Doutorado em Educação em Ciências e Matemática (PRPG)
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Navegando Doutorado em Educação em Ciências e Matemática (PRPG) por Por Orientador "Shuvartz, Marilda"
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Item Evidências de diálogos entre a educação do campo e educação ambiental em um curso de licenciatura(Universidade Federal de Goiás, 2022-09-02) Borges, Patricia Spinassé; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Rosa, Dalva Eterna Gonçalves; Mesquita, Nyuara Araújo da Silva; Kato, Danilo Seithi; Araújo, Maria Cristina Pansera deIn Brazil, Public Policies on Environmental Education (EE) are planned for formal education covering basic and higher education. However, for the latter, they are still not adequately implemented. Thus, the research question is as follows: what is the evidence of the contributions of Environmental Education to the training of teachers of Natural Sciences at LEdoC UFG/Câmpus Goiás? The general objective of the thesis is to investigate the contributions of Environmental Education to the training of teachers of the degree course in Rural Education (LEdoC) - Natural Sciences, enabling a critical awareness of the socio-environmental problems present in the field. The specific objectives are: a) to identify the presence of Environmental Education and the relationship between the Environment and Sustainability in the Pedagogical Project of the Course (PPC); b) elaborate, develop, discuss and evaluate, in a participatory way, the proposal of an EE discipline for the LEdoC that considers the Alternation regime. For this, a qualitative approach research was carried out, in the participative research modality. The methodological procedures involved bibliographic surveys, document analyses, application of exploratory questionnaires and the elaboration, execution and participatory evaluation of the discipline “Environmental Education in Rural Education”. The data were submitted to content analysis, based on the markers: planning, historicity, environment, nature, sustainability, reflection, interdisciplinarity, dialogue, collectivity, culture, values, attitudes, participation, scientific knowledge, popular or traditional knowledge, educator environmental, constituting registration units generating the final categories: 1) Environmental Education and the training the Natural Sciences teacher in the field; 2) The importance of Alternation in teacher training in Natural Sciences. It was observed that the PPC provides for EE, in a transversal character, in the LEdoC curricular matrix, converging to the work of environmental issues associated with field phenomena; however this is partially effective in the proposal. It is noteworthy that the course “Environmental Education in Rural Education” confirmed the importance of EE in the training of Natural Science teachers through the identification and discussion of socio-environmental issues associated with field knowledge. Alternation, during Community Time, enables reflection, training and action in the development of EE activities and actions in rural schools and in the community, since the student will be able to experience the socio-environmental issues present in the field in locus. It is hoped that this thesis can contribute to the discussions and dialogue between EA and EC, aiming at training Natural Science teachers for schools and the rural community.Item A formação de professores de Ciências na licenciatura em Educação do Campo: tecendo tramas na Alternância(Universidade Federal de Goiás, 2020-12-20) Cardoso, Elisandra Carneiro de Freitas; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Rosa, Dalva Eterna Goncalves; Ribeiro, Jose Pedro Machado; Kato, Danilo Seithi; Queiroz, João Batista Pereira deThe present work aims to understand how the UFG - Regional Goiás - Graduation in Education for Rural Schools promotes the formation of Science teachers that dialogue with the Alternation strategy in order to understand the positioning from the course in front of training teachers for Rural Schools. In order to achieve the general objective, we list as specific objectives: 1) to record the paths taken for the implementation of LEdoC at UFG; 2) to understand the principles of Rural Education and Alternation; 3) to report how the formation of Science teachers through Alternation occurs; 4) identify the strategies used in the course to achieve Alternation; and 5) to think about positioning of course in front of training teachers for Rural Schools. It is a qualitative research in which we adopt participative research as a form of investigation, as it is based on a personal commitment between the researcher and the object and is built from a humanizing perspective for reality. To collect of data, we adopted the analysis of the Pedagogical Project of the Course and the participation in planning meetings and activities developed during Time-Community (TC). We participated at eight collegiate meetings and five TC planning and evaluation meetings, totaling thirteen meetings recorded and transcribed. The activities developed at the TC included participation in the opening and closing, in the orientation meetings of the TC groups and activities in the communities, totaling a number of seventeen meetings. For the analysis we chose the following categories: Planning, Time, Alternation, Evaluation, Generating Theme, Interdisciplinarity, Dialogue, Contextualization, Collectivity, Culture and Praxis. The results showed that PPC lacks clarity in relation to the pedagogical proposal in Alternation, because although the document expresses the articulation between Time-University and Time-Community, it still seems that happens in a fragile way, which becomes an obstacle to the realization of an Integrative Alternation. Otherwise, planning, evaluation and co-work are elements of the pedagogical practice of teachers whose are fundamental trainers to articulate the integration between formative times. In this sense, it is necessary to break