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Item Da filosofia para crianças à filosofia aplicada experiencial: uma análise das propostas de Matthew Lipman e José Barrientos-Rastrojo(Universidade Federal de Goiás, 2021-09-20) Abreu, Christyan Jhonn dos Santos Costa; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Barrientos-Rastrojo, José; Paiva, Wilson Alves deLa Filosofía para Niños de Matthew Lipman es un trabajo pionero en el que a lo largo de los años ha madurado y desarrollado un marco teórico-práctico y material didáctico que culminó en un programa que cuenta con las novelas filosóficas y manuales para maestros que traspasaron las fronteras americanas llegando a Brasil en años 80. El programa de la Filosofía para Niños cuenta con nueve novelas con sus manuales de orientación didáctica para docentes que tiene como objetivo la formación y desarrollo de habilidades de pensamiento atreves de comunidades de indagación en las que se expresan los conceptos de diálogo, reflexión, vivencia y experiencia, investigación y comunidad investigadora ocupar un lugar importante para la Filosofía para Niños. Existen avances significativos para Trabajar la filosofía para con los niños en la obra de José Barrientos-Rastrojo, que parte de distintos principios del pragmatismo americano en los que la experiencialidad es el eje rector de esta preceptiva de trabajo que busca, a partir de experiencias válidas, cambio existenciales y ontológicos en la vida del sujeto para que viva mejor e esclarecido.Item A linguagem oral e a constituição do conhecimento pela criança de cinco a seis anos no contexto da educação infantil(Universidade Federal de Goiás, 2020-08-28) Aguiar, Ana Rogéria de; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Melo, Keila Matida de; Silveira, Telma Aparecida Teles Martins; Rosa, Sandra Valéria LimontaThe present doctoral thesis entitled “Oral language and the process of constitution of knowledge by children aged five to six years in the context of Early Childhood Education” is a subproject of the research “Public policies and childhood education in Goiás: history, conceptions , projects and practices ”, which is carried out by the Center for Childhood Studies and Research and its Education in Different Contexts , from the Faculty of Education/UFG is also linked to the line of research Training, Teacher Professionalization and Educational Work, of the Graduate Program in Education, Faculty of Education, Federal University of Goiás. It had as research problem the investigation about the process of appropriation of oral language and the constitution of knowledge by children in the preschool context. To develop our research, we chose a qualitative methodology of data construction and used ethnography elements in the educational context. In order to establish coherence with the theoretical foundations that underlie this work, the developed methodological approach used the historical materialist approach to understand the real concrete and, in the face of existing contradictions, to be able to make the concrete-abstract-concrete relationship, as stated by Marx (2003). To understand the relationships of the object of study and its multiple determinations, we sought theorists from the socio-historical-dialectic perspective to develop our analyzes and discuss the relationship between thought and language, with the Soviet authors Vygotsky (2001), Bakhtin (2014) and Luria (1990) presented us with contributions to think of language as a constituent category of the human being, which is learned in the relationship with the other, which is essential in the process of appropriation of the knowledge historically constructed by humanity. Regarding the stages of conducting the research, these occurred in simultaneous and articulated ways, being an empirical stage (observation and participation), a bibliographic survey stage, document analysis, data analysis and writing of the thesis text. The field of realization of the empirical stage was a CMEI located in the municipality of Trindade-GO, in a preschool class with children from five to six years old. The theoretical dialogue we conducted pointed to the need to consider oral language as a category of knowledge that should be mediated and worked on intentionally by early childhood education institutions. In this sense, we affirm that the mastery of this knowledge, on the part of the teachers, becomes basic in the process of learning and development of the children.Item A imaginação, os processos criativos e o brincar no desenvolvimento da criança(Universidade Federal de Goiás, 2023-06-23) Alves, Priscila Lorrane Araújo; Pereira, Márcia Ferreira Torres; http://lattes.cnpq.br/2231224475242389; Pereira, Márcia Ferreira Torres; Suanno, Marilza Vanessa Rosa; Monteiro, Luiza PereiraThis dissertation has as its theme "The imagination, the creative processes and the play in the development of the child". The objective of this bibliographic research is to understand how creative processes occur and how they can be potentiated for the development of children in early childhood and preschool age, considering the resources, instruments and procedures offered to education for autonomy. We highlight the historical-cultural perspective, specifically in the studies of Lev S. Vigotsky, on the central principles of his theory of the development of higher mental functions, emphasizing the dialectical relationship between learning and development and the relations with culture. We consider imagination in the process of learning and human development from Vygotsky (2014) who addresses the creative processes in children from an early age, with the aim of expanding their creative capacity through memory, fantasy, elaboration and construction of new combinations. Plays play a crucial role in the child's development process and the toy library can contribute to enhancing the child's learning with its respective resources and procedures. But, when emphasizing the importance of this process in child development, questions arose, from the cultural transformations that focus on the conception of childhood, when considering which means and pedagogical resources enhance the creative processes during the first years of childhood, aiming at the development of its integral development. Therefore, the research seeks to contribute to the education of the child, with a fundamental focus on reflection on play and new technologies.Item Liberalismo e educação nas páginas do jornal A Tribuna Livre (1878-1884)(Universidade Federal de Goiás, 2020-12-17) Amaral, Vinicius Correia; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Miranda, Marília Gouvêa de; Lemes, Fernando LoboThis dissertation presented here aims to understand the liberal instruction project disseminated in the pages of the newspaper A Tribuna Livre (1878-1884). This document that is configured as the