Mestrado Profissional em Ensino na Educação Básica (CEPAE)
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Item Permanência e êxito no ensino médio integrado do IFG Uruaçu: orientações para qualificação e acompanhamento de estudantes(Universidade Federal de Goiás, 2019-03-20) Almeida, Marcilene Dias Bruno de; Lyra-Silva, Gene Maria Vieira; http://lattes.cnpq.br/7513171694112749; Lyra-Silva, Gene Maria Vieira; Bastos, Rachel Benta Messias; Schulz, AlmiroThe research is part of the Master's Program in Teaching in Basic Education PPGEEB - Cepae / UFG and had as objectives to construct a Pedagogical Form of Diagnosis and Student Follow- up, as well as to establish a profile of the concluding student and to identify the aspects that contribute to the permanence and success of the students in the High School Integrated to Professional Education. The locus was the Campus Uruaçu of the Federal Institute of Education, Science and Technology of Goiás. It was based on a bibliographical review on the failure and school success based on Bourdieu, Miguel Arroyo, Patto, Charlot and Bernard Lahire and on training for the world of work by Frigotto, Ciavatta, Ramos, Dore, Moura, and other authors who contribute to the debate on the theme. The case study was adopted as a research strategy and the procedures of a qualitative and quantitative nature, based on the inductive approach. It was noticed that the consolidation of the Integrated Higher Education (EMI) crosses paths that go beyond the parallel offer of the curricular components for the integration and structuring of the curriculum in an interdisciplinary way, of rethinking the evaluation only as a measurement of acquired knowledge and training of teachers for the performance, according to the principles of Professional Technological Education (EPT), extrapolating the limits of pedagogical complementation. The results of the data collection are presented through an electronic questionnaire applied to the students, their parents and teachers, at the end of 2017. About the profile, the results show that the student completing the EMI: I - does not present age / series distortion; II - joined the IFG through the universal selection system; III - has a good affinity with the technical area of the course; IV – does not expressed an intention to leave the course, although a significant number said to have occurred in the first year; V - belongs to the lower middle class; VI - resides in the same city that studies; VII - parents' schooling level are high school and university graduation. The analysis of the indicators of permanence and success, constituted under the individual, socio-cultural and economic aspects, showed a preponderance of the institutional factors on the individual and socio- cultural and economic factors, showing the strength of the teaching quality for the students' success. It was also sought the identification of the elements that present themselves as "difficulties" for the conclusion of the course, being verified as main problem the organization of the course in full time. Knowing the characteristics of the student that remains and the main reasons that contribute to this decision can help in the strategies implemented so that the success be the reality of the students who enter these educational institutions. In this way, took place the construction and application of the Pedagogical Form of Diagnosis and Student Follow-up, through a web system, for the entering groups of 2018. The data collection results were organized, disseminated and discussed in student performance evaluation meetings, and used by the Student Pedagogical Support team to follow up the students and the classes.Item Memória e formação de professores leitores: imaginário, subjetividades e afetividades literárias(Universidade Federal de Goiás, 2019-09-12) Almeida, Nadja Karoliny Lucas de Jesus; Oliveira, Ilse Leone Borges Chaves de; http://lattes.cnpq.br/2436302774611112; Oliveira, Ilse Leone Borges Chaves de; Cruvinel, Larissa Warzocha Fernandes; Vieira, Ilma Socorro GonçalvesThis research aims to investigate subjective and affective components of literary reading, as a way of contributing to the theoretical and methodological studies in the formation of reading teachers, through the subjectivities and affectivities that involve their memories and memories of literary readings. I have worked with the perspective of mythical, symbolic and scientific studies about memory and its relevance in the training of readers teachers of different areas of knowledge. The subjects that participated in this research are six teachers, four from the Basic Education of the Municipal Department of Education and Sports of Goiânia (SME) and two from the State Department of Education of Goiás (SEDUCE). The objectives of this research were: 1) To investigate how the memories of literary readings and the mediators of readings still involve the participants of the research in the affective and symbolic fields and in their professional choices; 2) Analyze, through the narratives of the participants' memories, their literary reading practices in the classroom and how they manage to involve their students in these practices; 3) To investigate if the literary memories of the teachers surpass the experience of the sensible to arrive at the linguistic enunciation, and how this process occurs. In order to collect data, I focused on the qualitative methodologies of the Focus Group, Cultural History and Oral History, working with some functions that memory can play, among them, memory as work, memory as a possibility to change the present moment and the future, and memory as oblivion. In addition, I worked with analysis of the narrative categories from the studies of the Aesthetics of Verbal Creation of Bakhtin (1997), regarding the discourses and processes of dialogue, interaction and literary literacy of the teachers participating in the research through the "aesthetic event ". The results obtained in this research proved my hypothesis that the literary readings of these teachers and the remembrances made by them contributed and still contribute to their professional training and their work in the classroom. This fact further reinforced my interest in sharing this work on social networks in the form of blog and video and with a didactic sequence of workshops that could allow reaching a larger and more publicized audience.Item O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA(Universidade Federal de Goiás, 2019-09-27) Almeida, Rosângela Pereira de; Santos, Elismar Alves dos; http://lattes.cnpq.br/1094724490436663; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, aqueline Araújo; Moraes, Moema Gomes; Faria, Elisabeth Cristina de; Sá, Ana Cláudia Antônio MaranhãoThe present work is the presentation of a research, whose objective was, fron the perspective of Inclusive Mathematical