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Item Saberes do trabalho e dos trabalhadores da educação de adolescentes, jovens e adultos: a prática pedagógica de professores(Universidade Federal de Goiás, 2015-08-24) Alves, Maria Jacqueline Dias; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Castro, Mad'Ana Desirée Ribeiro de; Rodrigues, Maria Emilia de Castro; Freitas , Revalino Antônio deThis study falls into the research areas of Work, Education and Social Movements with the purpose of providing a better understanding of how Teachers of Teenagers Youths and Adults (EAJA) from Goiânia's Municipal School System, learn and dialogue with the knowledge from work experiences of students who are Work-Studies. This is a case study. The field research was conducted with teachers, in a school in physical space of an institution of Goiania Prefecture.The research procedures were built through the analysis of the Political- Pedagogic Proposal of (EAJA), regarding the approach assigned to the work and to the knowledge of the work and workers of this modality, and also through the observations, interviews and instruction of the double.The theoretical framework used is based on the field of Work and Education, Education of Teenagers, Youths and Adults, and Ergology.The work's approach of the Work-Studies and teachers was developed from the concept of activity, in an ergological perspective; it sought to recognize that there is a distance between prescribed work and real work ,and that this distance is managed by the worker in their work activity.The work activity while area of dialectic, implies therefore, debate of rules, resingling, building of knowledge and experiences. Based on the theoretical field aforementioned, the concept of experience and the possibilities of achieving a critical work is discussed, taking as its starting point the knowledge from experience. During the development of this research, it was perceived that the work activity of the teachers holds a wealth of elements that are invisible in the prescriptions and proposals and requires them arbitration, management and decision making.It was found that although the proposal EAJA in Goiânia presents advances regarding working conditions and the theoretical and methodological framework, in the concrete situations, the abstract work affirmed its position. This research shows the need to establish places of formative dialogue inside the school, where the knowledge produced by teachers are recognized and problematized.Results indicate that the dialogue with new theoretical contributions, that study the work, such Ergology and the French ergonomics can contribute to increase the discussions about the work and about the knowledge of teachers and Work-Studies from EAJA.Item Os tutores na educação superior a distância: análise das dissertações e teses no portal Capes no período de 2006-2012(Universidade Federal de Goiás, 2013-10-03) Amaral, Sander de Sales; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Santos, Catarina de Almeida; Toschi, Mirza SeabraThe process of expansion and democratization of higher education in the country, in recent decades, with the university reforms implemented by the State, has caused hard debate about the future of the university. It is in the midst of these reforms that the Distance Education (EaD) on upper level begins to expand, is viewed as strategic to democratize the access to higher education, by virtue of the possibilities arising from the improvement of Information Technology and Communication (TIC) from 1990s. Since then, their quality has been very questioned with the expansion of higher education by the distance education, where the problems of attendance and demand also are expanded, with implications on the academic teaching staff. And when we think of the expansion and quality in distance education, it is impossible not to give less importance to educational tutors, because the role and activity which are performed raise important issues for the development of our understanding on this non-presence education. Thus, our goal with this current study is to analyze the dissertations and theses into portal Capes surveyed in the period of 2006-2012 in order to understand how the authors situate the work of educational tutors in distance education who work in educational institutions linked to UAB, as regards to aspects such as professional identity, training, working conditions, among others. Therefore, we propose the following question: considering the analysis of dissertations and theses produced in portal Capes, the period of 2006-2012, what can we say about the tutors of EaD, understood as fundamental professionals to interact directly with students in the classroom poles and the virtual learning environment? In the methodology, we adopt two types of research: documents and literature. In documentary research, we analyzed documents written (laws, decrees, orders, notices, and other statistics), to verify the progress and prospects for the EaD in Brazil with the improvement of TIC. In the literature, apart from reading authors such as Castells, Schaff, Frigotto, Belloni, Barreto, Dourado, Santos, Toschi, Valente who have guided our study, we analyze theses and dissertations, selected in portal Capes, considering the period of 2006-2012. In the analysis