Mestrado em Educação (FE)
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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 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 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 Autoridade docente em crise(Universidade Federal de Goiás, 2021-09-17) Costa, Luciana Santos Andrade; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Miranda, Marília Gouvêa de; Roure, Susie Amâncio Gonçalves deThis work, part of the State, Politics and History of Education research line, aims to a) carry out the theoretical study of the concept of authority to think about teaching authority; b) produce a study of the bibliographic production on the theme of teaching authority; c) list and discuss themes associated with the teaching authority that are most present in the selected bibliography production on the teaching authority and respective educational crisis. The methodological path involved the selection of some authors with a focus on the theme of authority and teaching authority followed by a bibliographical study based on the survey of published studies on the subject. These studies were published between 2000 and 2020 on three platforms, namely: 1) Theses and dissertations database from the Coordination for the Impro-vement of Higher Education Personnel (CAPES); 2) database of articles from the Scielo platform; 3) database of the National Meetings of the National Association for Graduate Studies and Research in Education (ANPEd), specifically in the Working Group GT07 Education for Children from 0 to 6 years. The text presents the main reflections about the works found, making a synthesis of the relation of the contributions of these works. Among the results we can say that the crisis of teaching authority is related to the crisis in education. This, in turn, is part of a multifactorial set that in-volves features of modern psychology, pragmatism and the capitalist mode of production that translates, for example, into educational politicians.Item A formação inicial de professores e a educação de jovens e adultos(Universidade Federal de Goiás, 2019-12-13) Di Nápoli, Bruna Lorrany da Silva; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Silva, Carlos Cardoso; Ferraz, Elzimar Pereira Nascimento; Libâneo, José Carlos; Barra, Valdeniza Maria Lopes daThis master's dissertation is linked to the research line State, Politics and History of Education of the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás and is associated with the NUFOP - Teacher Training Center of FE / UFG. It works in a related way the subjects initial formation of teachers and Youth and Adult Education. It uses the following means: literature review, questionnaires, focus group sessions, documentary study (laws, guidelines and Pedagogical Political Project). The research seeks to answer the following questions: How does the EJA modality appear in formative actions (curriculum, internship, etc.) of the degree in Pedagogy? What are the challenges of the initial educator training with a view to acting in the EJA? With the general objective to seek to understand aspects of the Pedagogy course that serve as the foundation for thinking the teaching exercise with the EJA. Among the specific objectives, it is sought to verify the legislation that regulates the Pedagogy course, as well as to discuss the way the EJA modality is inserted in the initial formation of the future teachers of the FE / UFG higher education Pedagogy. Whenever possible, the conception of teaching as the basis of teacher education is thought of in the eventual relations with the educator's formation with a view to acting in the EJA. One of the hypotheses that is revealed in the findings of this research is the invisibility of EJA in the Pedagogy course. For this reason, the password for access to EJA is almost always due to the curricular compulsory internship through the students of the Pedagogy course at FE / UFG, a strategy used to capture clues about the relationship between the initial formation of the Pedagogy course and the EJA.Item O pacto pela Educação em Goiás (2011-2015) no jornal O Popular: notas de uma reforma(Universidade Federal de Goiás, 2019-07-18) Gomes, Mirian Aparecida Mateus; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Melo, Keila Matida de; Silva, Yara Fonseca de Oliveira e; Assis, Lúcia Maria de; Barra, Valdeniza Maria Lopes daThis research emerges from the problematization of how the multiple discourses about the Pact for Education were published in the newspaper O Popular, during its elaboration, implementation, and deployment process. To answer this questioning, the research proposes as a general objective, to understand the Pact for Education from the discursive heterogeneity treated by the newspaper O Popular from 2011 to 2015. To achieve the objective, it proposes: (a) to explore the meanings of the Education Pact for education through the context, the subjects involved, the bibliographic production; (b) to collect and describe the material produced by the newspaper