Education, to develop mediations and teaching strategies of geometric concepts defined by the Common National Curriculum Base (BNCC) for the 2nd Year of Elementary School in the class in participating a student whit Autistic Spectrum Disorder (ASD). In field work at school, we planned teaching resources that were applied to the students, contemplating, during the operationalization period of our intervention project, the student ASD duly enrolled in the regular school. This research aims to verify what mediations and pedagogical resources the teacher can use in teaching geometry to students with Autism Spectrum Disorder (ASD) in literacy phase. We use Vygotsky's (1994), (1995), (1997), Historical-Cultural Theory, especially the concept of mediation, as one of the theoretical assumptions that support the investigation research and pedagogical actions based on Inclusive Education (MANTOAN, 1997a, 1997b). The research used, participant observation, instruments and techniques, field diary, semi-structured interview, audio recording with the student's mother with ASD and the conducting and supportive teachers in order to know the characteristics of the student with ASD and the teacher. context in which it fits. We plan the actions to be taken in order to fulfill the proposal. The pedagogical instruments (dynamics, elaborate tasks and manipulable materials) used were fundamental in the reach of the students of that classroom, whose main focus was the student with ASD. Through the application of these resources, it was possible to understand from the data analysis, how the mediations proposed by the teacher can provide significant advances in the knowledge of the concepts to these students. Finally, we built a pedagogical proposal as an educational product, containing the actions performed during the intervention, in order to contribute to teachers of Inclusive Mathematical Education to posterity.Item Representações docentes sobre educação para as relações étnico-raciais em um CMEI de Goiânia: entre a teoria e práxis(Universidade Federal de Goiás, 2015-10-21) Alvarenga, Hilda Maria de; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Siqueira, Romilson Martins; Vreeswijk, Anna Maria DiasThis study, enrolled in the search line School Practice and Knowledge Application, had as its central objective: to understand the professionals of teaching representations of early childhood education in relation to the educational process of ethnic and race relations, in a Municipal Center of Goiania. We treat both analyze how to propose growth alternatives in the discussion regarding the effectiveness of teaching practices possibilities involving ethnic-racial relations in kindergarten. This study was based on the following specific objectives: approach the discussions for the education of ethnic-racial relations in early childhood education from the perspective of human rights; understand the fundamentals of education for racial ethnic relations in the context of research; investigate how the elements that constitute the identity of reverberate professionals in their pedagogical practices with respect to education for ethnicracial relations of children in its educational context. This case study has provided us with the all of the elements that constitute the identities of professions as well as possibilities in the perception of the senses and meanings that involve teaching practice from the perspective of the subjects participating in the research. These senses and meanings were linked articulately to the historical and socio-cultural context which they operate. As for the instruments and procedures we use, they document, analyze, and carry out observations, semi-structured interviews and questionnaires to listen to the professionals. Our theoretical perspective for the Education of Racial-Ethnic Relations is based on contributions from Nilma Lino Gomes (2003.2005, 2006b, 2007, 2011), Kabengele Munanga (1999, 2003, 2005, 2006, 2010) and Petronilla Beatriz Gonçalves and Silva (2003a, 2006, 2007, 2008). In the field of human rights contributed studies of authors such as Santos (2009) and Candau (2012). For Early Childhood Education were utilized Gomes's studies (2006a), Cerisara (2004), Kramer (2003), Rosenberg (2012) and Sarmento (2003), which also address the training. In this way the systematization of the results of this work is among of one the purposes we contribute to discussions about the effectiveness of teaching practices based on the thematic approach covering education for ethnic-racial relations in everyday childhood education institution, as it is from a systematic work that ensures they feel actually represented in context and they promise a right to know the cultural elements from every forming hues of Brazilian culture.Item A organização do trabalho pedagógico da Educação Física e a pedagogia histórico-crítica: limites e possibilidades(Universidade Federal de Goiás, 2018-11-12) Alves, Naiá Márjore Marrone; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Ventura, Paulo Roberto Veloso; Silva, Efrain Maciel e; Vilarinho Neto, SissiliaThis work has as object of study the organization of the pedagogical work of Physical Education in the light of historical-critical pedagogy. The central question that guided the whole realization of this research was: "What are the limits and possibilities for the implementation of a pedagogical proposal of Physical Education from the historical-critical pedagogy in the organization of the pedagogical work of a state school in Itaberaí"? The general objective of the research was to investigate and analyze the limits and possibilities for the implementation of a pedagogical proposal of Physical Education from the historical-critical pedagogy in the organization of the pedagogical work in a state school of Itaberaí-GO. As specific objectives, we highlight: a) to investigate the role and the insertion of Physical Education in the organization of the pedagogical work of the Honestino Monteiro Guimarães Center for Integral Teaching; b) identify and analyze the conceptions of Physical Education used in the discourses of the school community (teachers, students and management team); c) systematize a proposal of Physical Education from the historical-critical pedagogy and apply it to the students of the 3rd year of high school of this school; d) to identify and analyze, from the proposed systematization, the limits and possibilities for working with the contents of Physical Education from the Pedagogy of History in this school. We work with the hypothesis that it is possible to implement a pedagogical proposal for Physical Education from the historical-critical pedagogy in the organization of the pedagogical work of the school, even in spite of the inherent limits to the contradictions found in an institution that is a driving force dominant mode