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Direitos humanos e desenvolvimento sustentável: análise dos impactos sobre as comunidades afetadas pela mineração em Goiás na perspectiva da agenda 2030
(Universidade Federal de Goiás, 2019-10-29) Abreu, Marden Reis de; Tibiriçá, Luciana Gonçalves; http://lattes.cnpq.br/2316623937361550; Macêdo Filha, Maurides Batista de; Macedo Filha, Maurides Batista de; Tibiricá, Luciana Gonçalves; Corrêa, Edwiges Conceição Carvalho; Maniglia, Elisabete
The objective of this study is to investigate whether mining activities, currently installed and in operation in the state of Goiás, in more than a decade (2005-2017), brought to the local community a significant increase in the quality of life, preservation of the environment and respect for human dignity. The main objective is to obtain an up-to-date and relevant image of economic development in the regions affected by mining, from the perspective of human rights and the UN Agenda 2030. The 17 sustainable development goals (ODS) offer opportunities for companies to contribute to the potential of the mining industry in a way that can be fully leveraged for sustainable development. In this sense, the debate on the exploration and depletion of natural resources in the territories dominated by the Yamanha Gold, Anglo America and Anglo Gold Ashanti companies and the sustainable alternatives of economic diversification during the process of operation and closure of the mines is deepened. The study works with the hypothesis that the economic dependence and environmental degradation generated by the activity can be avoided or reversed, provided that the mining activity is practiced in a conscious, planned and sustainable way. The methodology used will be the bibliographical research and fieldwork that will consist of the analysis of written, iconographic and oral documents (interviews). As a research method and the assumptions of Amartyha Sen, Joaquim Herrera Flores and Julio Marcelo Prieto, the political, economic, social and environmental impacts resulting from the mining activity in the municipalities of Alto Horizonte, Barro Alto-GO and Crixás are analyzed. It can be seen that the mining industries of Goiás have the opportunity and potential to contribute positively to all 17 ODS.
Polícia cidadã? um estudo da formação profissional dos policiais civis do estado de Goiás na perspectiva dos direitos humanos
(Universidade Federal de Goiás, 2020-02-28) Almeida, Camila Nunes de; Macêdo Filha, Maurides Batista de; http://lattes.cnpq.br/8107202394331830; Macêdo Filha, Maurides Batista; http://lattes.cnpq.br/8107202394331830; Macêdo Filha, Maurides Batista de; Rocha, Maria Vital da; Leitão, Rosani Moreira; Arbués, Margareth Pereira
Brazilian public safety policies have been and are still guided by eminently repressive paradigms. Despite the re-democratization and promulgation of the Federal Constitution of 1988, public safety remained founded on the conceptions of national defense and internal defense developed in the Military Dictatorship, which, in practice, created the figure of an internal enemy to be fought. Democratic openness was not enough to enable structural reforms in the public safety system, which remained centralized in police institutions with a scope of ensuring public order and the safeguarding of the heritage of certain classes. In this conservative scenario, the implementation and consolidation of human rights policies in the public safety system took place late in history - still facing difficulties in consolidating a public safety model capable of ensuring access to rights and the full exercise of citizenship. The focus of the research is to verify whether the Civil Police of the State of Goiás implemented the didactic-pedagogical proposal of a cross-sectional and interdisciplinary approach to human rights issues in the professional training of Civil Police in Goiás, as recommended in the National Human Rights Education Plan (PNEH), of 2006, and the National Curriculum Matrix for Training Actions of Public Security Professionals (MCNSP), of 2014. In order to achieve said objective, the investigation will make a detailed compared documentary analysis of the professional training curricula of agents, clerks and delegates of the Civil Police of the State of Goiás of 2017 and 2019, respectively, with the policies established by the Federal Government for the training of public safety professionals. In addition, survey questionnaires were applied to thirty-six civil policemen from Goiás who participated in the professional training in 2017 as students, teachers and managers. The results obtained with the research revealed the non-adherence of the Civil Police of the State of Goiás to the National Human Rights Education Plan (PNEH), of 2006, and the National Curriculum Matrix for Training Actions of Public Security Professionals (MCNSP), of 2014 in the professionals training of 2017 and 2019.
Etnomatemática na educação de jovens e adultos: um olhar sobre a produção científica no Brasil
(Universidade Federal de Goiás, 2020-03-04) Almeida, Kêite Ferreira de; Souza, Roberto Barcelos; http://lattes.cnpq.br/4853908842861334; Souza, Roberto Barcelos; Pimenta, Adelino Candido; Machado, Vânia Lucia
Dissertation linked to research strand Teaching and Learning of Sciences and Mathematics of the Education, Sciences and Mathematics Graduate Program at Goiás Federal University. This is a knowledge status quo research and its object relies on theses and dissertations that tackle Ethnomathematics in the Youth and Adult Education (EJA), published between 1996 and 2018. Our analysis corpus was constituted of 30 works (24 theses and 6 dissertations). Therefore, this research was carried out taking into account the following questions: a) Institutionalized as a Basic Education mode after the Law 9.394/96, from this benchmark on, what are the aspects that trigger intellectual interest from a group to produce knowledge concerning the teaching of Mathematics in EJA from the ethnomathematical perspective? b) Considering the problem, theme focus, objectives, methodological aspects and distribution (space-time) as scientific activity features, what are the stylistics traits that characterize dissertations and thesis on the teaching of Mathematics in EJA from the ethnomathematical perspective? c) Understood as structural elements of “Ethnomathematics in EJA”, what are the EJA assumptions, target audience and Ethnomathematics are conveyed by the scientific production that was analyzed? We believe that it is necessary to have more understanding regarding what has been created by a group of Mathematical Education researchers when it comes to teaching demands in the EJA setting. We see that the dissertations and theses on the topic “Ethnomathematics in EJA” indicate possibilities to grasp such demands, as well as possible Ethnomathematics-based contributions. The content analysis was based on the Ludwik Fleck´s framework (1986), specifically on the following analytical categories “thought styles”, “thought collective” and “inter and intra-circulation of ideas”. Our findings show that there is an asymmetrical geographical distribution; research trend in the learner-led theme focus; lack of explanation regarding philosophical references on which the methodological aspects are based; expansion of Thought Style in Mathematical Education (EPEM), since it gathers active elements of thought related to Ethnomathematics and teaching of Mathematics in EJA.