object of this work was produced by the Clube Liberal de Goiás, being owned by the Bulhões family. From the analysis of this political newspaper, we aimed to apprehend the liberal education project of this political elite through two crucial points, the defense of freedom of education as well as its mandatory nature. The precepts of Cultural History were taken as theoretical and methodological contribution in this work, in particular the thought of Roger Chartier, which allowed us to think about the various documentary sources used, mainly newspapers through their representations, practices and appropriations. This work was produced through a documentary research, having as sources: newspapers, political books, national and regional legislation, among others, most of which are available in the Digital Library of the National Library and National Senate Library. The Tribuna Livre (1878-1884) in its six years of existence had as one of the central themes of its political struggles the issue of education, the attempt to apprehend the scope and limits of this project of instruction based on classical liberalism is what presents in this dissertation.Item Do estado do conhecimento ao conhecimento do estado: a EJA-EPT no interior da Rede Federal e o problema da intelectualidade(Universidade Federal de Goiás, 2022-04-04) Amorim, Rodrigo de Freitas; Machado, Maria Margarida; http://lattes.cnpq.br/3133555536143694; Machado, Maria Margarida; Miranda, Marília Gouveia de; Alves, Wanderson Ferreira; Henrique, Ana Lúcia Sarmento; Oliveira, Edna Castro deThis thesis, under the theme Youth and Adult Education integrated to Professional and Technological Education (EJA-EPT), defended in the line of research line “Work, Education and Social Movements”, of the Postgraduate Program in Education of the Faculty of Education from the Federal University of Goiás, explores the EJA-EPT integration like a recent phenomenon in the Brazilian educational context, resulting from the creation of Proeja, in 2006, which designated the institutions of the Federal Network of Professional, Scientific and Technological Education (RFEPCT) as the main space for its implementation and execution. The Program was accompanied by a series of inducing actions implemented by the federal government for its consolidation as a public policy. Among the inducing actions, public notices were published to support and promote research at the stricto sensu level, with the first publications starting in 2007. More than fifteen years after the creation of Proeja, EJA-EPT continues to experience difficulties and challenges for its survival within the Federal Network and other public education systems in the country. Given this context, and armed with the theoretical framework of Antônio Gramsci, with special attention to intellectuals and the intellectuality as historical social categories, this thesis aims at a double movement: first, to undertake a research of the state of knowledge type on scientific production published in the Capes Theses and Dissertations Catalog from 2007 to 2019, which makes it possible to recognize the EJA-EPT as an epistemological field of knowledge with its trends, recurrences, gaps, silences and contradictions; and, second, from the knowledge of this state of affairs, in which the role of the Federal Network in the EJA-EPT was observed with the expressive participation of its servers as researchers of this theme, to reflect on the types of intellectualities that emerge in the context of this relationship and its scientific, political and pedagogical implications. This is an inventory bibliographic research that investigated 527 theses and dissertations, using Content Analysis techniques, through which a delimitation instrument called Thematic Weighting Analysis (APT) was elaborated, which allowed the categorization of the works most relevant to the topic, resulting in a set of 71 doctoral theses that were submitted to an in-depth analytical reading. Associated with the Gramscian theoretical framework, the thesis dialogues with authors from the field of work and education, sociology of work, professional education and youth and adult education. The results demonstrate the problem of intellectuality between the EJA-EPT and the Federal Network marked by the existence of different intellectualities that collide within this relationship. On the one hand, a traditional conservative intellectuality in the institutional praxis of the Federal Network and, on the other hand, a counter-hegemonic intellectuality fostered by the EJA-EPT, which has in its horizon the utopia of democratic organic intellectuality. In the context of this clash, this thesis argues that the presence of the EJA-EPT in the Federal Network exerts a counter-hegemonic force in relation to the elitist institutional culture of the Network, stressing its social function as a public education institution, free, secular and of social quality.Item Gestão da educação superior a distância no Brasil na perspectiva dos atos normativos(Universidade Federal de Goiás, 2022-08-22) Andrade, Pollyana Vieira de; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Costa, Maria Luisa FurlanThis dissertation has as its theme the management of distance higher education in Brazil, from the perspective of normative acts, developed in the Graduate Program in Education of the Faculty of Education, Federal University of Goiás (UFG), in the research line State, Politics and History of Education. The general objective is to analyze the management of distance higher education, established in specific legal frameworks of the federal government for distance education. This is a bibliographic, qualitative and descriptive research, of documentary nature, which, besides collecting documents on distance higher education, analyzes the normative perspective related to its management. For the theoretical basis of this research, the studies of Chauí (2001, 2003), Dourado (2008, 2011, 2020), Dias Sobrinho (2005, 2008, 2018), Sguissardi (2014, 2015, 2020), Franco (2021), Sousa (2021), Azevedo and Catani (2020), Dalberio (2009), Leher (2019), Belloni (1999, 2002), Costa (2010, 2013), Lima, D. (2013, 2021), Cury (2000, 2002, 2011), Sander (2005), Franco and Morosini (2005), Libâneo, Oliveira and Toschi (2012), Momo and Behr (2015), Mill, Ferreira, M. and Ferreira, D. (2018), Mill and Santiago (2021), Alonso (2010), Dourado, Santos and Moraes (2017), Dourado and Oliveira (2009), Dourado, Moraes and Ribeiro (2020), Maieski, Alonso and Anjos (2020), Behr and Costa (2014), among others. The research was developed based on the study model developed by Momo and Behr (2015) and, thus, in the researched realities about the management of higher education at a distance in Brazil, from the perspective of normative acts linked to the modality, it was verified the administrative, structural and