of production. The group chosen for the implementation of the proposal was the 3rd year of high school. The content was football. Semi-structured questionnaires, semi-structured interviews, documentary analysis, free observation and field diary were used as research instruments. As a data collection technique, we use content analysis. The theoretical framework of this research is historical-critical pedagogy, critical-overcoming pedagogy and historical-cultural psychology, whose references are found in Dermeval Saviani, Newton Duarte, Lígia Márcia Martins, Micheli Ortega Escobar, among others. It is a study and case of a critical-dialectical and qualitative approach. The product of this research will be a didactic sequence elaborated from the intervention proposal that was developed. Our provisional synthesis allows us to affirm that the organization of the pedagogical work of Physical Education in the researched school has reflected the designs of the capitalist school. However, through the intervention carried out, it was found that it is possible to promote ruptures from a pedagogical work guided by historical-critical pedagogy.Item O protagonismo do professor de língua inglesa por meio da experiência com o PIBID(Universidade Federal de Goiás, 2019-03-18) Amaral, Patrícia Maria Ferreira; Gonçalves, Letícia de Souza; http://lattes.cnpq.br/0857546056795502; Amaral, Patrícia Maria Ferreira; Freire, Silvana Matias; Freitas, Carla Conti deThis work aims to conduct a study on the continuing education of English - speaking teachers through the Institutional Program of Teaching Initiation - PIBID. This program is coordinated by CAPES - Coordination for the Improvement of Higher Education Personnel - and is one of the initiatives created by the Ministry of Education to integrate the national policy of teacher training at the higher level. Therefore, the research will seek to answer the following question: To what extent does the PIBID favor or not the continuing education of English Language teachers in a city in the interior of the state of Goiás? As one of the objectives of the program is to enable a relationship between theory and practice from initial training to continuing teacher training. In order to reach the proposed objectives, the present work has as general: To understand the role of PIBID in the continuous formation of ESL teachers. This work is a case study with a qualitative approach, having as a research instrument questionnaires that sought to characterize the profile of four teachers, two linked to basic education (supervisors) and two to highereducation (coordinating teachers), as well as their participation in the program in order to identify the importance of PIBID for continuing education. The work was based on the considerations of Freire (1987), Kuenzer (1982), Lima (2001), Veiga (1998), Libâneo (2007), Dias (2009), Fávero (1992) and Severino (2007). others. In this way, it is relevant to understand the importance of the PIBID program, since it allows a relationship between theory and practice from the initial formation of the academics. Such a relationship is important to support a technical and practical knowledge, as well as to provide continuous training for teachers involved in the process.Item Poesia moderna e contemporânea e formação do leitor: a produção poética de Heleno Godoy em sala de aula(Universidade Federal de Goiás, 2018-09-28) Assis, Renata Magalhães Vaz; Silva, Célia Sebastiana; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana; Faria, Vivianne Fleury de; Yokozawa, Solange Fiuza CardosoThe present work is based on the problematic 'How can reading modern and contemporary poetry contribute to the formation of the literary reader?' and aims to discuss the formation of literary readers in the school, from reading poetry. The choice of the corpus of analysis for the research arose from the interest of valuing the poetic production of the native of Goias Heleno Godoy, a poet considered one of the fundamental figures for the poetry produced in Goias, especially in the most recent works. Thus, poems were selected from the books A casa (2001) and Lugar comum e outros poemas (2005), among other poems. For the methodology, the qualitative treatment was given, with na action research carried out in a public school, in the outskirts of the city of Inhumas-GO. This methodology was characterized by an intervention in the classroom with the reading of poems from the books already mentioned, by Heleno Godoy, followed by debates, semistructured questionnaire and other pedagogical activities. As an educational product of the research, it was obtained the production of a documentary made with the natural poet of Goias with the pointers of possibilities for the reading of the poetry in the school.Item O ensino do lugar e o lugar do ensino: o conceito de lugar geográfico como dimensão de uma educação emancipadora no ciclo II do ensino fundamenta(Universidade Federal de Goiás, 2016-04-15) Azevedo, Mariângela Oliveira de; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Ribeiro, Miriam Bianca Amaral; Silva, Eunice Isaías daHuman sciences in general, and Geography, in particular, have characteristics that can contribute to the criticality of the subjects from the training concepts, indispensable to understanding the world and its transformation. The concept of place in Geography, may enable broad critical reflections of the world, therefore, because this globalized, conflicts and socio-spatial relations are not restricted the particularities of one or the other place. The place is articulated to the global total, characterized as a contradictory space of hegemonic domination and critical resistance and humanizing. From the foregoing, the present study sought to problematize the teaching of Geography, the relationship between the concept of place and possibility of an education that is proposed emancipating in the Second Cycle of the Fundamental Education. We tried to articulate the discussions of teaching of Geography and the concept of place, the visions of the world, the human being and the concept of Geography and its history. The method of analysis outlined in the historical dialectical materialism by considering the school education as a human and social activity. Still, we tried to show that Geography, since elementary school can be useful for reading and understanding the world in its complexity and that the concept of place is can configured itself as revealing the reality of the new demands of economic globalization. Objectifying praxis of the research, we conducted investigations and analysis of how the content of Geography that deals with the concept of place have been covered in the Second Cycle of Elementary School and what kind of knowledge can be created from the practices of pedagogical that are used for such practices.The reflections arising