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Item Saberes do trabalho e dos trabalhadores da educação de adolescentes, jovens e adultos: a prática pedagógica de professores(Universidade Federal de Goiás, 2015-08-24) Alves, Maria Jacqueline Dias; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Castro, Mad'Ana Desirée Ribeiro de; Rodrigues, Maria Emilia de Castro; Freitas , Revalino Antônio deThis study falls into the research areas of Work, Education and Social Movements with the purpose of providing a better understanding of how Teachers of Teenagers Youths and Adults (EAJA) from Goiânia's Municipal School System, learn and dialogue with the knowledge from work experiences of students who are Work-Studies. This is a case study. The field research was conducted with teachers, in a school in physical space of an institution of Goiania Prefecture.The research procedures were built through the analysis of the Political- Pedagogic Proposal of (EAJA), regarding the approach assigned to the work and to the knowledge of the work and workers of this modality, and also through the observations, interviews and instruction of the double.The theoretical framework used is based on the field of Work and Education, Education of Teenagers, Youths and Adults, and Ergology.The work's approach of the Work-Studies and teachers was developed from the concept of activity, in an ergological perspective; it sought to recognize that there is a distance between prescribed work and real work ,and that this distance is managed by the worker in their work activity.The work activity while area of dialectic, implies therefore, debate of rules, resingling, building of knowledge and experiences. Based on the theoretical field aforementioned, the concept of experience and the possibilities of achieving a critical work is discussed, taking as its starting point the knowledge from experience. During the development of this research, it was perceived that the work activity of the teachers holds a wealth of elements that are invisible in the prescriptions and proposals and requires them arbitration, management and decision making.It was found that although the proposal EAJA in Goiânia presents advances regarding working conditions and the theoretical and methodological framework, in the concrete situations, the abstract work affirmed its position. This research shows the need to establish places of formative dialogue inside the school, where the knowledge produced by teachers are recognized and problematized.Results indicate that the dialogue with new theoretical contributions, that study the work, such Ergology and the French ergonomics can contribute to increase the discussions about the work and about the knowledge of teachers and Work-Studies from EAJA.Item Os tutores na educação superior a distância: análise das dissertações e teses no portal Capes no período de 2006-2012(Universidade Federal de Goiás, 2013-10-03) Amaral, Sander de Sales; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Santos, Catarina de Almeida; Toschi, Mirza SeabraThe process of expansion and democratization of higher education in the country, in recent decades, with the university reforms implemented by the State, has caused hard debate about the future of the university. It is in the midst of these reforms that the Distance Education (EaD) on upper level begins to expand, is viewed as strategic to democratize the access to higher education, by virtue of the possibilities arising from the improvement of Information Technology and Communication (TIC) from 1990s. Since then, their quality has been very questioned with the expansion of higher education by the distance education, where the problems of attendance and demand also are expanded, with implications on the academic teaching staff. And when we think of the expansion and quality in distance education, it is impossible not to give less importance to educational tutors, because the role and activity which are performed raise important issues for the development of our understanding on this non-presence education. Thus, our goal with this current study is to analyze the dissertations and theses into portal Capes surveyed in the period of 2006-2012 in order to understand how the authors situate the work of educational tutors in distance education who work in educational institutions linked to UAB, as regards to aspects such as professional identity, training, working conditions, among others. Therefore, we propose the following question: considering the analysis of dissertations and theses produced in portal Capes, the period of 2006-2012, what can we say about the tutors of EaD, understood as fundamental professionals to interact directly with students in the classroom poles and the virtual learning environment? In the methodology, we adopt two types of research: documents and literature. In documentary research, we analyzed documents written (laws, decrees, orders, notices, and other statistics), to verify the progress and prospects for the EaD in Brazil with the improvement of TIC. In the literature, apart from reading authors such as Castells, Schaff, Frigotto, Belloni, Barreto, Dourado, Santos, Toschi, Valente who have