Inovação no ensino de ciências no Brasil: para que finalidades educativas?
(Universidade Federal de Goiás, 2022-08-30) Alves Filho, Marcos Antonio; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Oliveira, Natalia Carvalhaes de; Silva, Katharine Ninive Pinto
Although the discourse on the need to innovate education is explicit in the mainstream media, justified mainly by the supposed failure of the school institution, the discussions on innovation in education began to gain strength in the early twentieth century, being considered a fundamental process for economic development. As far as education is concerned, the discussion about innovation is linked to the idea of modernization, through the use of technologies and adaptations of productive models in school environments. In the context of the construction of the phenomenon in science teaching and based on the materialist-historical-dialectical (MHD) approach, this research starts from the following research problem: what is the theoretical perspective(s) that support academic research on innovation in science teaching in Brazil? Therefore, this research aimed to understand the theoretical basis of research on innovation in Science Education in Brazil. To this end, this research based its discussion on innovation on Ferretti (1989), Goldberg (1989), Saviani (1989), Ferreira (2013); to base our discussion on school purposes we refer to Lenoir (2013) and Libâneo (2019) and, finally, to discuss the relationship between education and technology in Peixoto (2012, 2015). The research in question carried out a bibliographic study, of the state of knowledge type. To compose the corpus of this research were selected theses from Postgraduate Programs (PPG) in the area of Science Teaching, which were in operation, from a search in the Platform Sucupira of CAPES in the area of teaching. After selecting the programs, the library of each program was consulted in the search for defended theses that contained in the title, abstract or key words the following descriptors: innovation; innovating; innovate; innova; innovator. In the search for productions that discuss innovation in science teaching, 24 theses were found, in the period from 2009 to 2020. We can highlight that the discussions about innovation are guided, in general, by two educational purposes: conservative, which has as ideological basis the conservatism and reformism, and progressive, which is ideologically based on the revolutionary perspective. The research that composes the corpus of our study, in its great majority, reproduces the neoproductivist logic of education, directed sometimes by the constitution of competencies for the formation of the citizen of the 21st century, and sometimes by the centrality of the subject in the teaching and learning processes. It is worth noting that an innovative orientation of teaching that transforms the educational process must necessarily be affiliated with an educational project that resists the hegemonic project.
Violência de gênero e direitos humanos: um estudo do atendimento dos crimes de violência doméstica e familiar contra a mulher na 1ª DEAM de Goiânia (2010-2023)
(Universidade Federal de Goiás, 2024-05-31) Alves, Glauco Leão Ferreira; Dias, Luciana de Oliveira; http://lattes.cnpq.br/9317426815646934; Dias, Luciana de Oliveira; Lima, Ricardo Barbosa de; Sofiati, Flavio Munhoz; Ferreira, Maria Meire de Carvalho; Silva, Guilherme Borges da
Women who are victims of gender-based violence need public policies so that basic human rights are actually implemented. In this way, the objective was to bring to the academic debate the assistance, which occurred between 2010 and 2023, to crimes of domestic and family violence at the 1st Specialized Police Station for Women's Assistance in Goiânia - DEAM, based on discursive textual analysis about the feelings, anxieties, limitations and dilemmas of the civil police officers from this police station. Based on the research entitled Public Security Agents as Subjects of Rights, from the Human Rights Center of the Federal University of Goiás, a questionnaire was applied, in 2023, to 22 professionals who work or worked at this police station: agents, clerks, delegates and psychologists, in a quantitative-qualitative approach. In relation to the theoretical framework that supported this thesis, the theme of violence was approached, from an interdisciplinary perspective, consolidating the importance of the role of the street-level bureaucrat as an agent for transforming an unequal, sexist, violent and prejudiced reality. In this sense, data analysis demonstrated the need for constant training of these civil police officers who are on the front line in the fight against violations of women's rights. The training we are talking about must focus on gender relations and social markers of difference, because it was also noted that there is little institutional appreciation for the police officers who are assigned to this police unit. It is essential to pay attention to the mental health of these professionals who deal with violence on a daily basis and who support a workload increased by the low police force. The lack of motivation and illness of these police officers, who at certain times, see themselves more as subjects of duties than of rights, can negatively reflect on the care provided to victims at DEAM, in contrast to the reason for the existence of this police station: to empower women to break the cycle of violence.