from the research, at the end , based us in the preparation of a didactic proposal approach to the concept of place, having the neighborhood as a content.Item Jornal Folhinha Aplicada on-line: um exercício de autoria(Universidade Federal de Goiás, 2018-10-01) Barbosa, Leonarlley Rodrigo Silva; Rocha, Maria Alice de Sousa Carvalho; Rocha , Maria Alice de Sousa Carvalho; Rodrigues, Cleide Aparecida Carvalho; Murce Filho, Newton FreireIt is widely known that most of the reading and writing practices at school occur based on the idea of language as communication, which significantly reduces the opportunity for students to fulfill reading and writing experiences in a more active and authorial way. To discuss this issue and present a proposal that would contribute to Portuguese language teaching at school, especially in the initial grades, encouraging student protagonism, were the objectives of this dissertation. Hence, it was decided to approach conceptions derived from the hypothesis of the Unconscious theoretically, as done by Freud and Lacan, in order to broaden the ideas of subject and language, as well as to defend an exercise of authorship. After all, a text, oral and/or written, carries the marks and effects of how each subject elaborates their encounter with the world. Thus, after a bibliographic study and usage of the digital technologies, it was possible to transform a printed student newspaper into a website, the Folhinha Aplicada. The result of this work is linked to the Departmento de Pedagogia of the Centro de Ensino e Pesquisa Aplicada à Educação of the Universidade Federal de Goiás as an extension project and to the research project Arte, psicanálise e educação: os procedimentos estéticos do cinema e as vicissitudes da infância. In the website format, the student newspaper became more accessible, interactive and obtained an official record. It is hoped that, in this way, it will contribute to promote more inclusive teaching experiences with possibilities to expand a student's self-assessment process, valuing its course through the school, not only regarding Portuguese language teaching, but other subjects as well. In addition, the exercise of acceptions it presents is valued, not as a final product, but as a process, so that the student can experience and discover. Finally, it is believed that the Folhinha Aplicada can contribute to further experiences with knowledge, with the other and with the world.Item A formação em contexto nas instituições de educação infantil: em busca da práxis(Universidade Federal de Goiás, 2016-10-04) Batista, Luciene; Araújo, Denise Silva; http://lattes.cnpq.br/2754806857545880; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Silva, Luelí Nogueira Duarte e; Costa, Sônia Santana daThis study sought to examine the proposal of training in context of two Early Child Education Municipal Public Centers (CMEI) in the City of Goiania (RME). The Policy of Extended Education in the Municipal Bureau of Education and Sports in Goiania materializes through Projects and Training Activities in which insets the training in context, consisting on training activities carried out in the workplace, from the problematics of pedagogical practice of the staff. Such problematics intend to boost speculation on teaching function through the light of a theoretical framework aimed at rethinking the pedagogical praxis. The research focuses on the understanding of the process of articulated training in context with the pedagogical praxis; analyzing how teachers investigate their own pedagogical practice and identifying how research permeates the training context in order to boost professional development. Also, it sought to further analyze the final reports on the effectiveness of the Training Plans of the two Early Child Educational Institutions in Goiania which have taken part in the survey in order to learn how the actions implemented in the training context contributed to cause the link between theory and practice, their chances of promotion of reflective practice and reframing teaching activity. Thus, craving to learn the peculiarities of a social phenomenon that presents complex and unique situations, taking as object of study the extended education in the context of CMEIs. In order for that to occur, the qualitative approach was used with the adhibition of diverse procedures and tools for collecting information such as: bibliographical and documentary analysis, semi structured collective interview and questionnaire. It was intended to not only carry out a description of the information gathered during the research, but also to contribute to the debate about the teacher training through detailed analysis of the information collected, making connections and correlations that drove explanations and interpretations in the production of new knowledge about the extended education and professional development of teachers. It was evinced that professionals, in the working conditions that are offered to them, have sought and modify pedagogical practice by questioning the reality experienced in the contexts of early child educational institutions. However, a development of public policies to promote functionary appreciation is necessary, professional and above all improve the working conditions in order actualize the training in context with the premise of transforming social and educational reality.Item Ensino de dança: uma trajetória de re-existência na escola pública(Universidade Federal de Goiás, 2019-10-01) Blotta, Ana Paula Mello; Silva, Rusvenia Luiza Batista Rodrigues da; http://lattes.cnpq.br/5592804472499475; Silva, Rusvenia Luiza Batista Rodrigues da; Pelllegrin, Ana de; Santos, Wanderley Alves dosTo understand that the teaching of Dance in the school can play an important role in the education of the bodies in the formative and creative process, giving subsidies so that the adolescents understand it, unravel it, deconstruct, transforming the relations that establish between Dance, Body, and Society is the role of the teacher having it trained in Physical Education or Dance. The aim of this research was to identify and map the organization of the pedagogical work of Dance teachers approved in the 2005 contest that work in the public schools of the State of Goiás. The methodological approach for its development, since it is a qualitative research that defines taking into account the historical complexity of the field, the context of the object searched and the experience lived by the subjects, will be of cartographic character. We also proposed, from our experience as a dance teacher, a didactic sequence that we developed in 2018 and was the scenic product of this work. The recording of a pedagogical process resulting from this didactic sequence was presented as a scenic product and at the same time, as a result of the approach of the cartographic method, it