guided our study, we analyze theses and dissertations, selected in portal Capes, considering the period of 2006-2012. In the analysis developed , predominantly qualitative, we look at issues arising from the conceptions of the authors on the EaD, especially on aspects of the tutors‟ work , their specificities , their theoretical and methodological approaches , which enabled us to build a general framework in relation discussions on the subject. Analysis of State of the Art on studies involving tutors in distance education who work in education in IES members of UAB enables us to say that there are few dissertations and theses in the portal Capes on education tutors in IES members of UAB, many authors highlight the importance of tutors for the quality of distance education, so that some of them defend its function as teaching, but few roles deal about training and working conditions of these professionals, although, in some studies, it predominates discourse on the need for tutors and/or teachers in EaD with intent to adapt to technological advances, which is significant for the development of education, and know how to deal with the tools used in the process.Item O trabalho docente no ensino médio privado: experiências de professoras e professores na região do Triângulo Mineiro e Alto Paranaíba(Universidade Federal de Goiás, 2019-08-20) Borges, Bruno; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Cunha, Daisy Moreira; Lopes, Jurema Rosa; Machado, Maria Margarida; Gabassa, VanessaThe study analyzes the specific case of the work experience of teachers working in private high schools in the Triângulo Mineiro and Alto Paranaíba region. Given the expansion of the privatization process in regular education and the growth in the number of teachers working in private schools, the research started from questioning the extent of the influence of business interests on the educational objectives of such organizations. The work is characterized as a qualitative research of an explanatory type that uses the ergological perspective as a theoretical and methodological basis. Eight teachers working in the region in question for at least five years have collaborated with the study. The collection of the testimonies was carried out using the "current" or "snowball" tool, that is, one teacher indicating the next, and through semi-structured interviews. The thesis is divided into four chapters. The first is dedicated to the discussion about the concept of work and teaching work. The second chapter deals with privatizing educational reforms, the expansion of private education in the country and the general conditions of work that teachers find in private high schools. The third chapter discusses the theoretical and methodological aspects that underpinned the study. The last chapter analyzes the content of the testimonies in the light of the theoretical and ethodological references adopted. The friction between the epistemological, ethical and political options of the researcher with the testimonies of the collaborating teachers allowed the consolidation of some knowledge and the emergence of other knowledge about the work activity that is carried out in the scope of private high schools in the indicated region. Among the main results of the study can be indicated that although the public university plays a major role in the initial training of teachers working in private schools, monitoring in the institutions themselves constitutes an important moment of preparation for future teachers. The testimonies revealed that there is no consensus on the issue of career, mainly due to the instability of the workers in private schools, due to the “opening and closing” of schools and the reduction or increase of classes from one period to another. The prescriptions for the work are determined by the apostille material that is adopted by the institutions whose main objective is the preparation for entrance exams in the university, such as the ENEM and the vestibular. The focus on entrance exams characterizes both the service offered by schools and the expectation of parents and students pursuing these institutions, although respondents have revealed that their work is hardly restricted to that goal alone. In short, the work activity of the teachers who work in private secondary education in the research region is carried out between the tension between what the company, the students and the parents expect them to do and what they think they should do, something else is referenced in the conceptions that the teachers have of what must be the regular formal education of average level.Item A formação de professores de música para a educação básica na região Centro-Oeste(Universidade Federal de Goiás, 2015-09-14) Campos, Gilka Martins de Castro; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Zanatta, Beatriz Aparecida; Pessoa, Jadir de Morais; Toschi, Mirza Seabra; Rosa, Sandra Valéria LimontaThis paper discusses the education of music teachers who work with Elementary Education and have attended to undergraduate courses of Universities from Middle-west Region of Brazil. The goal was to acquaint the formative project of such courses, particularly: training