A formação de professores que ensinam matemática e os dispositivos móveis: um olhar sobre dissertações e teses brasileiras publicadas no interstício 2011-2019
(Universidade Federal de Goiás, 2022-09-27) Alves, Kelen Michela Silva; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Moraes, Moema Gomes; Araújo, Cláudia Helena dos Santos; Rosa, Dalva Eterna Gonçalves; Civardi, Jaqueline Araújo
The present research is linked to the line of research Teaching and Learning of Science and Mathematics, of the Postgraduate Program in Science and Mathematics Education, of the Federal University of Goiás. The use of mobile technological resources to establish connections with other devices or systems to create opportunities for the organization and acquisition of information and knowledge has spread in several training spaces. In the search to understand this insertion in the educational environment, this research aimed to unveil and analyze how Brazilian theses and dissertations, in the teaching area, approach the use of mobile devices, in the context of teacher training for mathematics teaching, in the interstice from 2011 to 2019. For this, teaching was observed as a historically constructed profession, encompassing public policy initiatives for teacher training and the insertion of mobile devices in the educational field. Based on Honoré (1980), Nóvoa (1992), Garcia (1999), Alarcão (1998), Imbernón (2011), and Brzezinski (2011, 2016), the process of composing studies on teacher education presented as a field of disciplinary. Nóvoa (1992), Tanuri (2000), Saviani (2005, 2009), Gatti and Barreto (2009), Diniz-Pereira (2013), and Gatti et al. (2019) helped the studies to address the process of teacher training in Brazil. Fiorentini and Lorenzato (2009), Fiorentini (2009), and Santos (2017) contributed to the reflection on teacher training in the field of mathematics education; Moraes (1993, 1997), Bonilla and Pretto (2000), Moraes (2002a, 2002b, 2012), Almeida (2008), Shiroma and Evangelista (2015) and Bueno (2017) to address information technology policies for teacher education for the use of technologies. In addition, concerning the relationship between technologies and education, Vieira Pinto (2005), Peixoto (2008, 2012, 2015), Moraes (2016) and Peixoto and Moraes (2017) were taken as references. It was supported methodologically, by Romanowski (2002), Romanowski and Ens (2006), and Ferreira (2002) for the documental study called the State of Knowledge, with a view to mapping and analyzing the pedagogical-didactic discourses present in the academic productions available in the Thesis and Dissertation Bank of Capes and the Brazilian Digital Bank of Theses and Dissertations (BDTD). Using the descriptors "Applications", "Apps", "Smartphones", "Tablets", "Mobile devices", "Portable", "Mobile", "Laptops", "Notebook" and "Cellular devices" associated with the terms "Teacher Training" and “Teaching in Mathematics” constituted the research corpus through twenty pieces of research, being ten academic master's research, five doctoral research, and five professional master's researches. Qualitative studies of the corpus helped to observe the complexity of the relationships established between teacher training and the use of mobile devices, which three categories were perceptible: emphasis on mobile devices, emphasis on teacher training, and articulation between teacher training and the mobile devices. The references that supported these discussions emerged a posteriori, through data extracted from the corpus. Discussions present in research on technological devices sometimes present them as a determining factor to transform society, culture, politics, and the economy; sometimes they recognize mobile devices as a social construct, as an expression of human activity, which has its contradictions, problems, and possibilities in the educational field.
Efeitos genotóxicos, mutagênicos e comportamentais de nanopartículas de dióxido de titânio em girinos de Dendropsophus minutus (Hylidae, Anura)
(Universidade Federal de Goiás, 2021-08-20) Amaral, Diogo Ferreira do; Rocha, Thiago Lopes; http://lattes.cnpq.br/6325937100056775; Silva, Daniela de Melo e; http://lattes.cnpq.br/9895211901348365; Rocha, Thiago Lopes; Jacob, Raquel Fernanda Salla; Silva, Cláudio Carlos da; Nomura, Fausto; Formiga, Klebber Teodomiro Martins
Nanomaterials (NMs) have been used in an increasing number of commercial products, and its rapid expansion could lead to their release into aquatic environments. The accelerated production of the various types of conventional products at nanoscale has been fundamental for the economic progress of several countries. Many types of nanoparticles and nanomaterials are already being used, and other varieties are expected to appear in the future. However, there is little knowledge about the impact of NMs on biota, especially on amphibians. Therefore, there is a need to better classify and understand NMs. The first part of our study has reviewed the historical use of amphibian species as model systems in nanoecotoxicological studies, which summarized data available in the scientific literature on the genotoxic, mutagenic, histopathological, embryotoxic, and reproductive effects of NMs in different groups of amphibians. The interaction, bioaccumulation, mode of action (MoA), and ecotoxicity of NMs in amphibians were also reviewed. The nanoecotoxicological studies were carried out with 12 species of amphibians, eight from the Anura order and three from the Caudata order. Xenopus laevis was the most studied species. Studies were conducted primarily with inorganic NMs (72%) compared to organic ones. Nanoecotoxicity depends on the behavior of the NM, the transformation in the environment, and the developmental stages of the amphibians. The MoA of NMs in amphibians was mainly associated with the production of reactive oxygen species (ROS), oxidative stress, genotoxic and mutagenic effects. The results emphasized the need for more studies that test the ecotoxicity of different NMs, concentrations, and exposure periods in environmentally relevant approaches. In addition, there is a need for standard protocols for nanoecotoxicological testing with amphibians. The reviewed data showed that amphibians are suitable organisms to assess the environmental impact of NMs and indicated essential gaps in research on the ecotoxicity of NMs in freshwater ecosystems, as well as recommendations for future research. In this sense, we observed from the first chapter that the most produced and consumed nanoparticles worldwide are titanium dioxide nanoparticles (TiO2 NPs); whose release into the environment are known to induce toxic effects in aquatic invertebrates and vertebrates. However, knowledge of its impact on neotropical amphibians remains limited. Thus, the second chapter of this thesis aimed to evaluate the toxicity of TiO2 NPs and its dissolved counterpart, titanium dioxide (TiO2), in a species of anuran neotropical amphibian (Dendropsophus minutus). DNA damage, biometric parameters, and behavioral changes were analyzed in tadpoles after exposure to three environmentally relevant concentrations (0.1, 1.0, and 10 mg L-1) of TiO2 and TiO2 NPs for 7 days. As a result, we verified DNA damage in D. minutus tadpoles exposed to both forms of Ti compared to the control group. We also identified a similar reduction in overall size, body length, width, and height of the tail musculature in tadpoles exposed to TiO2 and TiO2 NPs compared to unexposed tadpoles. Regarding the behavioral test, the tadpoles showed less mobility and were more distant from the conspecifics (less aggregated) when exposed to NPs. Therefore, the simultaneous use of multiple biomarkers was essential to assess the adverse effects of the nanomaterial and establish a reliable approach for biomonitoring of aquatic ecosystems. Our study increases the knowledge about the genotoxic, morphological, and behavioral effects of TiO2 and TiO2 NPs in anuran amphibians, contributing to future studies in the environmental risk assessment of nanomaterials.