was able to analyze the production process of its result, the spectacle, developed at Colemar Natal e Silva State College in the city of Goiania, demonstrating the field of possibilities and knowledge built specifically with students of Elementary School II. The initial results indicated the need and importance of constructing opportunities for regular training meetings that specifically meet the teachers with the objective of promotingdialogues about the teaching of Dance in the school, its challenges and its possibilities. In addition, we realize the creative power that the work has brought by providing the experience of fruition by taking the school to the theater scene as well as significantly contributing to the audience formation both for students, families and school.Item A história, a cultura negra e as relações raciais na escola: da percepção dos docentes às possibilidades de trabalho com a temática racial(Universidade Federal de Goiás, 2016-08-19) Bonifácio, Welberg Vinicius Gomes; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Reis, Marlene Barbosa de Freitas; Rabelo, DaniloLately, it has been each time more evident the importance of lectures regarding racial topics when it comes to different social fields, mostly educational ones, fact based on Brazilian Law 10,639/03, which establishes the obligatoriness of the insertion of “História e Cultura Afro-Brasileira” (Afro-Brazilian History and Culture) in the official national educational curriculum. This law came as a complement of Lei de Diretrizes e Bases da Educação Nacional – Lei 9.394/96 (Law of National Education Instructions and Base – Law 9,394/96) and brings up the importance of the history and traditions of African origins and the study of racial relations to human formation of Brazilian youngsters and children. Therefore, having the school as geographic cutout reference, and understanding the aforementioned as locus of production, reproduction, and development of social and cultural relations; whereas this environment is loaded of subjectivity in human relations, being a place of co-living, and result of the collectivity of its composing groups, exceeding the boundaries of teaching/learning; and that it is essential to the intellectual, moral, social, and cultural improvement. Thus, by exploring the particularities of school environment, it was possible to reach comprehension and contributions of such spaces to the development of social relations that are historically constituted. Through case study, this research was directed to a public school, member of Rede Estadual de Ensino de Goiás, at the city of Goiânia, which is the capital of the State of Goiás and has an approximate population of 1.3 million inhabitants, of which 49% are of black people and pardos1 (both considered negroes2 by IBGE, the Brazilian institute of Geography and Statistics), 48% are white (Caucasians) and 3% are yellow3 and indigenous. The school is located at the Northwest region of the city, which aggregates 13% of the municipal’s population and that presents the worst indicators of social infrastructure, besides the biggest violence ratio and a history marked by socio-spatial segregation. The reflections that motivated this investigation are related to the measures that have been adopted at the city of Goiânia to enforce the Law 10,639/03, having us think if and how schools have executed specific projects that embrace this theme; if schools and teachers are prepared to approach, in the classroom and outside, topics related to racial issues; and which initiatives are being adopted by Secretaria Estadual de Educação (the State Educational Agenda) that allows the law enforcement. Hence, this research analyzed, in Goiânia, based on the inquiries, what is the perception of teachers regarding tasks with the racial question, and presented a proposal that may contribute to the teaching proceeding and that it may provide an education to the racial matters at the school.Item Racismo e educação de jovens e adultos: análise do ensino para as relações étnico-raciais em uma escola EJA(Universidade Federal de Goiás, 2018-11-28) Borges, Thâmara Nayara Alves Pereira; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Souza, Lorena Francisco deThe thematic of this research is the racism in the school space of the modality of Education of Young and Adults (EJA). We understand that this theme is related to the very history of the EJA and its subjects, as stated by Gomes (2005). It is developed in a municipal school in Goiânia, in which questionnaires were applied to students and teachers of the EJA and the school routine and the classes were observed in order to satisfy the research objectives. These are: to identify and to understand the theoretical conception and the practical action of the teachers in the theme of the racism; to analyze the presence or not of racism in school social relations; to identify the teaching of ethno-racial relations in school and to relate racism to the teaching of History. Because it is a theoretical - practical study, the methodology is the bibliographical research and the empirical research. A theoretical study on the subject of research, racism and the delimitation of racism in the Education of Young and Adults was carried out. The main theorists used were Gomes (2007), Munanga (2005) and Shwarcz (1996, 2001, 2011 e 2012). The questionnaires are analyzed qualitatively, interpreting the meaning of the answers provided by the participants, as well as the sense of the interviewees' statements and relating them as soon as possible with the bibliography studied .From this, a didactic sequence based on previous activities and with the needs of teachers and students will be elaborated as an educational product, seeking a better adaptation to the racial and public theme of the EJA.Item Conteúdos culturais em um livro didático de espanhol como língua estrangeira: uma discussão em uma perspectiva intercultural e uma proposta didática(Universidade Federal de Goiás, 2015-04-23) Bulzacchelli, Jandira Francisca de Sa; Duarte, Magali Saddi; http://lattes.cnpq.br/9258166036088622; Murce Filho, Newton Freire; http://lattes.cnpq.br/5565094134636720; Murce Filho, Newton Freire; http://lattes.cnpq.br/5565094134636720; Silva, Barbara do Rosario Sabota; Duarte, Magalli Saddi; http://lattes.cnpq.br/9258166036088622El proceso de enseñanza y aprendizaje de lengua extranjera (LE) en una perspectiva intercultural tiene como principio el favorecimiento de las relaciones sociales más harmónicas con diferentes pueblos, visando a los ideales de paz y de solidaridad humana. Considerando el contexto socio histórico en que esta disertación es producida, notamos la necesidad de reflexionar sobre el estudio de contenidos culturales en el proceso de la enseñanza y del aprendizaje de LE en una perspectiva intercultural, pues este puede favorecer la