Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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Navegando Mestrado Profissional em Ensino na Educação Básica (CEPAE) por Por Orientador "Ferreira, Evandson Paiva"

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    Ensino de filosofia intercultural no ensino médio para a efetivação da Lei N° 11.645/08
    (Universidade Federal de Goiás, 2024-07-29) Faria, Débora Christie Cardoso de; Dantas , Luís Thiago Freire; http://lattes.cnpq.br/5880502716036432; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira , Evandson Paiva; Rabelo, Danilo; Dantas, Luís Thiago Freire; Schnorr, Gisele Moura
    Discussions about the knowledge present in the curriculum in basic education have expanded in recent decades and in the teaching of philosophy in Brazil, the problematization of the Eurocentric matrix of knowledge has been strengthened. This movement is aligned with the provisions set out in law 10.639/03 and its modification, law 11.645/08, which includes the mandatory study of African, AfroBrazilian and indigenous culture in basic education. It is in this context in which this research is located. Carried out within the scope of the Professional Master in Science stricto sensu from the post-grad program in Basic Education teaching in the Research and Teaching Education Applied center (CEPAE – Centro de Ensino e Pesquisa aplicada à Educação) from the Federal University of Goiás (UFG) between the years 2021 and 2024, this study establishes as a research problem the possibility of implementing law 11.645/08 in the teaching of philosophy in the state education system of Mato Grosso through the study of the philosophical dimension of the culture of the Xavante people. Therefore, this is qualitative research and adopts action research as a methodology. In this way, it proceeds with bibliographical research on the ways in which the school institution in Brazil, given the history of colonization, deals with the issue of cultural and racial diversity. The concepts that guide this bibliographical investigation are epistemicide (Carneiro, 2005) and ethnocide (Clastres, 2004) and refer to the processes that demonstrate cultural hierarchy, the degradation of knowledge produced by non-white groups and the dehumanization of racialized subjects, including in formal educational institutions. To understand how this problem is posed in Brazilian education after the promulgation of the Federal Constitution of 1988 and law 11.645/08, I carry out a critical analysis of the curricular documents that guide basic education, more specifically the Ensino Médio (Brazilian High school) stage, in Mato Grosso. Thus, considering Candau (2018) and Walsh (2009), I identify liberal multiculturalism as the cultural approach adopted by the Nacional Curricular Commom Base (BNCC, 2018) and the Mato Grosso Curricular Reference Document for High School (DRC/MTEM). In this context, given the BNCC and the DRC/MT-EM that provide for the study of indigenous themes, in order to understand how philosophy teachers practice in the state education system of Mato Grosso with regard to the Education of Ethnic-Racial Relations (ERER), a questionnaire was applied to these professionals in the aforementioned system. The responses from the thirty-two teachers who participated in the research contributed to the construction of the philosophy workshop held in a second-grade high school class at a state public school in MT. This workshop sought the intercultural philosophy of Raúl Fornet-Betancourt (2003; 2020), Paulo Freire (2013) and bell hooks (2017) as a didactic-pedagogical basis for its execution. In consequence, as a proposal for anti-racist teaching practices in philosophy teaching, the research explores the notion shared by intercultural philosophy, which understands philosophy as a practice present in the most different cultures since it is an exercise that brings together the efforts of a given group to give meaning to existence. Among the references adopted for the construction of the workshop are also academic and audiovisual works authored by or with the collaboration of indigenous people from the Xavante people. The discussions held in this dissertation and the review and systematization of the workshop experience gave rise to the educational product of this research, entitled “Intercultural philosophy in high school for the implementation of law no. 11.645/08: a proposal based on the philosophy, history and culture of the Xavante people”. The intention is that these elaborations contribute to the discussion about anti-racist practices in teaching indigenous philosophies in basic education.
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    Educação sexual na escola. Concepções e perspectivas dos professores de uma escola municipal de Sanclerlândia-GO
    (Universidade Federal de Goiás, 2021-01-20) Martins, Rone Rosa; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira, Evandson Paiva; Vreeswijk, Anna Maria Dias; Santos, Welson Barbosa
    The theme of Sexual Education is a polysemic subject that affects the process of building knowledge and individual’s formations, producing silencing and / or taboos. According to official education documents, such as the National Curriculum Parameters (PCN), in a more evident way, and the National Common Curricular Base (BNCC), in a foggy mode, the Sex Education must be worked on interdisciplinarily and transversally. However, many teachers feel uncomfortable to conduct the approach of the theme in the classroom, onwing to the barriers and impediments imposed by school curriculum and by common sense around the question. By recognizing the numerous investigative thematic that revolve around the problem, the research seeks to identify and analyze the teacher’s apprehension about Sexual Education in a municipal school in Sanclerlândia-GO. The methodological design starts from qualitative research (MINAYO, 2001), exploratory (GIL, 2007; 1999), in addition to bibliographic research, in texts, mainly by Foucault (2000; 2012; 2014; 2016; 2017; 2019), Louro (2008; 2013; 2014; 2016) and Figueiró (2006; 2009; 2010; 2014; 2018; 2020); and field research, using the forms tool for data collection. Sexuality should not be defined as something ready, finished, with no possibility of alteration and / or dialogue, or only in te field of reproduction, but it must be understood as a device and will learn the meanings that involve it in the full comprehension of the subject, providing the aggregation of personal pratices, frequent, versatile, from which the subject perceives, learns and integrates informations, associating them to prior knowledge and uses it to produce new information guiding their actions and perceives change in the environment they are part of. Comprehend the transformation of the perspective of sexuality from the biological to the human field enable to understand the human as an integrated complex, in which the parts make up the whole. The school presents itself as a space for the promotion of learning situations capable of breaking with prejudices, using theories and arguments that promote the integral formation of the subject, which must also include his sexuality. The educational product developed in Stricto Sensu Professional Master's Course of the Postgraduate Program in Teaching in Basic Education (PPGEEB) of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG), was a short course, a continuous formation in the format of the Virtual Lectures Cycle “Sexual Education at School”, organized based on the results obtained in the research - with emphasis on field research -, built and elaborated in the face of needs of the collective of the subjects, whit the objective to give visibility to issues of sexuality and sexual education and to be a means of stimulating the process of reflection and the research and construction of knowledge in this area.