developed , predominantly qualitative, we look at issues arising from the conceptions of the authors on the EaD, especially on aspects of the tutors‟ work , their specificities , their theoretical and methodological approaches , which enabled us to build a general framework in relation discussions on the subject. Analysis of State of the Art on studies involving tutors in distance education who work in education in IES members of UAB enables us to say that there are few dissertations and theses in the portal Capes on education tutors in IES members of UAB, many authors highlight the importance of tutors for the quality of distance education, so that some of them defend its function as teaching, but few roles deal about training and working conditions of these professionals, although, in some studies, it predominates discourse on the need for tutors and/or teachers in EaD with intent to adapt to technological advances, which is significant for the development of education, and know how to deal with the tools used in the process.Item Auxiliar de atividades educativas na educação infantil: constituição histórica e tensões de uma ocupação no âmbito da rede municipal de educação de Goiânia(Universidade Federal de Goiás, 2014-08-28) Edir, Eliane Garcia de Brito; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Alves, Nancy Nonato de LimaThis study was part of the research line Education, Labour and Social Movements from Graduate School of Education Program at Federal University of Goiás. We had as main goal to study the genesis and development historical movement of the Assistant Educational Activities‘s job, whose workers act alongside teachers in service to children in Municipal child Education Centers and municipal schools that have pre-school classes from Goiânia‘s Department of Education. We start from the understanding that knowing the structure and evolution of the post of an Assistant Educational Activities in Goiânia‘s Municipal Education is an aspect of fundamental importance for the understanding of the early childhood education reality which today legally makes up the first step of Basic Education in Brazilian educational system. This research work is guided by a socio-historical vision of man and society. To achieve the objectives this study proposes, we opted for developing a predominantly qualitative research. For the analyzes development, we initially seek to conduct a comprehensive literature review on the work, the women work, the teaching work, the childhood and their education. We also developed a documentary analysis considering the contents of the Federal Constitution (FC, 1988), the Statute of Children and Adolescents (1990), the Law of Directives and Bases of National Education (1996), National Curriculum guidelines for early childhood education (2009). At the municipal level, we analyzed City Board of Education Resolutions, Goiânia‘s Early Childhood Education Regiments as well as other data and documents that we collected at the Department of Education. The next step was the interviews‘ proposition with the intention of recognizing the historical context of the Assistant Educational Activities‘ job in Goiânia. With this task, we seek to identify the actors involved and learn about the circumstances and the elements of the need to found the position of Assistant Educational Activities in order to compose a chart that would illustrate the post of Assistant Educational Activities‘ creation process and that would allow us to reflect about the implications of that job‘s creation for early childhood education in Goiânia. The study indicated that the proposition of the post of Assistant Educational Activities occurred in the course of transition of responsibility from childhood education to the Municipal Department of Education and it was based on a triple topic: the immediate need of hiring staff, the job‘s transience intention and the impending rise in staff training to work in early childhood education. This survey revealed, however, dissension of these topics, since the need of hiring staff was not surpassed; there has been a throwback in demanding training of these professionals and, in spite of this transience, the regulation and the effectiveness of the post of Assistant Educational Activities point, instead, to its consolidation definitively.Item Parcerias público-privadas em educação: as organizações sociais e a gestão das escolas públicas na educação básica(Universidade Federal de Goiás, 2019-07-18) Faria, Deyner Batista; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Moraes, Karine Nunes de; Oliveira, João Ferreira deThis work was developed within the Postgraduate Program of the Federal University of Goiás, in the research line “Education, Work and Social Movements” with focus in the basic education in public schools under the growing idea disseminated by many government epresentants and other defensors of schools management made by private non-profit organizations, so called “Social Organizations” (SOs). They are seen by many as a way of providing better quality education based on the management of market principles given through competition, competition between institutions and students, as well as professional remuneration linked to productivity and better efficiency in education. operationalization, that is, the rationalization