teaching-learning process management. It was found that the administrative and structural managements deal with aspects related to expansionist and market issues of DE, showing the intense process of flexibilization of the modality in course. In relation to the management of the teaching-learning process, it was found that the normative acts deal with aspects related to training, however, it was observed flexibilities regarding the rules for monitoring the process in question, which may interfere with the quality of the courses offered. It was understood, therefore, that for an efficient EaD management in public higher education institutions, these three management perspectives should be understood as integrative and complementary. However, beyond the legislation that configures the forms of delivery and organization of DE, the importance of treating the actions related to its management as a fundamental issue for the incorporation and development of the modality in institutional practices was noted. However, in a context of strong influence of the neoliberal state, it was possible to observe that the normative acts studied reveal that public institutions of higher education have been developing their management actions as a social organization and not as a social institution. In this context favorable to contradictions, it was also verified that education, as a social right and public good, disputes space with education as business and merchandise, marked by a "field of dispute" (BOURDIEU, 2004) and contemplating what is called "Operational University" (CHAUÍ, 2003). It was verified, therefore, that it is in this scenario that we find the distance education modality (DE) in public institutions of higher education. It is believed, finally, in a distance education built on a critical-socially-referenced basis.Item Homens pedagogos: uma análise do trabalho docente na educação infantil da rede municipal de Goiânia (2018-2022)(Universidade Federal de Goiás, 2022-08-10) Andrade, Thiago Nicolau Ferreira de; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Santos, Arlete Ramos dos; Barbosa, Ivone GarciaThe present dissertation, entitled Men Pedagogues: An Analysis of Teaching Work in Early Childhood Education of the Municipal Network of Goiânia (2018-2022), was part of the research line 'Work, Education and Social Movements' of the Graduate Program in Education (PPGE). ), linked to the Faculty of Education of the Federal University of Goiás (FE/UFG). The investigation took place between the years 2018 and 2022, based on school experience, work experience in early childhood education, observations and readings of academic texts that discuss the theme of gender differences present in teaching work in the first stage of education. basic education. With this, the need arose to analyze and reflect the teaching practice of the male teacher and the nuances that involve this professional, as well as how he is perceived in the school community. The research was guided through an experience as a pedagogue of early childhood education and working with children. Some concerns permeated the teaching work: Are there many male teachers at this stage of basic education in the Municipal Child Education Centers (CMEIS) in Goiânia? How is the male teacher built in this social space that is composed mostly of women? For Thanato, in search of answers to these questions, during the research, a bibliographic survey was developed, including books, articles, magazines, periodicals and academic works. In addition, the empirical stage was carried out, involving data collection in the municipal public network. In this sense, it became relevant to make a historical reflection, relating social, political and cultural concepts for a better understanding of the unfolding of the construction of this pedagogue as a man. Therefore, in this work, we analyzed and reflected on the teaching work of the male pedagogue, starting from the historical point of view of these subjects. In the field research, carried out with male teachers from the Municipal Department of Education of Goiânia (SME), 12 teachers contributed to the construction of this research by answering questionnaires and interviews, and of these professionals, 3 worked directly in early childhood education. In this way, the research understands the dimension of the pedagogue man and his work in Early Childhood Education, thus allowing to elucidate the general objective of the work that involves analyzing and reflecting the processes that permeate the pedagogical practices of teaching work with children, as well as the new gender configurations of teaching work and the differences in roles between male and female pedagogues within school institutions, showing the results obtained to be extremely relevant.Item Neoliberalismo e flexibilização do ensino médio no Brasil: a mercadorização da educação na Lei 13.415/2017(Universidade Federal de Goiás, 2020-12-11) Araújo Júnior, João Ferreira de; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Miranda, Marilia Gouvea de; http://lattes.cnpq.br/7051422864028373; Miranda, Marilia Gouvea de; Faria, Gina Glaydes Guimarães de; Garcia, Lenin Tomazett; Rosa, Sandra Valéria Limonta; Resende, Anita Cristina AzevedoThis work is taken under the research field called “Fundamentals of Educational Processes” as part of the Graduate Program at the Faculty of Education of the Federal University of Goiás. It aims at understanding the reform of the brazilian high school system which was legalized around 2016-2017. In this regard, it addresses bill 13.415, from February 17, 2017, based on its historical context, content and passing in the National Parliament. It identifies its explanatory bases on the principle of flexibility which cuts across the productive restructuring of contemporary capital and on neoliberalism. This is a documentary research. The guiding ideals and characteristics that bring the bill closer to neoliberal foundations were searched in the text and in the preambles of the legislation. The search was taken with an emphasis on both the privatization tendency of public high school and in it. It concludes that bill 13.415 / 2017 not only underlies the interests of the dominant class that led the 2016 coup d'état in Brazil but also promotes the commodification of high school, assuming an entrepreneurial subjectivity aligned with market freedom and neoliberal foundation.Item Tertúlia Literária Dialógica: desafios e contribuições para o ensino de adolescentes, jovens e adultos em Goiânia-GO(Universidade Federal de Goiás, 2020-11-26) Araújo, Janete Lopes da Silva; Gabassa, Vanessa; http://lattes.cnpq.br/5396825135338274; Gabassa, Vanessa; Rosa, Sandra Valéria Limonta; Marigo, Adriana Fernandes Coimbra; Rodrigues, Maria Emilia de CastroThis master's research presents a qualitative study with the purpose of demonstrating the