conception and action proposed in the political pedagogical projects (PPP) of each course, identifying possible similarities and distinctness they might present. To achieve such goal, there is a discussion on curriculum documents – curriculum matrix and political pedagogical projects (PPP) – of the Music Education Courses of the Federal University of Goiás (UFG), Federal University of Mato Grosso do Sul (UFMS), Federal University of Mato Grosso (UFMT) and University of Brasília (UnB).The discussion was through the study of National policies for teacher training (implemented in the National Curriculum Guidelines for undergraduate courses in Music and for the training of teachers for Basic Education) and its contextualization in teachers training courses in the Middle-west Region (as a development of this legislation in the PPPs of the Undergraduate programs in Music from the Universities of the region). The methodology included bibliographical review, documental research and interviews. The discussions proposed in this research considered as reference the works of authors who research teachers’ education such as Freitas (2002) and Brzezinski (1996a, 1996b, 1996c, 1999 and 2008). In the curriculum field works by Moreira (2003, 2009) and Apple (1994a, 1994b, 2006) were used as reference. In the education politics and legislation Works by Cury (2002, 2009), Catani, Oliveira and Dourado (2001), Carvalho (2011), Dourado (2002), Oliveira (2009), Sguissardi (2000), Silva Júnior (2002), Silva Júnior and Sguissardi (2001, 2005) were considered. In the music education and the education of the music teacher works by Penna (2007, 2010) and Pereira (2012, 2013) were adopted. Among the most significant similarities verified throughout this research, the promptness of the Superior Education Institutions (IES) on accepting totally or partially the statements of the National Curriculum Guidelines for Undergraduate courses in music and for the teaching training programs for Music Education. Also important to mention the emphasis given to musical practice in its different ways of expression in the curriculum. The differences found are punctual and they might be attribute to the specific characteristics and/or problems of each IES.Item Auxiliar de atividades educativas na educação infantil: constituição histórica e tensões de uma ocupação no âmbito da rede municipal de educação de Goiânia(Universidade Federal de Goiás, 2014-08-28) Edir, Eliane Garcia de Brito; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Alves, Nancy Nonato de LimaThis study was part of the research line Education, Labour and Social Movements from Graduate School of Education Program at Federal University of Goiás. We had as main goal to study the genesis and development historical movement of the Assistant Educational Activities‘s job, whose workers act alongside teachers in service to children in Municipal child Education Centers and municipal schools that have pre-school classes from Goiânia‘s Department of Education. We start from the understanding that knowing the structure and evolution of the post of an Assistant Educational Activities in Goiânia‘s Municipal Education is an aspect of fundamental importance for the understanding of the early childhood education reality which today legally makes up the first step of Basic Education in Brazilian educational system. This research work is guided by a socio-historical vision of man and society. To achieve the objectives this study proposes, we opted for developing a predominantly qualitative research. For the analyzes development, we initially seek to conduct a comprehensive literature review on the work, the women work, the teaching work, the childhood and their education. We also developed a documentary analysis considering the contents of the Federal Constitution (FC, 1988), the Statute of Children and Adolescents (1990), the Law of Directives and Bases of National Education (1996), National Curriculum guidelines for early childhood education (2009). At the municipal level, we analyzed City Board of Education Resolutions, Goiânia‘s Early Childhood Education Regiments as well as other data and documents that we collected at the Department of Education. The next step was the interviews‘ proposition with the intention of recognizing the historical context of the Assistant Educational Activities‘ job in Goiânia. With this task, we seek to identify the actors involved and learn about the circumstances and the elements of the need to found the position of Assistant Educational Activities in order to compose a chart that would illustrate the post of Assistant Educational Activities‘ creation process and that would allow us to reflect about the implications of that job‘s creation for early childhood education in Goiânia. The study indicated that the proposition of the post of Assistant Educational Activities occurred in the course of transition of responsibility from childhood education to the Municipal Department of Education and it was based on a triple topic: the immediate need of hiring staff, the job‘s transience intention and the impending rise in staff training to work in early childhood education. This survey