sensibilización para el desarrollo de una postura intercultural, contribuyendo para la constitución de una sociedad más harmónica, tolerante a las diferencias y menos prejuiciosa. Esta investigación se orienta principalmente en el siguiente referencial teórico: Brasil (1996, 1998, 2011), Canale (1995), Canale y Swan (1980), Casal (1997, 1999, 2003), Chaui (2008), Delors (1998), Díaz (2005), García (2005), Geertz (1989), Laraia (2005), López (2005), Miquel y Sans (1992), Thompson (1998) y Tomlison (2003). Este estudio objetiva analizar los contenidos culturales del libro texto (LT), de lengua española, Cercanía (COIMBRA; CHAVES; ALBA, 2012), del 9º año, de la Enseñanza Básica y tiene como objetivos específicos: conocer la concepción de enseñanza propuestas por los autores del LT; averiguar si ese LT contempla contenidos de la cultura con mayúscula, minúscula y con K, conforme definición de Miquel y Sans (1992), verificando cuales de esos contenidos culturales favorecen más el proceso de enseñanza y aprendizaje intercultural; analizar si las actividades de comprensión lectora (ACL) promueven o no el proceso de la enseñanza y el aprendizaje en esta perspectiva de enseñanza y el despertar de una postura intercultural; presentar sugestiones de adaptaciones y/o complementaciones de materiales didácticos (MD) que puedan enriquecer los contenidos culturales y actividades del LT en análisis, favoreciendo un proceso de enseñanza y aprendizaje intercultural. Esta investigación fue motivada por las siguientes preguntas: ¿Cuál es la concepción de cultura del LT Cercanía, del 9º año, aprobado por el Plano Nacional del Libro Texto (PNLT) de 2014? ¿Los contenidos culturales y las ACL sobre estos contenidos contribuyen para un proceso de enseñanza y aprendizaje de LE en una perspectiva intercultural? ¿De qué modo los contenidos culturales y las ACL sobre estos contenidos pueden contribuir para un proceso de enseñanza y aprendizaje de LE en una perspectiva intercultural? Se trata de un estudio bibliográfico, de carácter documental y con una perspectiva cualitativa e interpretativa. Los análisis de los datos de Cercanía apuntan que los autores cumplen, en parte, con lo que proponen en la presentación y en el manual del profesor, presentando una concepción de enseñanza multicultural, de acuerdo con un abordaje comunicativo y que integra lengua y cultura. Verificamos que los tipos de culturas (con mayúscula, minúscula y con K) no son los factores determinantes para promoción de un proceso de enseñanza y aprendizaje intercultural, pero sí la realización de ACL comunicativas que favorecen lecturas críticas de los aspectos culturales de la lengua albo y de la lengua materna (LM) del aprendiz de LE, bien como la mediación del profesor. Cercanía presenta tanto ACL de bases estructuralistas, cuanto de bases comunicativas, prevaleciendo las ACL del primer modo. Con esta pesquisa, percibimos que el profesor, mediador del conocimiento, tiene un papel importante en el proceso de enseñanza y el aprendizaje de LE en una perspectiva intercultural, pues él participa de la escoja del LT a ser adoptado por la escuela, planea y selecciona los contenidos culturales para sus clases, elabora propuestas didácticas para complementar y/o adaptar los contenidos culturales del LT, visando atender a las especificidades de sus alumnos. Él, aun, es el principal responsable por el desarrollo de su postura intercultural y de su alumno. Por medio de esta investigación, esperamos ampliar las discusiones sobre el proceso de enseñanza y el aprendizaje de LE en una perspectiva intercultural; reflejar sobre la importancia del estudio de los contenidos culturales, del análisis y escoja del LT a ser adoptado por la escuela, de las propuestas didácticas que puedan complementar y/o adaptar los contenidos culturales del LT que presenten lagunas y de la formación continua del profesor.Item Estratégias e mediações para o ensino de geometria plana à luz do desenho universal pedagógico na perspectiva da educação matemática inclusiva(Universidade Federal de Goiás, 2018-06-04) Caetano, Danilo Borges; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Kranz, Cláudia Rosana; Moraes, Moema GomesThis work aimed to develop and investigate strategies and mediations for the teaching of contents of Flat Geometry in light of the Historical-Cultural Theory and the Universal Pedagogical Design focused on Inclusive Mathematical Education. To achieve this goal, we developed a teaching and learning project with the collaboration of the regent teacher in which its application sought to answer the following question: What are the characteristics that should be observed in the definition of teaching strategies developed according to the Universal Pedagogical Design lead to an Inclusive Mathematical Education in the teaching of areas and perimeter of flat figures in the context of basic education? The Historical-Cultural Theory of Vigotiski (1993), complemented by Leontiev's Theory of Human Activity (1978) and The Theory of Learning Activity in the child in Galperin (1987) are some of the theoretical presuppositions that subsidize research and pedagogical actions. The elaboration of pedagogical strategies and instruments are also based on the concept of Universal Pedagogical Design of Kranz (2015). To reach the proposed objectives, we adopted the qualitative approach, using techniques and instruments such as: participant observation, field diary, structured interview, audio and video recording and student and teacher registration. The characteristics showed us: a) The recognition of the importance of the planning and the use of the procedures in the development of a pedagogical activity helped the students to find reasons to participate in the activity. The identification of these elements are indications that the proposal elaborated managed to show the objective of the activity. b) The use of activities in groups promoted a greater interaction between the students and motivated them to participates in the activities. c) The use of the pedagogical tools from the perspective of the DUP allowed all students to participate in the activity in order to create strategies to solve the problems and interact among the colleagues. d) The use of the pedagogical tools elaborated from the perspective of the DUP provided the students' learning of the concepts of area and perimeter. e) The use of psychological instruments by the teachers in the learning activity, propitiated mediating actions that fostered in the students aspects of an intuitive reasoning in the formulation of the concepts of area and perimeter. From specific cases and through mediating actions, it was possible to perceive the application of the concepts worked by students in a generalized way. e) The sense that the teachers gave the error of the students, in the activities of the Project of Teaching and