contributions/possibilities that the educational action Dialogical Literary Gathering can bring to the reading and writing process in teaching adolescents, youth and adults in Goiânia-GO. It is a weekly meeting of dialogue around universal classical literature, the proposal is to build a movement of sharing life experiences and understanding of meanings of the text promoting a collective construction of meaning. This research was motivated by the question "What are the contributions of Dialogical Literary Gathering to the process of acquiring reading and writing from a class of the 1st segment of the Education of Adolescents, Youth and Adults (EAJA) in Goiânia? ", and was based on the perspective of dialogical learning and had as theoretical subsidy, especially, Paulo Freire (1988, 1995, 2005, 2006), Freire and Schor (1987), Freire and Macedo (2015), Ramón Flécha (1997), Flécha and Mello (2005) and Mello, Braga and Gabassa (2012), Calvino (1993) and others. The study was conducted with two objectives: 1) to identify, describe and analyze the current debate around EAJA; reading/writing and literature; Dialogical Literary Gathering and its proposal of reading from classical works; 2) to identify, describe and analyze the contributions (possibilities) and challenges of Dialogical Literary Gathering for the acquisition process of reading and writing of a class from the 1st segment of EAJA in the city of Goiânia. The research followed the orientation of a qualitative perception of research, under the guidance of the Communicative Methodology, having as instruments of data collection and analysis strategies proper of this methodology: communicative observations, communicative life reports and communicative discussion groups. The analysis was made based on the transformative dimensions (that bring the subjects closer to what they want) and exclusionary (that place themselves as obstacles to the achievement of what is desired). For this purpose, the research environment was an EAJA classroom at a Goiânia municipal school in Goiás. The participants were twenty-one EAJA students and the class teacher who assumed the role of subject and researcher of the work. The activity took place during 6 (six) months of class, throughout the year 2019, and the data collection took place in the last 3 (three) months and in February 2020. The analysis of the results showed a significant greater presence of transforming elements, which were 28 (twenty-eight), in comparison with the excluding elements, which were 6 (six), reaffirming the fact that the Dialogical Literary Gathering presents itself as a successful educational activity, as demonstrated in previous studies. And it also focuses with greater attention on the different scopes of the practice with respect to learning, while indicating other study possibilities that deepen the analysis around this issue, as with investigations that can analyze the productions of students or make comparative, longitudinal and other studies.Item Sujeito e formação: um olhar a partir do contexto das tecnologias digitais(Universidade Federal de Goiás, 2022-09-13) Araújo, Luiz Gustavo Fonseca de; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Paiva, Wilson Alves de; Gallo, Sílvio Donizetti de OliveiraThis dissertation aims to investigate the dynamics established between the use of digital devices and the rise of new ways of being. As long as such dynamics permeate the social interactions developed throughout the digital context, we intend to address its given consequences to subjectivity and formation. By observing the peculiarity linked to massive usage of on line technological devices, we adopted a conceptual framework in compliance with the bodywork of Michel Foucault even though the debate emerged from it doesn’t get restricted to the French thinker. By assuming the contribution of other theorists that dialogue with his philosophical perspective, it enables a prolific debate that contextualizes the foucauldian precepts to the digital context. This is due to the critical reflection on personal devices such as computers, pads and smartphones seen as relevant elements in the processes in which subjects comprehend themselves. This theoretical research also focuses on the influences of neoliberalism taken as a social trend capable of grasping the ways of being by the application of digital technologies in everyday practices. By noting Education in its association with the usage of digital devices, the emerging processes imply that Education itself functions as a biopolitical instrument of governmentality relevant for the digital culture – this implies a new meaning and also a challenge to education as formation. Considering the neoliberal trend and its interest on self-management, the perspective of the body cult leveraged by the use of digital devices challenges the care of the self as problematized by Foucault. The main role of this study is to contrast conceptual tools given by Foucault’s work such as governmentality, biopolitics, power relations and care of the self with the notions of entrepreneur aesthetics of being and processes of subjectivation and subjectification in the digital context.Item Gênero, sexualidade e educação na ANPEd: uma análise bourdieusiana do GT 23(Universidade Federal de Goiás, 2023-02-28) Barbosa, Jaqueline Aparecida; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Alves, Míriam Fábia; Oliveira, João Ferreira de; Noleto, Sylvana de Oliveira Bernardi; Gomide, Cristina HelouThis investigation had the National Association of Post-Graduation and Research in Education as locus and intended to examine the process of constitution, consolidation, and the most relevant elements of the Working Group 23 - Gender, Sexuality, and Education. Further it proposed to analyze a dominant group within it, noting the strategies mobilized by social agents and how they influenced their positions and participation in the WG’s activities. The fundamental theoretical-methodological interlocution was based on the works of Pierre Bourdieu, especially those about his incursions on the consolidation of a method, the defense of an economy of symbolic goods, and as well as the use of the concepts of field and subfield. Qualitative research was used for which we listed as instruments the documentary and bibliographical research, the systematic survey of the works on gender, sexuality, and education presented at the National Meetings of ANPEd from 2004 to 2021, and the reference to testimonials available in videos and texts on the internet. As a result, we ascertained the permanency of WG’s production, such as an abiding of the geographical origin of its researchers. But, also, we noticed small transformations, such as the use of the gender’s concept in substitution of “woman” and the gradual increase of male researchers working with gender and sexuality. The reports’ readings stated that the initiative in approaching the receptive institutional apparatus came from the WG, which generated a fertile collaboration between the spheres in the period of 2005 to 2016. After that, between 2017-2022, there was an accelerated demands’ deinstitutionalization process of WG 23 and other progressive social movements. The UFRGS and GEERGE, according to Guacira Lopes Louro and Dagmar Estermann Meyer’s work, appear strongly in the constitution of a dominant group in WG 23, and, despite the regional inequality is still a reality, other researchers emerge as important references in the expansion of the number of works in their regions.Item Programa de Mestrado Profissional para Professores da Educação Básica (ProEB): o caso da Universidade Federal de Goiás (UFG)(Universidade Federal de Goiás, 2023-01-27) Barcelos, Lorena Bernardes; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Teixeira, Ricardo Antônio Gonçalves; Santos, Catarina de Almeida; Batista, Erlinda MartinsThis study has as object of investigation the Professional Master's Program for Basic Education Teachers (ProEB), specifically, the courses offered at the Federal University of Goiás, namely: the Professional Master's Degree in Mathematics in National Network (ProfMat); the National Professional Master's Program in Physics Teaching (ProFis) and the Professional Master's in Physical Education (ProEF). The research has as its main guiding question: How was the implementation of professional master's degrees within the scope of UAB at UFG and what status are these programs? The main objective is to understand how the implementation process of the ProEB courses at UFG occurred and how the distance modality is used in these masters, considering their link to the Open University System of Brazil (UAB). A case study with a qualitative approach was undertaken, which includes bibliographical and documental analyses, in addition to data collection through structured interviews. In this sense, the chosen methodological approach was the cycle of qualitative research proposed by Minayo (2015), structured in three phases: exploratory, with the mapping of previous studies on the object; fieldwork, with documentary research and interviews with program managers; the analysis and treatment of data, when the documents and the contributions of the interviews were collated, from the perspective of content analysis (BARDIN, 2016). The theoretical framework established to support the reflections consists of two strands: the first, on stricto sensu postgraduate studies in Brazil and professional master's degrees for teacher training, includes authors such as Alves;Oliveira (2014); Azevedo; Oliveira; Catani (2016); Coast; Cruz Duran (2012); Cury (2005, 2009); Oliveira; Lima (2018, 2019); Oliveira; Oliveira (2011); Golden (2015, 2018). The second strand of the theoretical basis includes distance education and the Open University system in Brazil, with authors such as Alonso (2010); Belloni (2002); Cross; Lima (2019); Lencastre (2013); Lima (2013, 2014). The time frame established for the study is between 2011 (implementation of ProEB) and 2019. The results show that UFG was a pioneer in joining the ProfMat, ProFis and ProEF networks, which reiterates the institution's commitment to teacher training policies. It was also observed that despite the financing of the Programs by the UAB System, the distance education modality is not used in any of the programs, with even a declared refusal to use it, which indicates that, despite the relevance of these programs for the improvement of Brazilian educational indicators, there is disagreement with one of the main assumptions of the UAB: the consolidation of distance education in Brazil. Furthermore, the research showed that prejudice persists in relation to professional master's degrees, despite the fulfillment of the objectives proposed by these coursesItem Relação psicologia e educação na perspectiva de Manoel Bomfim: análise da produção acadêmica (2002- 2021)(Universidade Federal de Goiás, 2022-08-26) Barreto, Renata Cardoso; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Magalhães, Solange Martins Oliveira; Gebrim, Virgínia Sales; Viana, Cynthia Maria JorgeThis research aims to investigate, through bibliographic research, Manoel Bomfim's conception of the relationship between Psychology and Education within the academic production published in the Biblioteca Brasileira de Teses e Dissertações (BDTD), in the period between 2002-2021. It analyzes the historical context in which the Brazilian educator produces his work with reference to Aguiar (2000), Alves Filho (2013) and Gontijo (2010) and the path of constitution of the Psychology and Education relationship in Brazil, based on Antunes (2000; 2011;2016), Patto (2015), Miranda (2008), Loureiro (2008), Bittar (2008) and Gebrim (2016). Through the search term “Manoel Bomfim”, 41 works were selected, analyzed through two movements: in the first, the abstracts were read in order to map the institutions of origin of the works and respective areas of knowledge, the main themes, objectives, theoretical references, methodologies and research results; in the second moment, having identified that the relationship between Psychology and Education is developedonly in works in the educational area, these works were analyzed with the aim of deepening the theoretical and methodological discussion. The results indicate the prevalence of works from the Southeast region of Brazil, being 12 produced in Postgraduate Programs in the area of History, 12 in the area of Education and the others distributed in different areas such as Linguistics and Social Sciences, with no work being identified in the field of Psychology, even though Manoel Bomfim is considered a pioneer in the debate on the relationship between Psychology and Education in our country. It is noteworthy that most researchers in different areas have degrees in History, which gives the area a primacy in studies and research on Bomfim's conception. Regarding the types of research, it appears that all works are based on theoretical and/or bibliographic research focused on two main themes: brazilian social thought and educational processes. In the context of the Psychology and Education relationship, there is an emphasis on the study of children, on teacher training and on facing the debate on the subjects of Pedagogy and Psychology, their tensions regarding the theoretical implications and developments in educational practice. The relevance of the study of Manoel Bomfim's thought is emphasized for the deepening of the discussion about the relationship between Psychology and Education in Brazil in a critically oriented perspective.Item Os sentidos da unidade teoria e prática constituídos no estágio supervisionado em educação infantil(Universidade Federal de Goiás, 