Doutorado em Educação (FE)
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Navegando Doutorado em Educação (FE) por Por Orientador "Barbosa, Ivone Garcia"
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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 Arte e práticas educativas na educação infantil: rupturas e continuidades(Universidade Federal de Goiás, 2019-09-02) Arantes, Milna Martins; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Bastos, Raquel Benta Messias; Soares, Marcos Antônio; Teixeira, Ricardo Antônio GonçalvesThe present doctoral research investigated two aspects that are inextricably interrelated with the quality of the educational practices that contemplates knowledge, artistic experience and the formation of teachers, highlighting the role of the continuous formation, in special the course in Early Childhood education, Childhood and Art, developed by the NEPIEC/ FE/ UFG. We emphasize that this thesis is linked to the Research Line: Training, Teacher Professionalization and Educational Work, of the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás (FE / UFG) and the project Public Policies and Education of the Childhood in Goiás: stories, conceptions, projects and practices of the Center for Studies and Research of Childhood and its Education in Different Contexts (NEPIEC / FE / UFG). We start from the premise that art, aesthetic experience, imagination and creation are significant dimensions in the formation of children and presuppose conscious educational mediation based on theoretical- practical and methodological references, access, appropriation and resignification of cultural and artistic heritage. With reference to dialectical historical materialism, we sought for the analysis of the research object three methodological strategies: bibliographic review with the purpose of understanding the academic-scientific production on the interface between Art and Early Childhood Education, present in postgraduate programs-graduate, dissertations and theses, defended between 2010 and 2016; proposal of questionnaires to the teacher-cursist who work in early childhood education in the municipalities of Jataí, Senador Canedo, Cristalina, Firminópolis and São Luís de Montes Belos in order to know and constitute the profile of teachers and outline the process of continuing education: conceptions, bases theoretical-practical; participant research in Firminópolis and São Luís de Montes Belos, in order to know and to analyze the educational practice of the preschool teachers that contemplated the knowledge and the artistic experience, considering their theoretical-practical and methodological aspects. The construction of investigative data articulated the analysis of documents, questionnaires, interviews, conversations, testimonials, field insertion and images. In order to reach and comprehend the objectives of this investigation, considering its multiple determinants, we opted for a theoretical framework aligned with the socio-historical-dialectical perspective and the dialogue with authors who have historically contributed to the area of art in its didactic-methodological specificities. Our analytical efforts revealed disruptions and continuities, a dialectical and contradictory movement that embraced both stereotyped and standardized practices and practices that were committed to children's imagination, creation and artistic expression. In this sense, we understand that artistic praxis presupposes the need to poetize daily life, the deep involvement with the cultural and artistic production of humanity, with symbolic thinking and creative experience, as well as with consistent formative processes of teachers incorporating artistic knowledge and aesthetic and, which articulate theory and practice and the critical and creative analysis about their area of expertise.Item Sexualidade e gênero na educação infantil: o que as teses e dissertações dos programas de pós-graduação em Educação contam e silenciam(Universidade Federal de Goiás, 2021-08-16) Carvalho, Rita de Cássia; Barbosa, Ivone Garcia; lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Suanno, Marilza Vanessa Rosa; Silveira, Telma Aparecida Teles Martins; Silva, Altina Abadia da; Teixeira, Ricardo Antônio GonçalvesThis doctorate research is composed by several sub-projects under development in the project Public Policy and Children’s Education in Goiás: history, concepts, projects and practices, of a group that studies childhood and its education, linked to the research line Training, Teachers’ Professionalization and Educational Practices of the Postgraduate Program in Education of the Faculty of Education of Federal University of Goiás. We believe that discussing and working with sexuality and gender with children in Early Childhood Education is an important and necessary task, since sexual and gender identities are under development in this age group, since birth, based on interaction and mediation processes with more experienced subjects and with cultural elements, which help these children appropriate meaning about the world they live in and, in particular, about sexuality and gender, through games, observations, questions, transgressions and resistance. Therefore, inspired by the state of knowledge methodology and content analysis, we propose to investigate what the theses and dissertations of the Graduate Programs in Education, indexed in the database of the Coordination for the Improvement of Higher Education Personnel ( Capes) and the Brazilian Digital Library of Theses and Dissertations (BDTD), disclose and withhold about sexuality and gender in / for / with Early Childhood Education. To this end, we used Boolean operators which assisted in surveying research on our theme, enabling cataloging as to: the type of research, year of defense, gender of researchers / regions, regions of Brazil, Higher Education Institutions and research groups. In order to verify the production of articles on the theme, we carried out a bibliographic survey in a Children's Education Work Group dealing with children 0 to 6 years of age (GT07) and a Gender, Sexuality and Education (GT23) Work Group from the National Association of Graduation and Research in Education (Anped), in SciELO and in the CAPES (a Brazilian federal government agency under the Ministry of Education, responsible for quality assurance in undergraduate and postgraduate institutions in Brazil) periodical portal. For analysis of the chosen researches, readings of: title, summary, keywords, summary and introduction were carried out, checking if they met the criteria established by us and, we observed that of the 91 elected studies, 43 met our purposes. From reading and analyzing the chosen works and, based on historical dialectical materialism, we dialogued with the objects, observing their propositions, realities and contradictions, and extracted from them the following categories for analysis: education / disciplinarization of children's bodies, the institution's daily education routine and its pedagogical practices, the use of toys and games in sexuality and gender education, as well as in the construction of children's identities and the transgression / resistance of children in / of early childhood education in the face of the norms and rules imposed on them. The analysis of the categories showed us how sexuality and gender are explored in Early