Mestrado em Educação (FE)

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    "Introducção da sciencia no amago da instrucção primaria": o ensino de ciências naturais no terceiro livro de leitura de Felisberto de Carvalho (1892-1959)
    (Universidade Federal de Goiás, 2017-08-21) Ferreira, Edna Pereira dos Santos; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Stevaux, Maria Nazaré; Rosa, Sandra Valéria Limonta; Barra, Valdeniza Maria Lopes da
    This research aimed to investigate the teaching of Natural Sciences in the Terceiro Livro de Leitura by Felisberto de Carvalho, educator, writer, journalist and musician. This author, published about seventeen works for instruction, the book we analyzed, is part of the series of five series books entitled Livros de Leitura that circulated in Brazil from the last decade of the nineteenth century until the mid-twentieth century. The goal was to identify the relation between the teaching of Natural Sciences and the legislation in force at the end of the eighties. Cultural history was adopted as a theoretical and methodological contribution, since the research is in the field of History of Education, in order to highlight how the history of the object of this research, within the social reality of the time and of different places, it was Built in the period in which it circulated. The guiding questions of this research were: is the teaching of Natural Sciences in the work of Felisberto de Carvalho in connection with the intuitive method of the Lições das Coisas in the legislation of the late nineteenth century? Has the edition reviewed (1911) maintained the same kind of teaching suggested in the Empire? Does the argument of scientific teaching over Christian moral teaching prevail in this work? Can the construction of a republican industrial Brazil justify the permanence of a scientific education? The place occupied by the area of Natural Sciences, which included other sciences, maintained the format of the reading book, which was intended to teach reading for children in the primary grades? The Terceiro Livro de Leitura by Felisberto de Carvalho was established as object and main source, and as a complementary source, Decree n. 7.247 / 1879 and the Opinion / Project for the Reform of Primary Education proposed by the Public Instruction Commission (1883). Clues were sought in the legislation mentioned for the emphasis given by the author to the Natural Sciences in the books of readings. In this way, it was possible to identify the relation of the Lições das Coisas in the graduated series of reading with the teaching of Natural Sciences, since it has direct relation with the intuitive method and the current legislation, the latter proposes the teaching through the things, the intuitive method. In relation to scientific education in detriment of a Christian moral teaching prevails in this work, the presence of religious teaching was not verified, fact that emphasizes the importance of scientific knowledge based on intuitive teaching, so as to develop in the child the capacity of observation, strengthening solid and durable knowledge.
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    Profissionalização docente: sentidos discursivos na produção de conhecimento
    (Universidade Federal de Goiás, 2020-04-30) Lima, Miriã Nunes Porto; Magalhães, Solange Martins Oliveira; http://lattes.cnpq.br/2611615064976822; Magalhães, Solange Martins Oliveira; Shuvartz, Marilda; Rosa, Sandra Valéria Limonta
    This work is linked to the research line “Training, Teacher Professionalization and Educational Work”, of the Graduate Program in Education / UFG. She is part of Redecentro - Network of researchers on teachers from the Midwest / Brazil and has as research theme the professionalization of teachers. In research, try to answer the following questions: What are the conceptions about teaching professionalization that can be identified in Anped's production? What are the discursive meanings in Anped's academic production? Would it be possible to identify or ideologically position researchers from the identified production? With the general objective of understanding the discursive meanings attributed to the professionalization of teachers in the production of ANPEd, in the period 2012-2017; and as specified objectives, to understand a Brazilian public university as a privilege of training, teaching professionalization and production of scientific knowledge; understand teacher education and professionalization in Brazil in its historical, political and social aspects. As the Meetings of the National Association of Graduate Studies and Research in Education - ANPEd represent the largest meeting of researchers in the educational area, we question the discursive meaning on the theme - professionalization, present in the published productions. It is a bibliographical and documentary research, based on the method of Dialectical Historical Materialism (MHD). Throughout the chapters, the repercussions of the most recent educational reforms on the public university and on education, training and professional training are discussed. What stands out is that the more the social function of teachers is compromised, through their training and professionalization, the more their awareness process of social subjects is compromised, which gradually distances society from equitable and fair relational forms. Through the analysis of the data, it is understood that the discursive meaning of the term professionalization, associated with the cited authors and the clippings of the text, is associated with an epistemological basis, here understood as “criticism against hegemony”. Through the work it was also possible to identify a shortage of academic production on the theme. We understand that this material becomes formative of consciences, influencing how teachers think their performance.