O Popular regarding the Pact for Education from 2011 to 2015; (c) to distinguish and discuss the discursive heterogeneity published during the implementation and dissemination of the Pact for Education, in the editions of the newspaper in the period from 2011 to 2015. For that purpose are used reports of the newspaper O popular (2011-2015); the official document of the Pact for Education - a better future demands changes (2011), made available by the State Department of Education of Goiás; in addition to stricto sensu scientific studies from 2011-2016. It also uses articles and periodicals available on virtual platforms such as Google Scholar and Scielo. The theoretical-methodological support involves authors such as Bakhtin (2006), to subsidize the discussions on speech and language; Motta (2008), to support the discussions regarding the language and the newspaper (as a means of communication); Freitas (2012), regarding the subjects of education, among others. The discussion of the research bases on the reflection that socially, the language occupies an important place in the process of human development and that the discourse represents a place of dispute and conflicts between social groups, as it expresses the inherent contradictions in social relations. We analyzed 45 reports published by the newspaper O Popular (2011-2015) regarding the Pact forEducation. The data revealed a concentration in the number of reports from 2011 and 2012 and a sharp decline in the following years. The professional valorization of education, meritocracy, and evaluation were emphasized in the reports, which reinforces the idea that the Pact for Education articulated with neoliberal precepts, aligned with the ideas disseminated by co-financing agencies of education, such as the World Bank, which would justify the adoption and application of practices used in the economic and business market in education. In these conditions, the newspaper O Popular not only interfered but also proposed and disseminated ideas and values, which contributes to the naturalization of discourses that translated political-ideological interests. The data also showed a varied set of subjects in the process of constructing the discourses on the Pact for Education. Of the 45 reports, 19 were written by government representatives, 14 reports are signed by newspaper contributors, and 12 reports are signed by different social subjects. From this context of social diversity emerge contradictions that, in turn, demonstrate the discursive heterogeneity in the production of a reform called Pact for education in Goiânia.Item Entre os programas de alfabetização e sua materialização na prática do professor alfabetizador(Universidade Federal de Goiás, 2022-09-30) Silva, Keyla Maria Bastos Gonçalves; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Lima, Daniela da Costa Brito Pereira; Anderi, Eliane Gonçalves CostaThis paper presents the results of a master's research that aims to understand literacy from the point of view of continuing education of literacy teachers, taking into account the official literacy programs. From a qualitative approach, the data survey used procedures that include the documentary study of literacy programs and bibliographic study of theses and dissertations of graduate programs from five Brazilian universities that composed the National Network of Continuing Education of Basic Education Teachers, Literacy and Language axis, between 2012 and 2020. As a theoretical and methodological reference, we sought the policy cycle approach proposed by Ball and his collaborators, and disseminated in Brazil by Mainardes (2006; 2009; 2011; 2013). For studies related to literacy (1986), we resorted to Soares, (1986; 1989; 2003; 2004; 2016), Mortatti (2006; 2008; 2010; 2011) and Morais (2012, 2019), and to give contours of educational policy, Dourado (2006, 2008). The general objective is to reflect on literacy and its conceptual and methodological configuration in the country in the period from 2012 to 2020, highlighting how some conjunctural aspects have enabled the emergence of literacy programs/policies as vehicles for the continuing education of the literacy teacher. The results of the research indicate that literacy programs present potentialities, limits, and challenges. Some of the potentialities are that the programs have well defined actions and strategies. As limitations, the main one is the discontinuity of the programs. Besides this, there is no accountability for the investments made in the programs. The challenges are: the continuity of the Programs in a network training perspective, discussions about improvements in the material and working conditions of teachers, pedagogical support to teachers at school, especially to beginners, constant monitoring of student learning, and review of the curricula of teacher training courses. Thus, it is expected to contribute to the strengthening of a perspective of public policies that are concerned with the literacy issue, a structural aspect of the school and of human formation.