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    Contribuições filosóficas a partir da utilização de mitos em atividades pedagógicas
    (Universidade Federal de Goiás, 2019-09-19) Silva, Ana Maria Siqueira; Schulz, Almiro; http://lattes.cnpq.br/0388519214129360; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira, Evandson Paiva; Furtado, Rita Márcia Magalhães; Schulz, Almiro
    The following work attempts to demonstrate the possibility of philosophical contributions from using poetry and myth as transforming agents of pedagogical practices. First, we discuss the importance of greek myths on the constitution of western culture based on some of the works of Jean Pierre Vernant. However the centrality of the first part constitutes itself as an attempt to demonstrate how mythology participates in the birth of the Polis, of the poets and popular sayings of its own oral culture by the means of identifying passages in Nichomachean Ethics, in which Aristotle uses myths in his arguings, because it comes from the assumption that myths represent an important role in the philosophy of the stagirita. In the second chapter a brief history of the teaching of philosophy in Brazil was presented, presenting challenges and possibilities, such as the teaching of philosophy for children and young people and the association between philosophy and literature in favor of teaching. Also, in the second chapter was presented a more specific study of the corpus chosen to support the practical part of the research, Hesiod's Theogony, a poem whose structure makes clear the oral tradition and the way the Greeks conceived the world. Based on Roger Chartier, who addresses issues related to the reader's relationship to writing, Candido and Todorov, who advocate respectively the right to literature and the arts for minorities, reading as enjoyment and the possibility of a more coherent world view. As well as Umberto Eco, who supports the use of media to facilitate the access of young people to the great authors. I intended to present the possibility of pedagogical activities based on Hesiod's work. The third chapter presents the report of the intervention carried out at Brice Francisco Cordeiro Municipal School through some categories chosen for analysis, as well as the identification of philosophical contributions from the experiences. The educational products of this research are the elaborated didactic sequence, as well as the discussions themselves from the classes.
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    A biblioteca e a iniciação científica no ensino médio: contribuições do letramento informacional na formação de jovens pesquisadores
    (Universidade Federal de Goiás, 2023-05-17) Siqueira, Maria Silvério da Silva; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira, Evandson Paiva; Carvalho, Lívia Ferreira de; Pimentel, Fernanda Cruvinel
    This research proposes a study of information literacy for the development of competence in information of high school students, in effective contact with scientific initiation (CI) and search and use of information sources. Thus, this Dissertation was developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program (PPGEEB) of the Teaching and Research Applied to Education Center (CEPAE) of the Federal University of Goiás (UFG), among the 2020 and 2023. It considers the school library, as a collaborative space for educational practices, essential for the teaching and learning process. In this context, the joint work between the librarian and the teacher is essential for the development of skills and abilities of young researchers. Therefore, the objective of this research is to demonstrate the importance of information literacy for scientific initiation in high school, through the development of activities aimed at training student researchers. And specifically: a) research the academic production that discusses the topic of scientific initiation and the use of information sources in high school; b) understand how the school library, through the librarian, can help in the development of informational competence, in the training process of young researchers; c) develop information literacy activities for the search and use of information for students in the 2nd year of high school at CEPAE, collaborating with the pedagogical process in scientific initiation; d) contribute to the teaching and learning process, through the production of educational media in video format, which guides the search and use of information sources for high school students. The research is characterized as a case study, of the exploratory-descriptive type, with a qualitative approach. Among the technical procedures, a bibliographic review was carried out to base it on the literature and, supported by the works of Campello (2009) and Gasque (2012, 2020) in the aspect of researcher training, and Freire (1996), among other authors in the area of education. In the field research, a short course on online information sources was carried out. For data collection, a questionnaire was applied, with open and closed multiple-choice questions, on the days of interventions in the classroom. The data obtained were submitted to content analysis. The results indicate that it is possible to carry out actions to stimulate teaching and learning through research, in addition to highlighting the needs of high school students with regard to guidance, support for the effective and adequate use of information sources. The educational product resulting from the research is in video format, entitled: “Online information sources for scientific research: where and how to search”, and which aims to contribute to scientific initiation for the development of information literacy of young researchers