with practices and customs of non-involvement and not belonging to a formative process forged in social struggles, since the Rural Education movement requires a commitment to the community and to the integral and human formation of the peasantry, which it cannot be promoted without the attitude of listening to the other, of dialogue and collaboration. A transformative element in the Alternation of the course is the adoption of specific pedagogical instruments for LEdoC, allowing the dialogue of knowledge, the breaking of disciplinary barriers and the articulation between formative times, which is close to the Integrative Alternation. Despite UFG having built a trajectory with the peasantry issue, it does not have a locus for discussing an institutional policy that serves the subject of the field. Regional Goiás is still hostage to the lack of institutional support for the development of training processes that include the peasantry as subjects of law. In view of this, we understand that Alternation at LEdoC/UFG -Regional Goiás - has been built on the dialectic between breaking with practices embedded in education model that does not include the Rural area and its subjects and the structuring of paths that produce a human formation, critical and rooted in the reality of the countryside.Item Denúncias e anúncios: possibilidades escolares no contexto da socioeducação(Universidade Federal de Goiás, 2020-08-25) Santana, Aline Neves Vieira de; Oliveira, Dijaci David de; http://lattes.cnpq.br/9145111011143886; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Silva, Haroldo Caetano da; Gabassa, Vanessa; Mesquita, Nyuara Araújo da Silva; Shuvartz, Marilda; Oliveira, Dijaci David deThe present study intends to answer the following question: which pedagogical possibilities does the State School Vida Nova - Goiânia/GO present in order to contribute and promote some life change to teenagers undergoing a social-educational internment measure? For this purpose, the overall aim of this paper is to identify how is the School structured inside the Social-educational Assistance Center of Goiânia, and the specific aims are to comprehend the role of school education (in the social-educational sphere) to the Chief juvenile court Judge of Goiânia, the Public Defenders Office of Childhood and Adolescence of Goiânia, the Social-Education Manager of the Executive Group of Support to Children and Youth, the Special Manager of Social-Education of the State Secretariat for Education, Culture and Sports and the Science teacher staff of the School; as well as to analyse the school reality of teenagers before, during and after the fulfilment of the social-educational measure of internment. This is a qualitative research, in which the Communicative Method was used, which led to data collection through Communicative Observation with the research subjects. The influence of national educational policies and everyday practices in social-education is considered through a bibliographical survey and documental analysis. It becomes clear that the infractional act leads to imprisonment in social-educational institutions and is based on legal, political, cultural, socioeconomic and racial factors, whose goal is to control and create stigma upon transgressor adolescents. By examining the reality of the State School Vida Nova, it turns out explicit that there are elements which sway and affect the structuring process of pedagogical activities developed at the School, which is headquartered in Case-Goiânia: the acknowledgement of teenagers as subjects of law; the schooling of youngsters before and during deprivation of liberty; their expectations of present and future. Some hindering elements arise: the tough life path of these teenagers; the lack of specific training and ambiance of the teachers; the curtailment of rights in the internment unit; the limits of public policies and legislation; the underperformance of the Case-Goiânia staff; the familiar routine before internment; the family’s poor level of schooling; the absence of interest for School; the precariousness of the execution of lessons in class; the redefinition and redimensioning of School and of teaching. On the other hand, some transforming elements appear too: the belief in the teenager’s life change; the commitment of the teacher towards the teenager; the understanding of the School’s relevance; the dreams that the youngster wishes to attain after the completion of the social-educational measure and the future that the teenager desires for his/her family. While society and this school paradigm in an internment institution do not change, the main proposition is to secure the teenager’s rights during the fulfillment of the social-educational measure, with special emphasis on school education. Whether it is impossible to offer schooling outside the internment unit, may the School based on this social-education system contain internal practices which humanize the human subjects and provide basic possibilities, such as reading, writing, storytelling and interpreting; and support the continuation in school after the completion of the internment measure. Current data reveal that handling the infractional act and social-education are limit situations that youngsters and their families do not want to experience again. As a product of that, there is a permission of adolescents to open up to lifechanging possibilities. However, this subject will only see new situations of inventing, creating and re-reading reality if another subject perceives him as a subject of law. It is recommended that the School redefines itself and is redefined by its peers with the further development of the Freirian methodological proposal. It encompasses the switch of conceptions about the rough life trajectories of teenagers, a new schooling curriculum and specific training of the teachers and local staff. Thus youngsters can be active in power relations that run across the in-house entrapment of this disciplinary institution and then take place within society.