PRPG - Pró-reitoria de Pós-graduação

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Navegando PRPG - Pró-reitoria de Pós-graduação por Por Orientador "BENITE, Anna Maria Canavarro"

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    O Programa Nacional de Inclusão de Jovens PROJOVEM: Uma Análise Entre o Proposto e o Vivido em Goiânia
    (Universidade Federal de Goiás, 2009-04-17) FRIEDRICH, Marcia; BENITE, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647
    The adult and youth education permeates the history of education, and this follows the rhythms of the history of society in its economic models, dictated by political and social power relations of groups ideologically dominant. Education and specifically in the EJA, significant issues arise in the pursuit of knowledge teachers need to be targeted this segment of education that follows the margin of history education. Once this work is the result of a search related to the Program for Master of Education in Science and Mathematics that aims to make reflections on the historical trajectory of the EJA in Brazil, the debate back to issues related to public policies, characterization of this group, contextualizing the proposals teaching directed to that. Some general considerations concerning the structure of scientific knowledge and the teaching of science and mathematics in the social context of the egress of the National Program for Inclusion of Youth: Education, Vocational Training and Community Action- PROJOVEM conclude our presentation of research results
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    Análise da Comunicação Verbal em uma Rede Social de Formação de Professores: Em Foco a Educação Brasileira
    (Universidade Federal de Goiás, 2010-05-20) PEREIRA, Lidiane de Lemos Soares; BENITE, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647
    The discourse of universal education brought with it hopes of classes not previously served by a public policy that would guarantee the right to education. Thus discussions about inclusive education were strengthened so that disesteem teacher training to work in this area. Assuming that when the teacher in space reflects their conceptions and their practices, becoming aware of them and having a theoretical basis, this will bring changes in teaching practice of critical and reflective nature insist that the social networks of research may emerge as an area to promote the interactions required for such changes. Thus, this research was conducted in a social network as a strategy for initial and continuing training of teachers. The system in question is called Goiana Interdisciplinary Network of Special Education / Inclusive (RPEI) composed by student teachers, teacher trainers and teachers who seek to regulate actions reflected through social interactions that are promoted by RPEI. Indeed, this research has as its object of study verbal communication produced in RPEI. We aim to make an analysis of verbal communication RPEI produced in the environment, in other words, how this dynamic of social interactions between the University and the Coordination of Special Education Ministry of Education of Goiás (COEE-GO) can contribute to teacher training aiming at the inclusion school. We present the results by analyzing two types of categories, namely: a priori categories (previously developed) and retrospective (emerged from the voices of the subjects) that allow us to say that some initiatives may become more effective procedures for training teachers under the Education inclusive, as is the case of RPEI.