O jogo das posições sociais: educação em ciências e a formação do cidadão
(Universidade Federal de Goiás, 2020-12-21) Ataide, Jefferson Fagundes; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Oliveira, Dijaci David de; Genovese, Luiz Gonzaga Roversi; Shuvartz, Marilda; Prata, Rita Vilanova
In this research, citizenship occupied the position of analytical category, on which the objective of investigating its interconnections with curricular, conceptual, and historical elements was proposed under the foundation of Pierre Bourdieu's sociology. It is a qualitative investigation developed through an association between bibliographic and documentary research. On the first, a review of the literature of the narrative type was developed in consideration of events that are preponderant for western and Brazilian citizenship. Then, a systematic review was structured about the same concept present in scientific articles that articulated the idea with Science Education. For this, three databases were selected: Education Resources Information Center (ERIC), Scientific Electronic Library Online (SciELO); Digital Library of Theses and Dissertations of the Federal University of Goiás (BDTD / UFG). The stage characterized as documentary research followed the directions of the Discursive Textual Analysis (methodological framework). Interpretations were based on the assumptions of Pierre Bourdieu's praxiological method (analytical framework). Conceptions of citizenship have historically been linked to struggles in social fields. In the case of the Brazilian Educational Field, even before its formal existence, one perceives the strategic character of the monopolization of cultural capital by an elite minority, as well as the need for a minimum perpetuation of some knowledge and rights to follow the rise of a new worldview, that of capitalism. It was found that Science Education has a fundamental role in promoting dialogues about the formation of the agent / citizen. However, there are still few studies of a conceptual nature on citizenship in this area of knowledge. National curriculum documents, such as the BNCC, have a strong impact on the definition of the direction of a nation, but they must not hide the foundations that produce and maintain social inequalities. The movement to produce knowledge about the relationship between citizenship and education is an essential step for decision-making under the critical-reflexive bias. Movement that nourishes the minority categories to remain in (re) existence.
“Eu não sou tarefeira!” - tarefas de articulação didática para a organização histórico-crítica do ensino de biologia com a Educação de Jovens e Adultos
(Universidade Federal de Goiás, 2023-07-03) Avelar, Lucas Martins de; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Paranhos, Rones de Deus; Costa, Cláudia Borges; Messeder Neto, Hélio da Silva; Silva, Graziela Lucchesi Rosa da; Guimarães, Simone Sendin Moreira
Este estudio está vinculado a la Red de Investigación en Enseñanza de las Ciencias en la Educación de Jóvenes y Adultos y al Centro Memoria Viva - Documentación y Referencia en Educación de Jóvenes y Adultos, Educación Popular y Movimientos Sociales en Goiás (CMV-GO). La tesis problematiza la necesidad de discutir la Enseñanza de la Biología en la Educación de Jóvenes y Adultos más allá del concepto de marketing de la tarea docente. La investigación tiene como método el Materialismo Histórico-Dialéctico y tiene como objetivo comprender la relación entre la enseñanza del saber biológico y la enseñanza, en el movimiento hacia la constitución de la educación de adultos, para explicar qué tareas de articulación didáctica son necesarias para la organización de la enseñanza de la Biología. con la modalidad desde la perspectiva histórico-crítica. La investigación es de carácter bibliográfico, basada en enfoques historiográficos y teóricos. Se utilizaron fuentes de texto e imagen de contenido verbal y no verbal. Para la historiografía, fueron seleccionados materiales didácticos, informes y documentos de orientación didáctica de iniciativas de educación de adultos disponibles en el Portal de los Foros de EJA do Brasil. También se analizaron dos ediciones del libro Biología Educativa: nociones fundamentales, de Antônio Almeida Júnior, obra de gran influencia en la enseñanza del saber biológico en Brasil, a lo largo del siglo XX. La investigación teórica recurrió a la sistematización de elementos históricos en relación sintética con la Psicología Histórico-Cultural, la Pedagogía Histórico-Crítica y Gramsci. Los análisis se realizaron a partir de la cadena singular-particular-universal y consideraron dos relaciones: valorización y sistematización del saber biológico en la educación de adultos y enseñanza, aprendizaje y desarrollo en sentido histórico-crítico. Los resultados indican que la organización de la enseñanza del saber biológico en la educación de jóvenes y adultos ha estado marcada por conceptos en disputa, de los cuales se destacan los siguientes: Higienista-civilizadora, Técnico-instrumental y Educación Popular Crítica. Se defiende la tesis que: la organización histórico-crítica de la enseñanza de la Biología con la Educación de Jóvenes y Adultos implica el aporte teórico a la superación de la concepción burguesa del maestro cambiador de tareas, con la sistematización de tareas de articulación que fundamentan el quehacer didáctico. Como aporte, se esbozan dos tareas de articulación con miras a orientar el trabajo didáctico, a saber: 1) Responder a los interrogantes de la materialidad de la organización de la enseñanza de la Biología con la EJA en el momento histórico actual y 2) Elaborar, a partir de las respuestas, objetivos generales de organización docente que dan lugar a acciones de estudio docente para la actividad de enseñanza del saber biológico con la modalidad. En cuanto a la primera tarea, las preguntas se responden desde lo entendido estratégicamente, a la luz de los escritos de Gramsci, como elementos de posición (¿Por qué enseñar? - ¿Para qué enseñar? - ¿Cuándo enseñar?) y movimiento (¿Qué enseñar? - ¿Con quién enseñar? - ¿Cómo enseñar?). La segunda tarea se despliega a partir de la primera y permitió la elaboración de dos objetivos generales de organización docente: Posicionalmente - Enseñar Biología con la EJA porque es necesario engendrar medios colectivos de lucha por el derecho, por la formación de un mundo materialista histórico-dialéctico concepción y superación de ideas naturalizadoras sobre los jóvenes y adultos y sus posibilidades de desarrollo; Sobre el movimiento - Enseñanza de los fundamentos de los sistemas conceptuales biológicos, mediados por las relaciones sociales concretas que constituyen los sujetos de la EJA, a partir de la elaboración de tareas de estudio problematizadoras, para aprendizajes instructivos que enriquezcan el trabajo creador.
