Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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A inquietante estranheza vivenciada por professores na inclusão de alunos com deficiência visual
(Universidade Federal de Goiás, 2021-10-08) Azevedo, Tálita Serafim; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Murce Filho, Newton Freire; Santos, Maria Bethânia Sardeiro dos
This study was brought from the concerns arising from my experience as a blind student, teacher and researcher. It was produced in the Professional Master in Teaching in Basic Education - Graduate Program in Teaching in Basic Education, at the Center for Teaching and Research Applied to Education, at the Federal University of Goiás. The objective of this work is to analyze the relationship between the teacher and the visually impaired student, in a more specific way, to analyze the experience of professionals of Education in the state of Goiás and their reactions in relation to this situation. This is a research with a qualitative and descriptive method, through Life Story approach, using a semi-structured questionnaire and data and content analysis. In addition to the account of the researcher's history, there were 06 teachers (also participants) who were appointed by students with visual impairments. Guided by the semi-structured questionnaire, teachers addressed subjects such as: points that were important in the trajectory as a teacher, choice by the profession, information about initial and continuing education, significant pedagogical actions, perceptions about the visually impaired student in their class, concepts and prejudices in relation to students with disabilities and adopted pedagogical actions. The preliminary results indicate that the majority of the teachers,who took part in the survey, experienced, initially, a feeling of disturbing strangeness when identifying a student with visual impairment in their class, however, contact with these students was important to reduce prejudices and to identify efficiencies in each student. . This work is based on the concept of Uncanny,, as elaborated by Freud in an article, "The uncanny”, published in 1919, in the discussions on psychoanalysis, teacher training and school inclusion conducted by professor and psychoanalyst Rinaldo Voltolini et al. (2018 ), in the Brazilian Constitution (1988) and in the status ( official document ) of the disabled person of July 2015. The Educational Product originated from this research, entitled “Life stories: Teachers, their paths and their experience with the visually impaired student”, will be published as an electronic book. This product aims to be used as a support material for teacher training and as a contribution to discussions about the school inclusion of people with visual impairments.
Recalcamento e sistematização da escrita escolar
(Universidade Federal de Goiás, 2019-12-19) Bonfanti, Virgínia da Silva Camargo; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Carvalho, Maria Alice de Sousa; Burgarelli, Cristóvão Giovani
I present a research about the acquisition of writing in a school environment based on the theoretical conceptions of language and subject as formulated by Psychoanalysis, especially in the works of Freud, Lacan and Pommier. I begin with a question to the graphophonic system that, because supposing that writing reproduces orality, writing is reduced to a technique whose assimilation depends on the development of motor skills. We realize, as teachers who deal with children of literacy age, that the distress experienced by most students when asked to write is not only linked to immature motor skills, as they are able to perform other motor activities that require more skill. than putting letter-like strokes together. What then would be at stake in the affliction that usually afflicts schoolchildren? In reflecting on this question, I could come up with another formulation: not only children, but also youth and adults who master the technique of writing, show suffering in front of a blank sheet of paper or a computer screen. This finding, also supported by theoretical readings in the field of psychoanalysis, led me to want to better understand the psychic events that are implicated in the act of writing. According to our observations, one of these events is linked to repression, one of the psychic operations that defines the way the subject confronts culture and stands before the principle of pleasure and reality. The objective of this research was to elaborate hypotheses about the writing of the elementary school students, following the repression action in their textual productions, considering the moment of appearance and disappearance of traces and drawings that are not under the symbolic order of the writing. standard taught at school and at the same time the installation of signifiers under the symbolic pact. By observing how the movement of writing acquisition occurs in the school, I was able to experience with students and their texts, ways in which movement towards writing occurs, this observation is only possible from the reactions presented by the children at the moment when Writing activities are requested, what we see appearing are manifestations ranging from standing still looking at the blank sheet of paper, to the situation of writing and then tearing the sheet so that the Other does not see what was written. There is no way to measure or say that psychic operations are being performed at that very moment, which we suppose is like the presence of a subject in the construction of the signifier who, despite the stumbling blocks, marks of his uniqueness is captured by language. This research was conducted as an educational product for the Professional Master's Degree Program in Basic Education Teaching at the Federal University of Goiás. (PPGEEB-CEPAE-UFG) 2017 to 2019.