Learning of Flat Geometry for All - PEAGPT, is that of a pedagogical component articulating the learning. f) The process of mediation performed with the Geoplane instrument presented a weakness in the strategy drawn to measure the length of the figures in which one side did not pass through two points of the same square.Item A categoria lugar na construção de significados no ensino de Geografia: uma análise a partir do espaço vivido por professores e estudantes em Formosa- GO(Universidade Federal de Goiás, 2019-09-23) Carneiro, Maurício Barbosa; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Olanda, Elson Rodrigues; Gonçalves, Glauco Roberto; Mello, Marcelo deThe place, category of analysis of the geographical space, presents several possibilities for the understanding of the contradictions and similarities that are realized in it. The teaching of geography can link to these contradictions and similarities and provide the basic elements so that by understanding their realities can act on them. We consider that the city as a space of experience, affection, solidarity, collective, spatiality of subjects should be valued for the construction of knowledge in the teaching of geography through the category place. In this sense, this scientific investigation aimed to analyze the construction of knowledge in geography through the place category by teachers and students of the 5th and 6th grade of elementary school in Formosa-Goiás. The methodology used was qualitative, based on the following procedures: bibliographic research in order to deepen the theme in question; documentary analysis of the Pedagogical Political Project of the Auta Vidal and Franklin Gaham municipal schools, semi-structured interviews in order to know the development of the teaching actions. Students were also given questionnaires. Through the analysis of the documents and interviews, it was noticed that there are many obstacles to be overcome for the teaching of this discipline to become significant, because the results attested that the process of learning / teaching geography in the researched schools neglects the category as a mediating instance in the construction of geographical knowledge, and that students establish little relationship with their daily lives, which interferes with the formation of citizenship. From the results that were built by this research and through the conversation wheels made with students and teachers to define the themes to be approached, the creation of an educational blog to discuss pedagogical practices was established as a principle for the construction of the educational product. given the need to consider the place in the teaching of geography and thus enable geographic knowledge to be meaningfully constructed by teachers and students.Item O trabalho colaborativo do intérprete de libras no ensino de português para surdos na escola regular de educação básica(Universidade Federal de Goiás, 2014-12-16) Carvalho, André dos Guimarães de; Mesquita, Deise Nancy de Castro; Mesquita, Deise Nancy de Castro; Roure, Glacy Queiroz de; Freire, Silvana Matias; Mendes, Waléria Batista da Silva VazThe main focus of discussion in this research is the role of the interpreter/translator of Libras (Brazilian Sign Language) in regular educational schools. The problem which excited the investigation was the failure death students face when learning to read and write in Portuguese. The leading question was: what collaborative work can the interpreter/translator develop along with the other professionals in school, as to help dealing with this matter? The final “Educational Product” of this dissertation is a virtual forum of discussion in a site called Espaço Colaborativo Virtual Permanente, which has the purpose of debating and exchanging the experiences of all professionals working in the specialized educational environments at school, such as interpreters, translators, teachers, coordinators etc. In order to fulfill this goal, during the investigation, the specific objectives of the study were to identify and to develop pedagogical didactical approaches, inclusive and socializing activities and flexible contents for classrooms which welcome death and non-death students. The interpreter/translator of Libras in these classrooms also performed as the investigator of this research, by observing the answers of two death students to an interview, an evaluating test with words and figures, and her collaborative participation in a set of classes. The main results and analysis, achieved under the lights of Vygotsky (2005), Bakhtin (2003), Quadros (2004) and other theorists, aroused some possible collaborative strategies of the interpreter in these situations: production of texts that present images which are adaptive and contextualized to the reality of deaths, use of interlanguage comparative strategies (applying Libras and Portuguese) which highlight bicultural and bilanguage grammatical aspects of the translation process, creation of videos and datitological reinforcement with visual signs etc. In the end, it was possible to conclude that the performance of this educational professional goes far beyond the simple task of linearly interpreting and translating contents, explanations and exercises from one language to another, and that when he/she participates collaboratively with school colleagues during the planning, preparation and application of classroom activities, the interpreter/translator of Libras effectively contributes with the cognitive development of death students attending regular basic educational schools.Item O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente(Universidade Federal de Goiás, 2019-04-17) Castro, Cristina Diniz Lucas; Moura, Elisandra Filetti; http://lattes.cnpq.br/9971042664882129; Silva, Gene Maria Vieira Lyra; Santos, Patrícia Tuxi dosThe goal of this study is to investigate the deaf students’ textual linguistic productions from the coherence analysis focusing the aspects and elements which constitute the meaning of these texts. The research also aims to bring some reflects on interlocutive contente in which these texts were produced, allowing a discussion about the teaching Portuguese language to the deaf and about the process of the evaluation of this writing in the school context. From a methodological point of view, based on André (1995), Moreira e Caleffe (2008), Severino (2007), Oliveira (2008), among others authors, this is a qualitative research whose proposal is the accomplishment of a case study that investigates textual coherence present in the writing of two deaf students of the public school, one being a regular school and the other a school exclusively for deaf students. Under the theoretical point of view, the study presents issues related to language, based on the theory of Bakhtin (1997,1999), especially regarding the principle of dialogism, whose