2022-08-16) Batista, Luciene; Araújo, Denise Silva; http://lattes.cnpq.br/2754806857545880; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Suanno, Marilza Vanessa Rosa; Souza, Rosiris Pereira de; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Cruz, Shirleide Pereira da SilvaThe present investigation is part of the line of research Teacher Training and Professionalization and Educational Work. It proposes as a theme the unit theory and practice in supervised internship in Early Childhood Education. The guiding axis of the investigation presents the following problem: what meanings do students of the Pedagogy course attribute to the theory and practice unit in the perspective of supervised internship in Early Childhood Education? The general objective was to apprehend and analyze the meanings of the theory and practice unit constituted, in the supervised internship in Early Childhood Education, by students of the Pedagogy course at the Faculty of Education of the Federal University of Goiás. The specific objectives include: Discussing the relationships and contradictions between the supervised internship in EI and the theory and practice unit in teacher training; identify how the supervised internship constitutes a privileged space and time for teacher training for Early Childhood Education; apprehend and analyze how Pedagogy students at the Faculty of Education at the Federal University of Goiás (UFG) understand the theory and practice unit from their experiences in the supervised internship; understand the meanings of the theory and practice unit constituted in the experiences of the supervised internship in early childhood education, elaborated by the students. The research participants were students who were undergoing the internship or had already completed the supervised internship in Early Childhood Education of the Pedagogy Course at the Faculty of Education of the Federal University of Goiás. We base the research theoretically and methodologically on historical-dialectical materialism, since the epistemology of praxis is the category of analysis of teacher training, investigated in this thesis in its concrete totality, one of the fundamental principles of the research's theoretical-methodological framework. We understand that concrete reality is constituted by complex social phenomena that are configured as antagonistic and contradictory and such phenomena are located in a certain historical time, therefore they have a transitory character, that is, they are not inert, they have a movement that generates transformations. We adopted as the main theoretical contributions of the research authors such as Antunes (2004; 2015), Curado Silva (2008; 2019), Dourado (2015; 2016; 2019), Gatti (2010; 2019), Harvey (1992); Kuenzer (2010), Lukács (1079), Marx (2011; 2017; 2001; 2004; 1978; 1984; 1980), Marx; Engels (2001), Mészáros (2011), Pimenta (2020); Saviani (1984; 2013), Shiroma (2003; 2017); Vazquez (2011). For the analysis of research data, we started from the theoretical-methodological categories meanings and senses, and based the discussion on Vygotsky (1996; 2009); Leontiev (2004); Aguiar (2006); Aguiar; Ozella (2006; 2013); Aguiar; Soares; Machado (2015); Aguiar; Machado (2016). Based on the adopted methodology, five core meanings were elaborated, constituted as explanatory categories of the meanings and senses of the theory and practice unit established in the supervised internship in Early Childhood Education, namely: 1) Ambiguities and contradictions in the identification with the Pedagogy course; 2) Meanings of teaching – contradictions between theory and practice; 3) Learning through practice: the contradictory movement of the teacher training process; 4) Meetings and Disagreements between the Institution of Early Childhood Education (EI) and the University in the supervised internship; 5) Relationships and Contradictions of the meanings of the theory and practice unit in the supervised internship. The contradictions observed in relation to the meanings and meanings indicated two fundamental categories for their understanding: pragmatism and praxis. The analysis of the frequency of these categories allowed us to infer that they are mediated, concomitantly, by pragmatic processes, by the emphasis given to practice in the formative process, an aspect that is strongly disseminated and present in current hegemonic policies and at the same time by praxis, due to the awareness regarding the importance of theory to support practice. In this investigation, we defend the importance of praxis and work as an educational and formative principle in the entire formation of professionals in Early Childhood Education and in the particularity of the supervised internship at this level of education, as we understand that theory and practice need to be understood dialectically as inseparable dimensions, although they are different. From this perspective, we understand that, in order to promote teacher training and bring about changes in pedagogical practices, it is fundamental to support theory, in order to achieve a transformed and transforming praxis.Item O estágio remunerado no curso de Educação Física: desafios da formação e do mundo do trabalho(Universidade Federal de Goiás, 2020-12-14) Batista, Mirna Moreira; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Rosa, Sandra Valéria Limonta; Machado, DijnaneFernada VedovattoThe non-mandatory remunerated internship is understood as an educational act that aims at preparing for productive work, according to Law n. 11.788/2008, it comprises the political pedagogical project of the course and the academic itinerary as a complementary activity in the training of the intern for the world of work, which corresponds to the relationship between work and training. Thus, the internship policy is inserted in the discussion of productive restructuring, in the deregulation of labor rights and in the question of the insertion of the intern in the increasingly competitive and competing labor market. The internship conditions have a similarity with the employment relationship governed by the CLT and are characterized as an atypical type of work prone to the alienation process of the intern. Therefore, the objective of this research was to analyze the remunerated internship policy as part of the initial formation of students in Physical Education at FEFD, in the relationship between formation and work based on the Law n. 11.788/2008, and its implications for the type of work linked to the process student insertion in the internship field. The methodological proposal is supported by the qualitative approach of the type of descriptive research, in which the scenario was the Faculdade de Educação Física e Dança (FEFD), of the Universidade Federal de Goiás (UFG), and the remunerated internship field in Physical Education in the city of Goiânia, Goiás. To carry