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    Educação Ambiental: encontros e desencontros na escola pública de Goiânia
    (Universidade Federal de Goiás, 2020-05-11) Paula, Alesandra Martins Dias de; Pietrafesa, José Paulo; http://lattes.cnpq.br/5325872034942622; Pietrafesa, José Paulo; Magalhães, Solange Martins Oliveira; Echeverria, Agustinha Rosa
    Environmental themes have been approached from different interpretations of reality, from conservative ideological perspectives to critical. Considering Environmental Education (EE) as a field of dispute, it is important for environmental educacion to understand the environmental discourse of the subjects involved in the educational process. In this sense, this study was born from the concern to know the EE carried out in the public schools of Goiânia-GO. This work then proposed a reflection from the conception and pedagogical practice involving this education and its consequences. It covered historical theoretical excerpts and tried to understand the relationships established in the school routine and outside of it about EE, that is, environmental educacion in formal and non-formal education. For this, it was considered the educational process in which the educator works and the way he appropriates concepts and realities. It is a case study in a municipal school and the identification of some actions in EE in, specifically, 30 (thirty) municipal schools in Goiânia. As a data collection instrument, a quiz interviews and observation were carried out in order to: check whether the studied school contemplates or not conceptions and practices consistent with the transformation of individuals; to know the continuing education offered by the Municipal Education and Sport Secretariat (SME) to the network's teachers to understand the relationship it establishes with knowledge and practices in schools; identify EE practices in non-formal space, specifically in Parque Areião / Vila Ambiental and Parque Zoologico de Goiânia. The study defends the critical EE advocated by authors such as Layrargues (2008), Loureiro (2009), Cruz et al. (2013) and others. From this path, the SME's Political-Pedagogical Proposals (PPP), the environmental educacion PPPs were identified in a non-formal space, such as in the parks, and the speeches of teachers and managers of these institutions were analyzed. The research questions were: How has EE been accomplished in elementary education in municipal schools in Goiânia? And outside school, in public parks, how has EA been going in Goiânia? As a result, it was found that environmental educacion has happened in municipal public schools and in the parks of Goiânia in an significant, incipient and punctual, largely, based on the conservative concept, focused on care, love and environmental protection.
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    A emergência do adolescente em conflito com a lei
    (Universidade Federal de Goiás, 2020-03-13) Tauhata, Thiago Brandão Vieira; Cassoli, Tiago; http://lattes.cnpq.br/3605178273280112; Cassoli, Tiago; Rodrigues, Divino de Jesus da Silva; Hur, Domenico Uhng
    This work seeks, through genealogical research, the emergency of the adolescent in conflict with the law, constituted by a critical reflection that allows an analysis of antagonisms involved on the execution of socio-educational measures inside the governmental plan. Starting from an analysis of the legal documents of the 19th century, going through the emergency of the minor as objects of law in the 20th century, in association with the hygienists and eugenicist knowledge of the abnormal child until contemporary times, we observe with the promulgation of the Statute of the Child and Adolescent the emergency of a character resulting from biopolitics technics to be governed according to neoliberal governmentality. This character is created over time according to these techniques that are linked to the concept of socio-education. An inaccurate concept, undefined, but through the analysis of texts elaborated by the pedagogue Antonio Carlos Gomes da Costa, responsible for the inclusion of the term in the Statute and strong influencer in socio- educational works, allowed us to observe the elements for the birth of adolescents in conflict with a law according to neoliberal entrepreneurship racionality. This rationality coordinates itself with the socio-educational practice, limiting the accountability to adolescents, often excluding a diverse range of chronic historical and social factors present in its constitution. This implies increasing absence of State responsibility at the same time that a much broader government over the adolescent in conflict with a law according to a calculation of their freedom and life.