conception is that the relationship between the speakers is constitutive of the principle of the language and condition for the sense in the discourse. We also used theoretical assumptions of Textual Linguistics, based on authors such as Antunes (2005), (2010), Koch (2016), Koch and Travaglia (2002, 2015) and Marcuschi (2008), whose precepts privilege the language teaching in an interactional perspective and whose linguistic analysis takes into account that the constitution of the coherence in the text is not an individual act, but an act of reciprocity, in which the meaning comes from a processing of an author's plan as the reader's ability to access the proposed directions. For the discussions about the Portuguese language teaching for the deaf, mainly regarding the writing of the deaf and evaluation of this writing at the school context, this research was based on important theorists of the area of deafness such as Brito (1995), Skliar (2012), Guarinello (2007), Fernandes (2006), (2016), Grannier (2007), among others. The textual mechanisms used by these students in textual production were described and analyzed, observing the construction of discursive coherence and the possible interferences of Brazilian Sign Language in this process, thus seeking to contribute so that the teacher can better understand the peculiarities of this writing and reflects on their pedagogical practice at the basic school. The results have pointed out that the writing of the students suffered major influences from the structure of the Brazilian Sign Language (Libras), however, these differences did not compromise the overall coherence of the text in Portuguese language. In addition, the study found that the student who is inserted in a linguistic environment more favorable for interaction in Libras, presented a clearer and more coherent writing. As a final educational product, it was elaborated a material with orientations for teachers who teaches Portuguese as a second language for deaf students, whose objective is to help the teacher to understand the peculiarities of this writing and identifying which factors are responsibles for textual coherence.Item O ensino do esporte orientação na escola: possibilidades e limites de uma proposta à luz da metodologia crítico-superadora(Universidade Federal de Goiás, 2018-07-21) Cauper, Dayse Alisson Camara; Silva, Alcir Horácio da; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708397Z6; Silva, Alcir Horácio da; Rodrigues, Anegleyce Teodoro; Silva, Efrain Maciel e; Vilarinho Neto, SissiliaThe research presented here aims to study the teaching of orienteering sports in high school physical education classes. The research problem consists in identifying the possibilities and the limits for the teaching of this corporal practice of adventure in the School Physical Education in the light of the critical-overcoming methodology. The general objective is to develop a didactic-pedagogical sequence for the teaching of orienteering, which contributes to the expansion of the knowledge and learning possibilities of the high school students of the Center for Education and Research Applied to Education of the Federal University of Goiás (CEPAE / UFG). The research is based on historical-critical, historical-cultural and critical-overcoming theories, especially regarding the triad content-form-recipient (MARTINS, 2016a). It is a participant research that uses the following data collection instruments: questionnaires, field diary and interview. The research was finalized with the elective discipline Corporal practices of adventure - orienteering sport, when the didactic-pedagogical sequence was materialized with the students of the last stage of basic education. The data, also analyzed from the content-recipient-triad, indicate not only that it is possible but also to enrich the symbolic universe of the students through the teaching of classical knowledge in Physical Education. However, they point to some limits, among which are: the lack of didactic material on content, the complexity of theoretical references (critical-overcoming methodology, historical-critical pedagogy and historical-cultural psychology), as well as students' . Although limits have been identified in the course of this teaching process, it should be emphasized that pedagogical action occurred in the spaces of contradiction, seeking to overcome them dialectically and to present feasible alternatives for the educational work in secondary education.Item A dimensão pedagógica do programa escola comunitária de gestão compartilhada: orientações para a valoração do ensino(Universidade Federal de Goiás, 2017-09-25) Cerqueira, Maria Raimunda Carvalho Araújo de; Silva, Gene Maria Vieira Lyra; http://lattes.cnpq.br/7513171694112749; Silva, Gene Maria Vieira Lyra; Assis, Lúcia Maria de; Schulz, AlmiroThe present paper aims mainly to know the pedagogical dimension given to the Shared Management Community School Program (PECGC, in portuguese) and its financial value for teaching. It is a case study and, for that, a state-funded school in the public education system of the state of Tocantins was chosen as a research field. It is based on the investigation of the legal, theoretical and practical assumptions underlying the PECGC, based on the following question: what aspects favor or hinder the use of the PECGC resources in the pedagogical dimension in the school unit studied and what contributions can be verified in the incentive of activities and projects to valorize teaching? Thus, it was attempted to verify if the school unit, in fact, makes use of the financial resources received by the PECGC for the valorization and accomplishment of the pedagogical activities. It is an applied qualitative research with some elements of a quantitative research. techniques of bibliographic review, documentary analysis and in loco observation were used. The main authors used to ground the study theoretically were: Triviños; Saviani; Gentili; Lyra-Silva; Dourado et al .; Davies; Oliveira R .; Sant Ana; Libâneo and Carvalho. Data collection was carried out through the application of questionnaires about the pedagogical dimension of the PECGE, directed to the members of the support association, teachers and management team of the researched school unit, which we defined as the subjects / participants of the research. Finally, a semi-structured interview was conducted with the person who is in charge of directing the said school unit. The study culminated in the elaboration of the educational product: the proposition of a cost sheet for the proposal of pedagogical activities and, from this, the elaboration of a textbook with orientations for the valuation of teaching, with the purpose of suggesting a discussion on financial education, from the perspective of an administration focused on the valorization of pedagogical activities.