O ensino de Biologia na educação de jovens e adultos: a perspectiva histórico-cultural como princípio da organização do ensino-aprendizagem
(Universidade Federal de Goiás, 2022-02-21) Avelar, Lucas Martins de; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Costa, Cláudia Borges; Coelho, Leandro Jorge; Guimarães, Simone Sendin Moreira; Paranhos, Rones de Deus
This study has the Historical-Dialectical Materialism as a method and the Historical-Cultural perspective (HC) as a theoretical framework. The investigation is linked to the Research Network on Science Teaching in Youth and Adult Education (REPEC-EJA). The object is the Brazilian production in Biology Teaching at EJA. Based on the author's work with the social movement of the EJA Forums and the subjects studied during the master's degree, the following research question was formulated: How has the Historical-Cultural perspective been incorporated as a principle for the organization of teaching and learning in research on Biology Teaching at EJA? The specific questions unfold from it: a) What aspects of HC are mobilized by the productions? How are they linked to each other?; b) What relationships are woven by the productions between Biology Teaching, EJA and the Historical-Cultural perspective?; c) When considering teaching and learning as a human activity, what elements characterize the dynamics of your organization in the context of the interventions proposed by the research? The bibliographic research of the State of Knowledge type was adopted as a methodology. Fifteen dissertations were analyzed. The corpus consists of a clipping of the research collected by the collective of REPEC-EJA in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) for the period 1997 to 2019. elaboration of a grid as an instrument for data collection. The analysis of the works made possible the emergence of three assertions: 1) The incorporation of the Historical-Cultural perspective in the research occurs in a light way and by combining it with other references of different epistemological bases, a theoretical amalgam is formed that reproduces the ideas of the pedagogies of “learning to learn”; 2) The manifestation of the empirical desire for criticality is contradicted by the dynamics of the teaching-learning organization, which endorses the hegemony of the conception of the task teacher.; 3) As a socio-historical process and product, research contains contradictions that generate the need for theoretical bases that support pedagogical activities that effectively promote transformative praxis. The investigation also indicates, for the field, the urgency of studies that are committed to building didactic-pedagogical principles for Biology Teaching in EJA based on the Historical-Cultural perspective.
Conformidade entre dados biofísicos orbitais e terrestres para o zoneamento agroclimático, identificação espaço-temporal de tendências de precipitação e suas relações com uso e cobertura da terra no bioma cerrado
(Universidade Federal de Goiás, 2021-09-10) Bettiol, Giovana Maranhão; Ferreira, Manuel Eduardo; http://lattes.cnpq.br/4498594723433539; Ferreira, Manuel Eduardo; Ferreira Júnior, Laerte Guimarães; Luiz, Gislaine Cristina
Context The Cerrado biome plays a prominent role in Brazilian and global agricultural production, where approximately 50% of the national agricultural production and 30% of the country's gross agricultural income are in this biome. The Climatic Risk Agricultural Zoning (ZARC) arises as an important instrument of the Brazilian agricultural policy by indicating more favorable dates of crop planting on a municipal scale. The improvement of the methodology used in ZARC is of paramount importance and should be carried out continuously. Altitude and temperature are important agricultural conditions, with altitude being one of the factors used for the calculation of temperature by utilizing regression equations. As for the precipitation data, they are factored in the modeling of the water balance of different agricultural crops in ZARC. Goals In this context, the current study aims to analyze the conformity/accuracy between the altitude and precipitation data obtained from terrestrial reference stations and estimated by orbital sensors, and to identify trends of increase or decrease of precipitation in the Cerrado biome, itemized by classes of land use and land cover. Materials and methods The digital elevation models (MDEs) analyzed were NASADEM_HGT from NASA and ALOSAW3D30 version 3.1 from the Japan Aerospace Exploration Agency (JAXA), both with a spatial resolution of 30 meters. These models were evaluated according to the parameters recommended in the Cartographic Accuracy of Digital Cartographic Products Standard (PEC-PCD), which defines tolerances according to the evaluation scale and classes (A, B, C, or D). NASA's IMERG Final Run Global Precipitation Measurement (GPM) data, available every half hour, were compared with the hourly measurements of 215 automatic surface weather stations of the National Institute of Meteorology (INMET) of the Cerrado biome in the 2017-2019 period. In addition, considering the period from 2000 to 2019, areas of precipitation tendency were identified in the biome and compared to the predominant classes of land use and land cover, obtained by the MapBiomas project. Results Considering class A of the PEC-PCD, MDE NASADEM_HGT was compatible with 1:250,000 scales and smaller, while MDE ALOS AW3D30 reached scales of 1:100,000 and smaller. When compared to each other, the models provide close and similar altitude measurements and may be used in ZARC. There was great conformity between GPM precipitation data and data from automatic weather stations, notably for months of the dry season (May to September), especially June, which showed the best performance (0.89), high agreement (0.96), and very strong positive correlation (0.93). All the evaluation indices that were considered, that is, detection probability, false alarm rate, critical success rate, and correct percentage, demonstrated a high ability to detect rain via orbital data. For the 2000 - 2019 period, it was possible to notice that the dry season in the biome is being intensified. Approximately 20% of the Cerrado that is covered with native vegetation showed a trend of statistically significant reduction of precipitation of -2.58 mm/month and -2.55 mm/month in 12% of the total area of Cerrado with anthropic cover. The areas that presented significant positive precipitation trends occupied 5% of the Cerrado (around 5 mm/month of increase). Final considerations The results of this study showed that the MDEs and the GPM data have great potential to be incorporated into the ZARC methodology, especially to complement the historical series of data from surface rainfall stations. More in-depth studies need to be conducted to analyze the trend of increase or decrease in precipitation with possible relations with changes in the land use and land cover of the biome.
Democracia e liberdade: a falsa promessa do liberalismo no estado ainda-não-democrático de direito brasileiro
(Universidade Federal de Goiás, 2021-03-15) Bittar, Guilherme de Moraes; Reis, Helena Esser dos; http://lattes.cnpq.br/1045681574037243; Reis, Helena Esser dos; Roriz, João Henrique Ribeiro; Barros, Douglas Ferreira
This research aims to carry out an analysis of the trajectory of liberalism and democracy in Brazil, observing, specifically, the governmental behavior and deportment of recent years. To this end, it intends to establish a study on the conceptions of democracy throughout history, from its ancient stage, in Athens, until its reconfiguration with the influxes of liberalism in the modern era. Still, it aims to analyze liberalism as a political theory of freedom, defining the contours of what we believe to be its main goals, such as the Rule of Law, Constitutionalism and Human Rights. Finally, the focus turns to the analysis of liberalism and democracy in Brazil, first, throughout its constitutions, and then, of the late years, in which there has been a notable reduction in the liberal-democratic process in the country, due to reiterated acts of government that undermined the still frangible Democratic Rule of Law, through attacks and threats towards civil and political freedoms and the structures of representative democracy.