of financial and human resources. Research shows that this stems from a mindset that thinks education from the measurable numerical perspective of outcomes and ignores the various processes that lead to scientific and reflective knowledge about society. The research seeks to determine how neoliberalism and forms of managerial public administration (new public management), in the face of the productive crisis of the 1970s, led to the arrangements that shaped the new forms of school management through public-private partnerships (PPPs) and their growth in the educational field. The work also discusses about charters schools created in the United States in the 1990s and is relevant because it is the format that served as a management model advocated by some education reformers to be installed in Brazilian public schools. At the end, three cases of management by OSs in Brazil are presented, since one of them was the attempt to implement this model in the state public schools of Goiás and two other cases, in the city of Maringá-PR and in the state of Pernambuco, will be The experiences brought by these two localities are brought, that is, the incidence of the OSs in the management of the schools of their own public networks.Item A formação contínua e o trabalho docente em escolas públicas de ensino médio em Jataí - GO(Universidade Federal de Goiás, 2014-08-14) Feitosa, Claudinéia; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Veiga, Ilma Passos Alencastro; Rodrigues, Maria Emília de CastroThis current paper, which is connected to the line of research: "Education, work and Social Movements", aims to analyze and understand the policies and the work of basic education teachers’ ongoing training attended by the State Under-secretariat for Education from Jataí in the context of the State Public High School in Goiás, from the current management of the State Education Secretariat (2011-2014). The research is a case study carried out in Jataí, involving three State Public High Schools. The participants of the study are 17 education professionals; among them 05 belong to the State Under-secretariat for Education and 12 work at schools where the survey was executed. The data collection occurred through the use of techniques such as interviews and documentary analysis. Many aspects concerning basic education teachers’ ongoing training were investigated, such as: the perception of ongoing education, the ongoing education in the context of teaching and training practices developed by the Under-secretariat. In general, the process of this investigative research identified that there are continuous training actions implemented by the Ministry of Education, developed by an educational team from its regional in Jataí, named Under-secretariat. It was noticed among the staff a concern in preparing managers of school units, and these ones are concerned about their teachers in order to develop pedagogical and administrative activities in compliance with the standards established by the Secretary of Education, recognizing the importance of training for both the school administration, and for improving the teachers’ performance. In the interviews with the ones involved in the research, it became clear their vision of a targeted ongoing education, mainly for the development of pedagogical practice, which is a very recurrent and this perception policies for the present ongoing education. These professionals realize the advances that this training has caused in the school educational activities, although they believe in the need of changing the current training model, becoming more focused on the teacher. In this context, while considering the relationship between ongoing education and teaching, the results pointed to a lasting process of intensification and casualization, marked by work overload, which sometimes has peaked at successive absences of professionals from social and familiar conviviality as well as in the participation in the educational activities proposed. However, if we understand that it is in the context of teachers' work that the ongoing training takes place, it becomes necessary to make conditions for teachers to rethink their teaching practice, thus allowing the relationship among continuing education, life and teaching, promoting a constant transformation of everyday school life in its entiretyItem Há algo de novo no ensino médio em Goiás? Os sentidos do trabalho no Programa Novo Futuro(Universidade Federal de Goiás, 2017-08-28) Ferreira, Terita Michele da Silva; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Rosa, Sandra Valéria Limonta; Oliveira, Dalila Andrade; Teixeira, Ricardo Antônio GonçalvesThe dissertation What's new in high school in Goiás? The meanings of the work in the Novo Futuro Program is the result of a research developed in the Line of Research Education, Work and Social Movements of the Postgraduate Program of the Faculty of Education of UFG. It was investigated in this study the Novo Futuro Program whose implantation, in Goiás, occurred after the Reform of Education in this State (Pact for Education). In this sense, the aim is to understand the ideology of this program, which shows itself to be hegemonic as a model of full-time secondary education that is based on Odebrecht Entrepreneurial Technology (TEO). It is a bibliographical and