A subjetividade dos estudantes e sua possível interferência no ambiente escolar: momentos de escuta
(Universidade Federal de Goiás, 2023-05-03) Carvalho Neto, Janaina de; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Gonçalves, Letícia de Souza; Oliveira, Alexandra Almeida de
This dissertation is entitled “The subjectivity of students and their possible interference in the school environment: moments of listening”. The proposed reflection is oriented to a curriculum and has the objective of fulfilling the programs. It is understood that the school built its pedagogical practices around the subject of knowle. Since Freud (1900) it has been known that each subject bears his uniqueness as a mark, which will indicate the rumors that he will tend to follow throughout life, as well as his way of relating to objects in the world. The school, which is tense to a logic of producing results, ends up ignoring the peculiarities of this subject, experienced by all within the parameters achieved by the productivity discourse, which often results in disregarding the subjectivities of the students and their interference in your learning process. Thinking about the subjective implication of students in the school context, the present study aims to analyze the interference of these aspects in school and how their expression can allow students to reflect on what they are, as well as on the experience provided by the course. school. The theoretical framework supporting the research were the studies by Rivaldo Voltolini (2011) and Maria Cristina Kupfer (2013) about the intersection between Psychoanalysis and education. The methodology was modeled on action research, in which students from a school in the municipal network of Goiânia, in the second stage of Elementary Education, participated. Interviews were carried out with the selected students, as well as the production of a logbook written by the students and group discussion meetings with the participants. The development of this research from the Graduate Program in Teaching in Basic Education, subsidized the creation of the educational product: School: a place for the subject, an extension activity whose proposal is, from moments of listening, the opening of spaces so that singularity can emerge in the school.
O acompanhamento individual de uma criança autista em seu processo de escolarização
(Universidade Federal de Goiás, 2021-11-26) Morais, Rosa Maria Ribeiro de; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Murce Filho, Newton Freire; Oliveira, Alexandra Almeida de
This study is the result of a research carried out in the Professional Master's Degree in Teaching in Basic Education – Postgraduate Program in Teaching in Basic Education, at the Center for Teaching and Research Applied to Education, at the Federal University of Goiás. The research aims to discuss the importance of the child with Autistic Spectrum Disorder (ASD) being inserted in the schooling process in the inclusive modality. This theme instigated me when I worked as a support teacher for an autistic child. At the time, I asked myself about the advantage of autistic children attending regular schools. In this research, I defend the argument that school inclusion can be important for autistic children due to the symbolic value that the school represents to the social group. However, in certain cases, individualized monitoring, even in the same school environment, can contribute to the maintenance of the autistic child in a regular classroom. In the context of qualitative research, a case study is developed with a ten-year-old student diagnosed with ASD, who was in the 4th year of elementary school in 2019, at the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). To theoretically support the discussions carried out, we used, mainly, the work of Maria Teresa Egler Mantoan (2015) and, mainly, the work of Maria Cristina Kupfer (2013) who deals with the topic from a psychoanalytic perspective, in addition to the laws governing inclusion school (1996, 2008, 2010, 2012). As an educational product, didactic sequences were developed to be worked individually with an autistic child. The experience gained by working with the didactic sequences, led us to realize the importance of the ASD child to attend school to (re)constitute the social bond and to recognize themselves as a subject of the culture in which they are inserted.
Educação inclusiva: a intervenção de diagnósticos provenientes da área de saúde na atuação dos profissionais da educação
(Universidade Federal de Goiás, 2019-12-19) Oliveira, Viviane Guimarães de Lucena; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Santos, Maria Bethânia Sardeiro dos; Gonçalves, Letícia de Souza
The aime objective of the research entitled "inclusive education: the intervention diagnostics coming from the health are in the work of professionals education" is approach the discourse knowledge about the area of health if is hegemonic to know in the school context regarding the student with a disability. After two decades of experience acquired with speech therapist service and psychological, I formulate the hypothesis that one of the reasons why schools can not heal, but at least to reduce the conflicts related to indiscipline and the assimilation of the school contents. It is linked to intervention of the health to the detriment of the speech education. The impasses of the teacher-education-student relationship with disabled are unattainable, since the goals of education almost always go against the "problem educator". How do we deal with these problems and evidence the relationship? Thus, the objective of study was discussed in the group of seven teachers Goiânia public network. Part of the group indicated in the course of action research that they are in the movement of dislocation and disruption with the model of special education in the regular network of education.