Diálogos e Cartas Pedagógicas em Círculos de Cultura: ressignificando a formação continuada de professoras e professores em ensino de Astronomia
(Universidade Federal de Goiás, 2024-08-27) Borges, Elizandra Freitas Moraes; Sobreira, Paulo Henrique Azevedo; http://lattes.cnpq.br/7427949308963650; Ribeiro, José Pedro Machado; Ribeiro, José Pedro Machado; Genovese, Cinthia Leticia de Carvalho Roversi; Coimbra, Camila Lima; Langhi, Rodolfo; Bisch, Sérgio Mascarello
Continuing teacher training in Brazil is a complex and challenging field. With regard to the one that deals with astronomical knowledge, the scenario becomes even more challenging. Continuing training proposals, in general, are characterized by a prescriptive and dissertative character, silencing subjects within the scope of their own training. Therefore, the present investigation aimed to analyze which essential elements, emerging from the extension course “Astronomy at school in the context of culture circles, should be considered for the construction of permanent, participatory and contextualized training for teachers who teach Astronomy at school. To this end, the research is based on the discussion of the continued training of teachers who teach Astronomy in elementary school, based on the problematization substantiated in the Freirean Theory, which drives critical-problematizing thinking, providing knowledgeable subjects with dialogical training in Astronomy. Its premises are dialogue, knowledge from experience, participation, coding/decoding, action/reflection/action, transformation and autonomy. The research has a qualitative approach, of the collaborative research-training type in the Brazilian context. To this end, the meetings were held as Culture Circles – based on episodes of the story “Joãozinho da Maré” written by Rodolpho Caniato – with 31 teachers from a school affiliated with the city hall of Goiânia, in a videoconference environment, given the exceptional nature of the context of Covid-19. The transcriptions of the recorded dialogues and the Pedagogical Letters produced by the teachers during the culture circles were analyzed using Discursive Textual Analysis (ATD) and the source of metatext production that revealed what the teachers thought for participatory and contextualized training in teaching Astronomy. The research results indicate that participatory and contextualized training needs to be organized based on the needs of teachers in the teaching of Astronomy, the relationship between teachers and the teaching of Astronomy, the complexity of teaching Astronomy and the need from rebuilding the bond with Nature to understanding the topic, as well as sky observation practices and local and ancestral Astronomy.
O estado do conhecimento sobre a relação da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) com o ensino de Matemática nas teses e dissertações no período de 2008 a 2021
(Universidade Federal de Goiás, 2022-07-06) Borges, Fábio de Sá; Furtado, Wagner Wilson; http://lattes.cnpq.br/7242809620740722; Furtado, Wagner Wilson; Ribeiro, Jose Pedro Machado; Souza, Matheus Bernardini de
The present study aims to analyze the productions of master's and doctoral degrees, accomplished between 2008 and 2021, that presented investigations related to the importance of the Brazilian Public Schools Mathematics Olympics (OBMEP) in the teaching of Mathematics. It is a bibliographic research of qualitative approach with exploratory character, in the State of Knowledge type. The research was developed from a collection from the catalogs of the Bank of Theses and Dissertations of CAPES and the Brazilian Digital Library of Theses and Dissertations, both available on electronic platforms, culminating in a selection of five theses and 135 dissertations. A reading form was used as an instrument to record the references of the analyzed studies. The systematic study of the general characteristics of the research was developed based on seven categories, established a posteriori: C1 – Teaching proposal with OBMEP as a complement; C2 – Problem Solving Methodology applied to OBMEP questions; C3 – Analysis of results and performances; C4 – Critical analysis of questions; C5 – Analysis of errors as methodology in the analysis of answers; C6 – Relation to theoretical, educational, philosophical and political aspects; and C7 – Research with more diverse themes, with OBMEP in a secondary role. Among the results, it was verified that most of the productions are concentrated in the Professional Master in Mathematics in National Network (PROFMAT) Program, prevailing works focused on the presentation of didactic-methodological teaching strategies, typical of professional masters. In addition, in most studies, there is a predominance of the contributions of OBMEP and its programs and portals in the field of mathematics teaching. However, there is a lack of investigations that have OBMEP as the main object, or research with deeper reflections on the impacts of OBMEP on the teaching and learning Mathematics process, especially regarding the goal of social inclusion of the Olympics.
Evidências de diálogos entre a educação do campo e educação ambiental em um curso de licenciatura
(Universidade Federal de Goiás, 2022-09-02) Borges, Patricia Spinassé; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Rosa, Dalva Eterna Gonçalves; Mesquita, Nyuara Araújo da Silva; Kato, Danilo Seithi; Araújo, Maria Cristina Pansera de
In Brazil, Public Policies on Environmental Education (EE) are planned for formal education covering basic and higher education. However, for the latter, they are still not adequately implemented. Thus, the research question is as follows: what is the evidence of the contributions of Environmental Education to the training of teachers of Natural Sciences at LEdoC UFG/Câmpus Goiás? The general objective of the thesis is to investigate the contributions of Environmental Education to the training of teachers of the degree course in Rural Education (LEdoC) - Natural Sciences, enabling a critical awareness of the socio-environmental problems present in the field. The specific objectives are: a) to identify the presence of Environmental Education and the relationship between the Environment and Sustainability in the Pedagogical Project of the Course (PPC); b) elaborate, develop, discuss and evaluate, in a participatory way, the proposal of an EE discipline for the LEdoC that considers the Alternation regime. For this, a qualitative approach research was carried out, in the participative research modality. The methodological procedures involved bibliographic surveys, document analyses, application of exploratory questionnaires and the elaboration, execution and participatory evaluation of the discipline “Environmental Education in Rural Education”. The data were submitted to content analysis, based on the markers: planning, historicity, environment, nature, sustainability, reflection, interdisciplinarity, dialogue, collectivity, culture, values, attitudes, participation, scientific knowledge, popular or traditional knowledge, educator environmental, constituting registration units generating the final categories: 1) Environmental Education and the training the Natural Sciences teacher in the field; 2) The importance of Alternation in teacher training in Natural Sciences. It was observed that the PPC provides for EE, in a transversal character, in the LEdoC curricular matrix, converging to the work of environmental issues associated with field phenomena; however this is partially effective in the proposal. It is noteworthy that the course “Environmental Education in Rural Education” confirmed the importance of EE in the training of Natural Science teachers through the identification and discussion of socio-environmental issues associated with field knowledge. Alternation, during Community Time, enables reflection, training and action in the development of EE activities and actions in rural schools and in the community, since the student will be able to experience the socio-environmental issues present in the field in locus. It is hoped that this thesis can contribute to the discussions and dialogue between EA and EC, aiming at training Natural Science teachers for schools and the rural community.