Childhood Education, influencing the construction of sexual and gender identities, as well as what has been suppressed by educational institutions in terms of sexuality and gender - the transgender traits exhibited by some children between zero and six years of age.Item As políticas multissetoriais e integradas do Banco Mundial no Brasil: a infância como capital humano do futuro(Universidade Federal de Goiás, 2016-10-28) Marquez, Christine Garrido; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Oliveira, Anátalia Dejane Silva de; Alves, Nancy Nonato de Lima; Soares, Marcos AntônioThis research integrates the project of Public Policy and Education of Children in Goiás: history, concepts, projects and practices developed by the Center of Studies and Research of Childhood and its Education in Different Contexts (NEPIEC) which is inserted in the research line: Education, Teaching Professionalization, Educational Work of the Postgraduate Program in the School of Education of the Federal University of Goiás. Propositions of multisectoral policies and integrated development of Early Childhood of the World Bank for developing countries have been investigated, which involve interconnected actions in education, health, nutrition, social protection (child protection and social assistance) and basic sanitation, in order to understand how this process has been set up in Brazil as of the 1990s. A documentary and literature research was carried out and we propose as reference of analysis historical and dialectical materialism. The starting point being a survey called State of the Art on the studied subject, in order to map out the academic and scientific production in the field, to enable a look at the production, observing the evolution of research, its features, focus and gaps. Presenting the multiple aspects of the organizational structure of the World Bank and its development policy propositions on Early Childhood supported in the six Education Sectoral Documents and the eight publications produced from 1974 to 2014 by the International Organization, which were formulated to instruct the political debate with governments, development partners and civil society in developing countries, including Brazil. The strategic entry points of investment have been analyzed, classified into four themes based on: 1) programs based on Early Childhood Development Centers focusing on school readiness; 2) residential programs based on behavioral change in relation to health, nutrition and child care; 3) communication / media campaigns aimed at families with young children on child health, nutrition and overall development; and, 4) conditional cash transfer for families with small children. It is concluded that the World Bank since its inception in 1944, besides project financing, policy-making, technical assistance to governments, also plays an important role in the meeting, synthesis and dissemination of knowledge about the specific development issues covering its extensive practice area, including the development of Early Childhood, services in the area and around the world. Since the seventies, the World Bank references the relevance of the adoption of multisectoral and integrated programs designed for Early Childhood, with the theoretical support based on the political theory of human capital, which seeks the reproduction and accumulation of capital, as opposed to a project that aims to guarantee full rights the children in Brazil.Item Práticas pedagógicas na educação de crianças de zero a três anos de idade: concepções acadêmicas e de profissionais da educação(Universidade Federal de Goiás, 2015-08-28) Silveira, Telma Aparecida Teles Martins; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Souza, Regina Aparecida Marques de; Silva, Kátia Augusta Curado Pinheiro Codeiro da; Soares, Marcos Antônio; Alves, Nancy Nonato de LimaThis doctorate research is composed by several sub-projects under development in the project Public Policy and Children’s Education in Goiás: history, concepts, projects and practices, of a group that studies childhood and its education, linked to the research line Training, Teachers’ Professionalization and Educational Practices of the Postgraduate Program in Education of the Faculty of Education of Federal University of Goiás. We investigated zero-to-three year old children’s pedagogical practice in order to understand academic and educational professional concepts about the pedagogical practices in zero-to-three year old children’s education. The premise that rules the analysis is that teaching practice must be understood as praxis, theory and practice unit that acquires a mediator character of knowledge appropriation process produced historically in material reality, concrete of human beings. However, the conception of pedagogical practice presented in academic productions and by early childhood education professionals - with their practices in the field of knowledge, values, attitudes - is marked by overlapping actions of conflicts and contradictions in the articulation and disarticulation of interest classes. That is, in a contradictory movement can be meant advances in pedagogical practice by enabling praxis, but also containing pragmatic purposes, utilitarian theory and practice relationship. Therefore, it was outlined the central research problem: What do theoretical and practical elements and methodological of the pedagogical practice guide the academic-scientific production of early childhood education, as well as the conceptions expressed by professionals (teachers and educational staffs) that work in zero-to-three year old children education in municipal public institutions? With reference to the dialectical historical materialism, we sought to analyze the research object into three methodological strategies: state of the art about teaching practices with zero-to-three year old children; the proposition of questionnaires and interviews with education professionals from Senador Canedo city and analysis of documents pertaining to this reality. We analyzed public policies for early childhood education, with reference to the nursery school and its historical constraints, and political theorists in the constitution of capitalist society in the process of urbanization, organization of work and ways of living and building this reality. He sought to understand the academic-scientific literature on the pedagogical practices with zero-to-three year old children presented by dissertations and theses written from 1996 to 2012 in Brazilian postgraduate programs, as well as the concepts of the early children education professionals from Senador Canedo City that work with zero-to-three year old children. Finally, by the movement untaken of this research we could notice the academic field approaches grounded in childhood sociology field, childhood pedagogy and pragmatic reflexive pedagogical practice. From the perspective of 82 education professionals (teachers and educational staffs) that work in nursery schools in Senador Canedo city, pedagogical practices are presented in a contradictory way and there is a strong separation between theory and practice. We could notice the historical materialization, in the nursery school, the act of taking care and in the pre-school, the act of teaching, or the teaching as a specific action of educacional staff and the teaching accomplished by the teacher.