Alunos(as) do ensino fundamental filhos(as) de pais encarcerados: um estudo de caso
(Universidade Federal de Goiás, 2024-06-28) Pôrto, Francisca Solange de Carvalho; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire , Silvana Matias; Rocha, Maria Alice de Sousa Carvalho; Mesquita , Deise Nanci de Castro
This work aims to bring to the debate the theme of students who are children of incarcerated parents, demonstrating that this situation can interfere with both their school development and behaviour. Brazil ranks third in the world in terms of incarcerated population, and a significant portion of this population consists of parents of school-aged children. Some studies indicate that these students are practically considered a forgotten population by academia, given the scarce scientific production about them, and by government officials at the state, federal, and municipal levels. Laws benefiting these students are scarce, if not non-existent, which contributes to making them invisible. These students are also affected by social stigma and/or discrimination, which encourages them to remain anonymous and silent. To support our research, we sought theoretical support from authors such as Goffman (2004), Mantoan (2003), Minayo (2000, 2003, 2014), Ormeño, Maia, and Williams (2018), Santos (2006), Severino (2002), and Stella (2009), among others, as well as documents from state, municipal, and federal agencies, national laws such as the Federal Constitution, the Statute of the Child and Adolescent, the Law of Guidelines and Bases of Education, the Penal Execution Law, and international treaties such as the Salamanca Declaration (1994). In addition to the bibliographical research, we went into the field to gather data through discussions and questionnaires regarding the following questions: Does having one of the parents incarcerated hinder the development of the school progress of the student? Regarding social stigma, what can we, as education professionals, do? And regarding the invisibility of this public, especially by the government? After heated debates among educators and the researcher, it was possible to build our reflections and jointly develop suggestions and/or guidelines aimed at reducing the social stigma and bullying suffered by these students who are children of parents deprived of freedom, making them feel part of the school and social context, allowing them to break free from the silence that surrounds them. Therefore, the research conducted in the Professional Master of Arts Program in Basic Education Teaching at the Center for Teaching and Applied Research in Education, Federal University of Goiás, allowed us to develop our educational product entitled: "Children of Incarcerated Parents: Guidelines for Schools" which will be made available in textual material form, in the form of a booklet.
Reflexões acerca do encadeamento linguístico-discursivo dos professores que atuam no CAS/Goiânia: uma experiência educativa com os falantes da língua brasileira de sinais
(Universidade Federal de Goiás, 2021-03-30) Santana, Lígia de Souza Araújo; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Rocha, Maria Alice de Sousa Carvalho; Burgarelli, Cristovão Giovani
The aim of this dissertation is to analyze the recurring signifier marks in the speech of teachers who work at the Centro de Capacitação de Profissionais da Educação e de Atendimento à Pessoa com Surdez – CAS/Goiânia, when asked to talk about their students. The signifiers engendered in these speeches have supported the teaching-learning movement of students with deafness in this specialized teaching center and allow us to wonder about the educational practice with these students in Basic Education. For this endeavor, we are based on theoretical concepts derived from psychoanalysis, especially those elaborated by Freud and Lacan and discussed by their commentators. The theoretical-methodological path carried out in this research is an attempt to ask how the concept of representation was extracted from classical philosophy, went through a displacement carried out by Freud and was reformulated by Lacan. This study also reflects on the notions of language and mother tongue, both in the psychoanalytic perspective and in the perspective adopted by the participating teachers. We then discuss the implications of such conceptions in teaching praxis. The data were obtained through a questionnaire applied to teachers and the educational product developed was a formative e-book, entitled “De professor para professor: reflexões sobre a prática educativa com os falantes da Língua Brasileira de Sinais” which, in addition to reporting the construction path of this research, presents a theoretical elaboration based on the psychoanalytic notion of language and shares the discourse of the teachers who work at CAS/Goiânia regarding their educational experience with speakers of the Brazilian sign language. As it is a discourse that affects pedagogical activities, the main objective is to contribute to the continuing education of all Basic Education teachers, especially those who work with students with deafness.