Aprendizagem da docência no clube de matemática
(Universidade Federal de Goiás, 2023-12-20) Caetano, Danilo Borges; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Lopes, Anemari Roesler Luersen Vieira; Oliveira, Daniela Cristina de; Borowsky, Halana Garcez; Silva, Sandra Aparecida Fraga da
In light of the theoretical references of Historical-Cultural Theory (Leontiev; Vigotski) and Teaching Guiding Activity (Moura), this work aims to identify the constituent elements of teaching learning, to analyze and understand the training of teachers and future teachers at the Math Club. The Math Club is a learning space that encourages the training of teachers and future teachers. This research sought to answer the following question: how do the constitutive elements of teaching learning impact the teachers’ formation and future Mathematics teachers in the Math Club? Historical-dialectical materialism guides this study as a method and in the understanding of social relations. For the investigation, focus groups were held with participants from Clubs in the states of Goiás, Rio Grande do Norte and Rio Grande do Sul. The meetings took place remotely, with the help of digital platforms, and were recorded, for the purpose of data collection. The path chosen to analyze the data was through the method of analysis in units, since the singular can be understood in its essence when seen as a part that makes up the whole, revealing the relationships between the parts and the fundamental characteristics of the totality. In these studies, the elements that constitute the learning of teaching at the Math Club involve the dimensions of the person, knowledge and teaching work, showing that the organization of teaching is a formative process and that the people involved in the Mathematics Club project develop a collectivist personality, humanizing themselves through the human, teaching and learning mathematics. Furthermore, the training actions at the Club enable people in training to develop a general way of organizing teaching, and students a general way of learning scientific knowledge. The thesis defended was that teachers and future teachers, in the Math Club, appropriate a general way of organizing teaching when they become aware of the actions they develop in pedagogical activity, and their motives coincide with the group's objective. From this, the training movement and the relationships established in the collective provide the production of knowledge that constitutes the learning of teaching in the Math Club, contributing to the humanization of their peers.
O jogo mancala Ayò na escola pluricultural Odé Kayodê: diálogos entre a etnomatemática e a decolonialidade
(Universidade Federal de Goiás, 2021-12-15) Campelo, Adriana Ferreira Rebouças; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Ferreira, Rogério; Nazareno, Elias
This entire thesis expressed the intention to understand and identify the Ethnomathematics knowledge present in the African game Mancala/Ayó in Escola Pluricultural Odé Kayodê that could be mixed with the intercultural and decolonial perspective and to analyze through the use of the referred game which mathematical learnings are presented by children from Escola Pluricultural Odé Kayodê. Based on it, we decided to apply the Mancala Ayò/Ori game as an educational method that values Ethnomathematic knowledge of African and Afro-Brazilian matrix reflected in the school context of the Escola Pluricultural Odé Kayodê Pluricultural of the Espaço Cultural Vila Esperança, expanding our view and creating no hegemonic forms. The choice to investigate the African Mancala/Ayò game came up with the following question: how are the Ethnomathematics knowledge present in the African Mancala/Ayó game constructed and understood? By means of the use of the game, which mathematical learnings can we notice in the children of Escola Pluricultural Odé Kayodê? How do they deal with a decolonial perspective? The groups of conversation with children were crucial to our understanding, where conversation stood out as a methodological path. In this specific point the children groups of conversation worked as a potentiator of intercultural dialogued based on Ethnomathematics and on the operationalization planning of the methodological matrix, based on decolonial praxis, driven by contemplation, conversation and reflection. The proposal of Ethnomathematics intends to understand the mathematical knowledge and practice of marginalized cultures, recognizing that all cultural groups perform and do mathematics, and that within universities there is one among many other mathematics. It is well known that recognizing the presence of mathematics in an African game is contributing to the construction of our identity, valuing those who were marginalized from the knowledge construction process. Articulating in a continuous remaking, echoing the decolonial and intercultural making, as processes that intelace, reverberating forces, initiatives and ethical perspective that instigate us to question, transform, rearticulate and build.
O uso do contexto do surgimento do Fundamental Fysiks Group para o debate sobre a natureza da ciência na formação de professores
(Universidade Federal de Goiás, 2022-09-14) Campos, Raul Isaias; Ferraria, Paulo Celso; http://lattes.cnpq.br/7343208770093029; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Rocha, Gustavo Rodrigues; Resende, Anita Cristina Azevedo; Queiroz, José Rildo de Oliveira; Adúriz-Bravo, Agustín
The purpose of this thesis is to investigate the potentiality of the studying the events that occurred in the emergence of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. With this aim, and based on the historical materialism method, the work begins by presenting the concrete to be researched as the relevance of studying the origin of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. In its appearance, this broad object presents itself as a complex and chaotic reality, being necessary at first, in order to understand it, to reach the simplest determinations through analytical processes. In a movement of coming and going that is particular to the method, the simplest determinations were being abstracted, without forgetting to always return to the concrete. Initially, it seeks to present which history and philosophy of science are of interest to science teaching and what history and the philosophy of science understand as the nature of science, to then conclude that for educational purposes, certain consensuses about the nature of scientific knowledge can be admitted. Then, the events that occurred during the emergence of the Fundamental Fysiks Group are exposed, choosing to carry out the debate on the nature of science from this study in a didactic intervention. This intervention took place in the discipline of Teaching Practice III, of the night course of Licentiate in Physics at UFG, and, through this activity, an attempt was made to appropriate the reality that was presented. In this process, three categories were extracted: difficulties with the classification and definition of deformed views of science; possibilities of deconstructing the deformed views of science; relationship between science and other forms of knowledge. Finally, it is concluded that understanding the origin of the Fundamental Fysiks Group allows an expanded and critical view of the nature of science in the process of training physics teachers, most notably in the deconstruction of deformed views of science and that this study provides historical and philosophical material for teachers and future physics teachers so that, in the face of questions from their students about “quantum mysticism”, they can position themselves on the subject.
