licenciatura em Educação Física(Universidade Federal de Goiás, 2020-10-30) Ferreira, Arita Montanini; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Pessoni, Lucineide Maria; Suanno, Marilza Vanessa RosaThe general objective of the research is to identify and analyze the meanings that students in the last year of the Physical Education Degree teaching course at the Faculty of Inhumas (FacMais) have about the training process for teaching and about teaching at the Basic Education school, meanings understood here as the genesis of professional identity. As specific objectives, the research presents and analyzes a historical and political panorama of the course and the formation of Physical Education teachers in Brazil and problematizes the teacher education in the Physical Education Degree course through the challenges and contradictions posed in the National Curricular Guidelines for the teaching course of Physical Education and in the current curricular reforms that Brazilian Basic Education goes through (Common National Curriculum Basis and High School Reform). To achieve these objectives, a documentary analysis of the National Common Curricular Basis was carried out; the National Curriculum Guidelines for the Physical Education course and the Political-pedagogical Project of the Physical Education Degree course at FacMais Inhumas. The research methodology consisted of proposing questionnaires and conducting semi-structured interviews with graduates and graduates of the Physical Education Degree course, analyzed based on the proposal of the meaning nuclei, methodology developed by Aguiar and collaborators (2006, 2007, 2015 and 2016). The analysis of the meanings of teacher education and teaching at the Basic Education school expressed by the students who are concluding the Physical Education Degree teaching course reveals to us how the identification with the profession is becoming, along the formative process, as well as what are the expectations of future teachers and future teachers in relation to the work to be carried out in the Basic Education school.