documentary research that aims to understand the meanings of the work in the Novo Futuro Program. The work element is evidenced as fundamental to understand the "New Future" a posteriori. When contacting the Operational Manuals of the Program, one realizes that it is he who bases the construction of a new teaching proposal, which is innovative, and that interferes in the way of thinking the management, teaching and work of teachers and students . In this way, fundamental elements can be gathered to a better understanding of the meaning of education, especially the one destined to the middle school, in the beginning of the 21st century, to the social clashes and class interests locked in the consolidation of the dominant ideals. It is based on documentary research and the studies of authors (Nosella, Freitas, Oliveira, Alves, Frigotto, Ferretti) who think of education as a component part of a system that submits, as it also resists, the tendencies necessary for its production /reproduction.Afterwards, the data collected are categorized with inspiration in Content Analysis and analyzed in the light of the concepts of excellence training, work education, integral education, youth protagonism, among others. The study reveals that the particularity of the Goian case evidences the tendency and boldness of national public policies, as well as the international orientations, regarding the implantation of neoliberal ideals, among which stands out the rise of the managerial rationality. Pointing as a solution to the management of resources and work without going through structural issues and without knowing the work and the environment in which they intend to act these policies end up being in a trap, since by cherishing private interests deny the Access to public education, universal and quality.Item O trabalho docente na rede municipal de educação de Goiânia(Universidade Federal de Goiás, 2016-09-27) Morais, Raquel Salomão; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Rosa, Sandra Valéria Limonta; Freitas, Raquel Aparecida Marra da Madeira; Reis, GeovanaThis study is part of the line of research on Labor, Education and Social Movements and aims to understand how teachers perform individualized care, the Municipal Network Goiânia through a case study in a school in the first cycle. The service is offered in order to be a time for students with learning disabilities so that they may have a space to remedy their difficulties. The service is offered for students with learning disabilities so that they may have time and space to remedy their difficulties. The service takes place twice a week for a total of two hours per week. The relationship between what is prescribed for the purposes of answering the teacher's task and what actually happens in reality during its execution, observing what the teacher puts in motion for its realization will be observed, which often extrapolates what is prescribed and many see no setting actions that are invisible in everyday school life. Documents that say something about the service will be analyzed (RME). School history as a formal institution and the teacher's role in dealing with knowledge will also be analyzed. Methodologically held -If observations of care, interviews and instruction to double. The theoretical framework lies in the field of French-based ergonomics and seeks to recognize and locate in this field of study the distance between prescribed work and real work and how this distance is managed by the worker in his work activity.Item Profissão e profissionalização docente: limites, contradições e possibilidades(Universidade Federal de Goiás, 2019-07-19) Oliveira, Ariane Pereira Magalhães de; Alves, Wanderson Ferreira; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4730878D8; Araújo, Denise Silva; Assis, Lúcia Maria de; Alves, Wanderson FerreiraThis research questions the limits and possibilities of teacher professionalization. Thus, it presents this central question: Considering the different discourses on the professionalization of teaching, what are the possibilities, limits and contradictions present in the ideology of teacher professionalization? Faced with this question and the complexity of our object of study, this research aims to understand and analyze the limits, possibilities and contradictions present in the ideology of teacher professionalization. The ideology of profession and teacher professionalization is the scene of a wide-ranging debate in various countries. However, we are dedicated to the analysis of how this debate occurs in Brazil. For this, we carried out a documentary and bibliographic study, based on official national and international documents that guide teacher professionalization in educational legislation, as well as authors who discuss the subject matter in question. Finally, we dedicate ourselves to a synthesis exercise to relate the perspectives studied and evaluate their limits and possibilities. For the accomplishment of the research we are based on the theoretical contributions of António Nóvoa, Valter Soares Guimarães and Claude Dubar. It was possible to conclude that, strictly speaking, international organizations exert influence in the formulation of educational policies, with a view to fulfilling a marketing agenda, emphasizing the imputability of social actors, making teachers