out the field research, 22 insterns, 4 teachers-mentors from FEFD and 2 supervisors from the internship field were involved. We opted for the use of interviews with the teachers-mentors of FEFD and supervisors of the internship field, and the use of a questionnaire with the trainees. With the result of the analysis of the collected data, it was concluded that the intern's motivation for the non-mandatory remunerated internship is presented for three reasons: the economic, the professional and the training. For the internship field, the internship has a double interest, to reduce expenses in hiring interns and to prepare them for the job market. The intern's field of activity was predominantly the gym, with the bodybuilding activity that demands more non-mandatory paid internship positions compared to the educational area, and it has been the non-school Physical Education area that has expanded and diversified the most. The intern inserted in this context under the interest of acquiring professional experience living a type of training with emphasis on the traditional-sports model with a pragmatic and instrumental vision. Therefore, the space of the internship is marked by changes in precarious forms of work, the interns find themselves exploited when they sell their workforce for a low remuneration and without labor costs and are still treated like professionals. In this way, the distortion of the formative issue in carrying out the internship makes the intern a type of precarious and sometimes alienated worker, making it difficult to develop humanizing work and training through praxis, meaning that the work developed still in formation is presented in a precarious, flexible and exploited condition, like the teaching work scenario.Item A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia(Universidade Federal de Goiás, 2020-08-28) Bernardes, Gisele Gomes Avelar; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Oliveira, João Ferreira de; Moraes, Karine Nunes de; Lima, Daniela da Costa Britto Pereira; Azevedo, Mário Luiz Neves de; Silva, Marcelo Soares PereiraThis study analyzes the offer of semi-attendance subjects implemented at the State University of Goiás (UEG) – Goianésia campus, in the context of Distance Learning in Brazil, observing mainly the institutional trajectory; the academic management, organization and coordination; the infrastructure; the elaboration of specific materials; and the teaching formation and structuring work. In a view of building a qualitative approach, exploratory, documentary, a type case study is carried out. In addition to the bibliographic survey and the examination of legal, normative and institutional national scope documents, UEG, in particular, the field research contemplates semi-structured interviews and with focus groups and agents involved in the semi-attendance disciplines implementation process, specially managers, teachers and students. The treatment and the collected material analysis occur from the data triangulation combining sources and techniques that evidence the agents perception involved in the process. The research and exhibition include the following categories: academic and administrative management, infrastructure and technologies, teaching and pedagogical mediation. The construction of the study object and these categories, in particular, result from the dialogue with: Dourado (2001); Minayo et al. (2005); Souza (2006); Oliveira and Ferreira (2008); Draibe (2011); Rodrigues (2011); Minayo (2012); Lima (2013; 2014a; 2014b); Howlett, Ramesh and Perl (2013); Silva and Toshi (2015), among others, in articulation with the investigation process resulting from interviews, focus groups and documentary analysis. The research reveals a complexity public policy of higher education in Distance Learning (DL) considering theoretical and conceptual bases, contexts and the reforms examined, mainly, from the 1990s. This situation becomes even more significant with the expansion of distance learning in Brazil, especially considering the offer of distance workload in face-to-face undergraduate courses in public and private Higher Education Institution (HEIs). It was concluded that the DL policy, especially the offer of semi- attendance subjects in the face-to-face undergraduate courses, in UEG, was implemented in an accelerated way in the institution, especially at Goianésia, without a planning to receive and to structure the offer of this education modality. The research revealed the necessity of a broader and more critical assessment of the distance education policy at UEG and in its different campi, especially in terms of infrastructure investments, technologies and the teachers and technical-administrative staff qualification. It also showed the need of a continued agents involved training, in accordance with the specific demands and requirements, in a view of overcoming problems faced in the Distance Learning Education process implementation, accentuated in the administrative restructuring context of the University.Item Fundamentos do conhecimento científico para a formação humana em Theodor Adorno e Max Horkheimer(Universidade Federal de Goiás, 2023-01-31) Bernardes, Giselle Carvalho; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Chaves, Juliana de Castro; Resende, Anita Cristina Azevedo; Faria, Gina Glaydes Guimarães de; Viana, Cynthia Maria Jorge; Silva, Maria Isabel Formoso Cardoso eThe aim of this thesis was to reveal the foundations of formative scientific knowledge in Theodor Adorno (1903-1969) and Max Horkheimer (1895-1973), authors of the Critical Theory of Society, also known as the Frankfurt School. This is a theoretical research carried out from the analysis of the texts: “The concept of enlightenment” and “Excurso I: Ulisses or myth and Enlightenment”, both from 1947, “Semi-formation theory”, from 1959, “Education - what for?”, from 1966, “Education after Auschwitz”, from 1967, “Education against barbarism”, from 1968, “About subject and object”, from 1969, “Marginal notes on theory and praxis”, 1969, “Traditional Theory and Critical Theory”, from 1937, and “Means and Ends”, from 1941. From the analysis of the debates carried out by the authors in the interweaving between knowledge, reason and formation, the categories “Contradiction”, “Reason reflexive criticism”, “Primacy of the object”, “Articulation between whole and part, universal and particular” and “Theory and praxis”, which establish relationships towards the constitution of a knowledge that resists instrumental reason, capable of guiding training for emancipation. Thus, it is concluded that for the two authors there is a certain type of scientific knowledge that is linked to human formation.Item O perfil dos estudantes de graduação a distância nas universidades federais da região Centro-Oeste (2014-2020)(Universidade Federal de Goiás, 2022-08-26) Borges, Leila