Pagamento por serviços ambientais: análise do programa “Produtor de Água no Ribeirão João Leite”
(Universidade Federal de Goiás, 2021-02-26) Canedo, Luís Fernando Teixeira; Ribeiro, Francis Lee; http://lattes.cnpq.br/1763392088652134; Ribeiro, Francis Lee; Faria, Karla Maria Silva de; Silva, Alexandre Rodrigo Choupina Andrade
In 2015, Saneamento de Goiás S / A - SANEAGO, with the support of the National Water Agency - ANA and other federal, state and municipal agencies, initiated the payment program for environmental services - PES to rural producers located in the Ribeirão João Leite watershed, with the primary objective of environmentally revitalizing the basin and obtaining improving the quantity and quality of water. The choice of this location was motivated by being a very anthropized area, with high environmental degradation, the scene of conflicts over the use of water and where the main reservoir for supplying Goiânia-GO, capital of the State of Goiás, is located. Nevertheless, there were programs all over the world that used the PES name but that were not true PSAs from the perspective of environmental economics, which portrays the mainstream of economic thought and exerts a strong influence with international multilateral organizations, in addition to being more likely to attract private investment. In addition, since the early 1990s, hundreds of PES schemes have been implemented around the world with varying levels of success. In many countries there have been totally or partially failed experiences of PES, either because they have not achieved the objectives they set themselves, or because they have not achieved general improvement in the ecological, economic and social conditions of the region, or even because they have compromised ecosystem services even more, the economy or the well-being of participants and others. Another problem is that Brazil does not yet have a national PES policy that establishes the legal frameworks to be observed by program participants and formulators. Thus, the objective of this study was to compare the Water Producer Program in Ribeirão João Leite - PPARJL in the face of these issues. For this purpose, bibliographic and field research were carried out, based on the analysis of the program's documentary collection and on semi-structured questionnaires applied to the main representatives of the agencies participating in the program. The results demonstrate that the PPARJL is a Coasian-type program, formulated from the perspective of environmental economics, a branch of neoclassical economic theory. Regarding the chances of success, it was found that the design and praxis of PPARJL bring it closer to the definition of success than that of partial success or failure. However, the survey also revealed notable failures and problems that can mitigate the program's success. Finally, it was also possible to conclude that the legal format adopted by PPARJL is sufficient to provide legal certainty to the public entities and producers that make up the program.
A formação de professores de Ciências na licenciatura em Educação do Campo: tecendo tramas na Alternância
(Universidade Federal de Goiás, 2020-12-20) Cardoso, Elisandra Carneiro de Freitas; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Rosa, Dalva Eterna Goncalves; Ribeiro, Jose Pedro Machado; Kato, Danilo Seithi; Queiroz, João Batista Pereira de
The present work aims to understand how the UFG - Regional Goiás - Graduation in Education for Rural Schools promotes the formation of Science teachers that dialogue with the Alternation strategy in order to understand the positioning from the course in front of training teachers for Rural Schools. In order to achieve the general objective, we list as specific objectives: 1) to record the paths taken for the implementation of LEdoC at UFG; 2) to understand the principles of Rural Education and Alternation; 3) to report how the formation of Science teachers through Alternation occurs; 4) identify the strategies used in the course to achieve Alternation; and 5) to think about positioning of course in front of training teachers for Rural Schools. It is a qualitative research in which we adopt participative research as a form of investigation, as it is based on a personal commitment between the researcher and the object and is built from a humanizing perspective for reality. To collect of data, we adopted the analysis of the Pedagogical Project of the Course and the participation in planning meetings and activities developed during Time-Community (TC). We participated at eight collegiate meetings and five TC planning and evaluation meetings, totaling thirteen meetings recorded and transcribed. The activities developed at the TC included participation in the opening and closing, in the orientation meetings of the TC groups and activities in the communities, totaling a number of seventeen meetings. For the analysis we chose the following categories: Planning, Time, Alternation, Evaluation, Generating Theme, Interdisciplinarity, Dialogue, Contextualization, Collectivity, Culture and Praxis. The results showed that PPC lacks clarity in relation to the pedagogical proposal in Alternation, because although the document expresses the articulation between Time-University and Time-Community, it still seems that happens in a fragile way, which becomes an obstacle to the realization of an Integrative Alternation. Otherwise, planning, evaluation and co-work are elements of the pedagogical practice of teachers whose are fundamental trainers to articulate the integration between formative times. In this sense, it is necessary to break with practices and customs of non-involvement and not belonging to a formative process forged in social struggles, since the Rural Education movement requires a commitment to the community and to the integral and human formation of the peasantry, which it cannot be promoted without the attitude of listening to the other, of dialogue and collaboration. A transformative element in the Alternation of the course is the adoption of specific pedagogical instruments for LEdoC, allowing the dialogue of knowledge, the breaking of disciplinary barriers and the articulation between formative times, which is close to the Integrative Alternation. Despite UFG having built a trajectory with the peasantry issue, it does not have a locus for discussing an institutional policy that serves the subject of the field. Regional Goiás is still hostage to the lack of institutional support for the development of training processes that include the peasantry as subjects of law. In view of this, we understand that Alternation at LEdoC/UFG -Regional Goiás - has been built on the dialectic between breaking with practices embedded in education model that does not include the Rural area and its subjects and the structuring of paths that produce a human formation, critical and rooted in the reality of the countryside.

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