Formação de professores: ações escolares psicanaliticamente orientadas que discutam tendência à automutilação e à ideação suicida
(Universidade Federal de Goiás, 2024-01-18) Santos, Maria Zilma Ferreira; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Gonçalves, Letícia de Souza; Mello, Layssa Gabriela Almeida e Silva
This research, carried out in the Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education, offered by the Center for Education and Research Applied to Education, of the Federal University of Goiás (PPGEEB-CEPAE-UFG) 2020 to 2023, had the general objective carrying out a study on adolescence and the tendency to self-mutilation and suicidal ideation at this stage of life. To this end, an extension course was held for teachers from a public school, in which some employees from the administrative sector also participated spontaneously. The central research question is the following: What psychoanalytically oriented actions could be present in the school environment to mitigate the anguish characteristic of adolescence? This research is justified by the importance of building, together with the teacher, a school environment in which adolescents can talk about the anxieties that can lead to tendencies towards self-mutilation and suicidal ideation. The purpose of studying the topic is to observe the behavior of students and investigate which factors related to the school environment are brought to the anguish and anxiety of adolescents, leading them to self-mutilate and have suicidal ideas. Based on studies on adolescence and education, based on psychoanalysis and also on public policies, there are official documents that deal with these issues, school actions were built that contribute to a better quality of coexistence in the school environment. The main theorists behind this study are: Calligaris, Contardo. (2000), Voltolini, Rinaldo (2011; 2018), Dunker, Christian. (2017) and Alberti, Sônia. (2009). As part of the educational product, based on the completion of teacher training and the publications raised in the course, I developed an e-book as an Educational Product called “Knowledge about adolescence, education, psychoanalysis and public policies: school actions produced by teachers who discuss the tendency to selfmutilation and to suicidal ideation in the school environment”; which involves subjects such as: adolescence and its relationship with self-mutilation and suicidal ideation, subjectivities and the views of teachers in the context of basic education, reflections on teaching practice to identify students with a tendency to self-mutilation and suicidal ideation, actions that encourage students to express themselves about their suffering.
Aquisição da escrita: implicações do outro
(Universidade Federal de Goiás, 2016-03-15) Silva, Joelma Oliveira Santos; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Buragarelli, Cristóvão Giovani; Carvalho, Maria Alice de Sousa
For a long time, I have worked in school as a teacher of children in the early grades of elementary school. During my practice in the classroom, a question has always caught my attention: how does the acquisition of writing by children happen, mainly of those who do not ascend to writing in the period, according to the official documents, is expected that such acquisition occurs? Out of this concern, the research project "Writing Acquisition: Implications of the Other" arose, presented to the Postgraduate Teaching Program in Basic Education of Applied Teaching and Research Center for Education (PPGEEB / CEPAE / UFG) which resulted in the present work. To conduct my investigation on this subject, I took as theoretical referential the Lacanian and the Freudian psychoanalysis. Among the psychoanalytic notions that guide my study, there is the "Other", essential instance for the constitution of subjectivity. I also used the operations of "alienation" and "separation", such as developed by Jacques Lacan (2008), to analyze the written production of students who, according to their age, should have been literate, handling with 'ease' the written standard, but still do not. The written productions were the result of workshops specifically designed for these children. Beyond these productions, I analyzed interviews and questionnaires which were conducted by the manager and pedagogical group of the school and also by those responsible of the students. The research took place in a regular educational institution since this is the privileged place in which writing and reading are formally presented to the child. My hypothesis is that this is the right time for pedagogical interventions to be carried out in order to avoid social constraints to these children due to the fact that they are not literate.

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