Cristina; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Medeiros, Lilian Giotto Zaros deKnowing the characteristics of the profile of the student of distance education is what guides this research, considering that these data will contribute with fundamental elements for the stages of a distance course. In addition, this information favors the elaboration of policies for distance education and also guarantees the socially referenced quality of the courses offered in the modality. Thus, this study seeks to identify the student profile of undergraduate courses offered in the distance mode by federal universities in the Midwest region, from 2014 to 2020. The theoretical contributions that support this study are contributions from authors such as Aretio ( 2001); Moran (2000); Litto (2007); Santos, E. (2007); Formiga (2009; Giolo (2010); Luz (2012); Lima (2014a, 2014b); Dourado, Santos and Moraes (2017); Dourado and Oliveira (2009; Lima and Alonso (2019); Pessatto (2019); Netto, Giraffa and Faria (2010); Nogueira (2013); Bisinoto (2016); Petrovich (2018); Fonseca (2020); Moreira and Schlemmer (2020); Zaros et al. (2022), among others. qualitative research, of an exploratory and descriptive nature, of the documentary and bibliographic type with the use of quantitative data to understand the reality. The research is structured in four chapters: the first is entitled "Profile of students of distance education courses in the period of 2006 -2020: the state of research"; the second, "Concept, History and Policies of distance education for higher education and the offer with social quality"; the third, "Federal Universities of the Midwest and the expansion of distance education in the context of the PNE (2014-2024)"; and the fourth, "The profile of distance undergraduate students at Federal Universities in the Midwest". The results of the analyzes led to the finding of a predominance of a female profile in the distance modality of the courses offered by federal universities in the Center-West region, whose majority of students are aged between 30 and 39 years, are brown, have the state single, comes from a public school and belongs to the less favored social classes.Item O cotidiano escolar como base para pensar o papel político da escola(Universidade Federal de Goiás, 2020-01-18) Brito, Diogo Mendes de; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Morais, Itelvides José de; Alves, Wanderson Ferreira; Miranda, Marília Gouvêa deThis work is in the field of reflection on the political role of education, being linked to the line of research: State, Politics and History of Education of the Graduate Program in Education at the Federal University of Goiás. It refers to a research carried out in/of the School daily life experienced by the 3rd year high school students and teachers at public school in the state of Goiás. In this scenario, we objective to understand how school routine, as an analytical category, is a fundamental factor to think about fulfilling the role policy of school education. This political role of education is based on the contributions of the thinker Hannah Arendt, in view of the fact that everyday theorists, whose lens made it possible for us to look at the everyday researched in a theoretical way, that is, “not everyday” were founded from the works of the thinkers Agnes Heller and Henri Lefebvre. Our investigation focused on the multiple “seemingly insignificant” activities of daily life, in order to categorize such actions in an attempt to perceive in these activities the possibility of a reflection on the political role of the school as institution. In addition to interviews, analysis of normative documents from the state education network and notes in a field diary, it was necessary to adopt an unconventional academic methodology: that of “immersing” in the daily lives of students and teachers, so that the researcher became integral part of the researched object. The research carried out allowed us to realize that the school routine unbalances and hinders the good relationship that should exist between what Agnes Heller called the individuality and genericity of individuals, where the first one seems to be prevalecing in the process of training students, that is, in the new students that are being inserted into an old world.Item Escolas públicas militarizadas: uma análise na perspectiva dos direitos humanos(Universidade Federal de Goiás, 2022-03-31) Bueno, Bárbara Ferreira; Alves, Míriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Amone Inácia; Santos, Catarina de Almeida; Alves, Míriam FábiaThis dissertation defended in the Graduate Program in Education of the Faculty of Education at UFG was developed in the line of State Research, Policies and History of . Its general objective is to investigate the tensions between human rights and the militarization of education in militarized public schools in Goiás. The specific objectives are: a) to analyze the historical elements, conceptions, tensions, advances and perspectives in human rights and human rights education; b) understand the militarization of education in conservative neoliberal times and the advances and setbacks of the right to education; c) analyze the tensions between human rights and the militarization of education in militarized public schools in Goiás, evaluating what was said and what was done. The question that motivated us to investigate was: what tensions involve human rights and the process of militarization of education in Goiás? The analysis is based on primary sources (documents) and secondary sources (books, articles and theses), thus, the method used will be bibliographic and documentary. It is expected to understand human rights and the right to education as a social right, from the Federal Constitution of 1988, the National Human Rights Program, among other documents. The study also has an analysis of the school regiment of the military college of the state of Goiás. The theoretical references will be: David Harvey (2008), Marilena Chauí (2000), Lilia Schwarcz (2014), Vera Maria Candau (2008), Erasto Fortes Mendonça (2015), Maria Victoria de Mesquita Benevides (2012), Marconi Pequeno, ( 2008), Luiz Carlos de Freitas (2012), Miriam Fábia Alves, Mirza Seabra and Neusa Sousa Rêgo (2018), Catarina de Almeida Santos (2021), among others. We will analyze how the historical, political and social context reflects on the education and human formation of militarized schools. This work intends to contribute to educational policies focused on human rights and the right to education. Through document analysis, we realized that the rules imposed on students violate human rights (dignity and equality), democratic management and ethnic-racial diversity. The principles and values of hierarchy, centrality, civics, patriotism and discipline are contrary to education for emancipation.