and educational establishments responsible for the failures and problems inherent to this complex work context. It was also explicit in this research that teachers oppose attempts to degrade their work. Even contradictorily, and with due reservations, we believe that the professionalization movement can favor the development of teachers towards the social valorization of their profession.CItem Trabalho e saúde do professor nas pesquisas em educação(Universidade Federal de Goiás, 2015-08-31) Oliveira, Michelle Ferreira de; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves , Wanderson Ferreira; Ventura, Paulo Roberto Veloso; Facas, Emilio Peres; Baptista , Tadeu João RibeiroThis work is linked to the line of research Education, Work and social movements. The study aimed to analyze as they have been presented discussions about teachers' work and health in research conducted in the area of Education, presented and disclosed in the academic area productions (magazines classified by CAPES in A1 and published works in ANPEd), reported from 2004 to 2014. The research is characterized as bibliographic and was structured by a qualitative approach. The theoretical construction was based on reflections concerning the intensification of teachers' work and change processes in education policy that have occurred in recent decades in Brazil. We use authors as Assunção and Oliveira (2009), Fernandes (2010), Alves (2012), Enguita (1991), Brito (2005), among others, and we seek to understand the teachers' health and work relations considering the dynamicity of the human being. Thus, we appropriate of the authors discussion such as Assunção (2003), Esteve (2009), Alves (2010), Dejours (2004), Canguilhem (2012), Brito (2005), to understand how have being constituted the teachers' work and health discussions. The research here structured permeates the conceptual relations established in the scope of health, the teacher's work conception and the complex structure involving such relations, as well, aims to understand the individual as a dialogical living being that establishes relations from its fundamental activity, the work. There fore, we will use the ergonomics of activity as north to the productions and publications analysis, delimited for this bibliographic review, based on the understanding of human activity, appropriating up the concepts of prescribed work (task) and real work (performed activity). The data selection process it had as starting point the publications performed in all working groups of the ANPEd and magazines with qualis A1 classified by CAPES, in Portuguese language. Of this material, we established as cutting point studies that addressed discussions about work, health, intensification, disease, illness, teacher's malaise. From these characteristics we achieve to 23 productions that were related to teachers' work and health. The analysis of the information collected had as a starting point the questions: What is the central theme of the article? What concept of teachers' work? What the conception of health? Is there the work and health relation? The research enabled us to see the distinction between the different methodological approaches and organizations of the scope of health and as a result, in the set of analyzed studies, regarding the working conditions, there is consensus that the precarious and the very bad conditions experienced in schools infer in the teachers' health. It was evident that occurred theoretical advances with regard to the discussion of teachers' health and work among the researchers in the education field in Brazil, but we reiterate the need for studies that dialogue with statistical data from the real teacher's work analysis.Item O trabalho do alfabetizador nos anos iniciais da educação fundamental na rede municipal de Goiânia: uma análise a partir da ergologia(Universidade Federal de Goiás, 2019-07-15) Souza, Odiliana Ribeiro de; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Limonta, Sandra Valéria; Silva, Mariana Veríssimo Soares de Aguiar eThis study aims, from the point of view of the activity, to understand the work of literacy teachers in the Cycle of Literacy (Cycle I) of Fundamental Education in the Municipal Network of Education of Goiânia-RME. It is a case study, started in January 2018, that uses the theoretical-methodological contribution of Ergology to understand the teaching work. It was sought to better understand the dramatic self-uses that involve the work of a literacy teacher, the values, knowledge and skills that permeate these dramatic and guide the teacher in the normalizations she performs. Evidencing such questions has enabled a more accurate look at teaching work, showing the wealth of what literacy teachers do in the development of their work. The following procedures were carried out: a bibliographical survey on literacy focusing on the teaching work of the literacy teacher, a case study based on observations, interviews (work explicitation, induced verbalization and life history), and documentary analysis of prescriptions to the work of the literacy teacher. The study points out weaknesses in the implementation of public policies focused on literacy, as well as the need to qualify the pedagogical accompaniment and organize the pedagogical work based on the real and specific demands of each school.