revealed, however, dissension of these topics, since the need of hiring staff was not surpassed; there has been a throwback in demanding training of these professionals and, in spite of this transience, the regulation and the effectiveness of the post of Assistant Educational Activities point, instead, to its consolidation definitively.Item Parcerias público-privadas em educação: as organizações sociais e a gestão das escolas públicas na educação básica(Universidade Federal de Goiás, 2019-07-18) Faria, Deyner Batista; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Moraes, Karine Nunes de; Oliveira, João Ferreira deThis work was developed within the Postgraduate Program of the Federal University of Goiás, in the research line “Education, Work and Social Movements” with focus in the basic education in public schools under the growing idea disseminated by many government epresentants and other defensors of schools management made by private non-profit organizations, so called “Social Organizations” (SOs). They are seen by many as a way of providing better quality education based on the management of market principles given through competition, competition between institutions and students, as well as professional remuneration linked to productivity and better efficiency in education. operationalization, that is, the rationalization of financial and human resources. Research shows that this stems from a mindset that thinks education from the measurable numerical perspective of outcomes and ignores the various processes that lead to scientific and reflective knowledge about society. The research seeks to determine how neoliberalism and forms of managerial public administration (new public management), in the face of the productive crisis of the 1970s, led to the arrangements that shaped the new forms of school management through public-private partnerships (PPPs) and their growth in the educational field. The work also discusses about charters schools created in the United States in the 1990s and is relevant because it is the format that served as a management model advocated by some education reformers to be installed in Brazilian public schools. At the end, three cases of management by OSs in Brazil are presented, since one of them was the attempt to implement this model in the state public schools of Goiás and two other cases, in the city of Maringá-PR and in the state of Pernambuco, will be The experiences brought by these two localities are brought, that is, the incidence of the OSs in the management of the schools of their own public networks.Item A formação contínua e o trabalho docente em escolas públicas de ensino médio em Jataí - GO(Universidade Federal de Goiás, 2014-08-14) Feitosa, Claudinéia; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Veiga, Ilma Passos Alencastro; Rodrigues, Maria Emília de CastroThis current paper, which is connected to the line of research: "Education, work and Social Movements", aims to analyze and understand the policies and the work of basic education teachers’ ongoing training attended by the State Under-secretariat for Education from Jataí in the context of the State Public High School in Goiás, from the current management of the State Education Secretariat (2011-2014). The research is a case study carried out in Jataí, involving three State Public High Schools. The participants of the study are 17 education professionals; among them 05 belong to the State Under-secretariat for Education and 12 work at schools where the survey was executed. The data collection occurred through the use of techniques such as interviews and documentary analysis. Many aspects concerning basic education teachers’ ongoing training were investigated, such as: the perception of ongoing education, the ongoing education in the context of teaching and training practices developed by the Under-secretariat. In general, the process of this investigative research identified that there are continuous training actions implemented by the Ministry of Education, developed by an educational team from its regional in Jataí, named Under-secretariat. It was noticed among the staff a concern in preparing managers of school units, and these ones are concerned about their teachers in order to develop pedagogical and administrative activities in compliance with the standards established by the Secretary of Education, recognizing the importance of training for both the school administration, and for improving the teachers’ performance. In the interviews with the ones involved in the research, it became clear their vision of a targeted ongoing education, mainly for the development of pedagogical practice, which is a very recurrent and this perception policies for the present ongoing education. These professionals realize the advances that this training has caused in the school educational activities, although they believe in the need of changing the current training model, becoming more focused on the teacher. In this context, while considering the relationship between ongoing education and teaching, the results pointed to a lasting process of intensification and casualization, marked by work overload, which sometimes has peaked at successive absences of professionals from social and familiar conviviality as well as in the participation in the educational activities proposed. However, if we understand that it is in the context of teachers' work that the ongoing training takes place, it becomes necessary to make conditions for teachers to rethink their teaching practice, thus allowing the relationship among continuing education, life and teaching, promoting a constant transformation of everyday school life in its entiretyItem Há algo de novo no ensino médio em Goiás? Os sentidos do trabalho no Programa Novo Futuro(Universidade Federal de Goiás, 2017-08-28) Ferreira, Terita Michele da Silva; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Rosa, Sandra Valéria Limonta; Oliveira, Dalila Andrade; Teixeira, Ricardo Antônio GonçalvesThe dissertation What's new in high school in Goiás? The meanings of the work in the Novo Futuro Program is the result of a research developed in the Line of Research Education, Work and Social Movements of the Postgraduate Program of the Faculty of Education of UFG. It was investigated in this study the Novo Futuro Program whose implantation, in Goiás, occurred after the Reform of Education in this State (Pact for Education). In this sense, the aim is to understand the ideology of this program, which shows itself to be hegemonic as a model of full-time secondary education that is based on Odebrecht Entrepreneurial Technology (TEO). It is a bibliographical and documentary research that aims to understand the meanings of the work in the Novo Futuro Program. The work element is evidenced as fundamental to understand the "New Future" a posteriori. When contacting the Operational Manuals of the Program, one realizes that it is he who bases the construction of a new teaching proposal, which is innovative, and that interferes in the way of thinking the management, teaching and work of teachers and students . In this way, fundamental elements can be gathered to a better understanding of the meaning of education, especially the one destined to the middle school, in the beginning of the 21st century, to the social clashes and class interests locked in the consolidation of the dominant ideals. It is based on documentary research and the studies of authors (Nosella, Freitas, Oliveira, Alves, Frigotto, Ferretti) who think of education as a component part of a system that submits, as it also resists, the tendencies necessary for its production /reproduction.Afterwards, the data collected are categorized with inspiration in Content Analysis and analyzed in the light of the concepts of excellence training, work education, integral education, youth protagonism, among others. The study reveals that the particularity of the Goian case evidences the tendency and boldness of national public policies, as well as the international orientations, regarding the implantation of neoliberal ideals, among which stands out the rise of the managerial rationality. Pointing as a solution to the management of resources and work without going through structural issues and without knowing the work and the environment in which they intend to act these policies end up being in a trap, since by cherishing private interests deny the Access to public education, universal and quality.Item Usos de si e testemunhos de trabalhadores docentes readaptados(Universidade Federal de Goiás, 2019-08-26) Lemes, Núbia Cristina dos Santos; Alves, Wanderson Ferreira; lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Teixeira, Ricardo Antônio Gonçalves; Silva, Ênio Rodrigues da; Santos, Livia Gomes dos; Baptista, Tadeu João RibeiroThe objective of this research is to understand how the readjusted teacher's life and work experience is presented, based on his testimonies. The methodology used was qualitative, using semi-structured individual interviews. The interviews were transcribed and organized according to Graham Gibbs thematic coding and categorization. The ergological perspective conceived by Yves Schwartz was the contribution in the interpretation of the testimonies of life and work in the uses of the body-self. The activity clinic based on Yves Clot made it possible to understand the situations of amputation of the power to act. The knowledge of life from Georges Canguilhem allowed us to associate health with the normative capacity of the human living. Philippe Davezies made it possible to understand the relationship between the involvement of affective dimensions at work and the illness of teachers, and Christophe Dejours provided the relational basis between work organization and psychological distress. One teacher and five teachers participated in the research that included the population of readapted teachers from Iporá, Goiás State.The analysis of the testimonies revealed how teachers' lives and work intersect and how the body-self was affected by the dramatic experiences experienced at work. Upon becoming readapted, teachers assume the role of library facilitator and pedagogical advisor, however, in schools they perform various activities. Out of the classroom, the readjusted teacher seeks new meanings in the tasks assigned to him. Even so, it stands out in the testimonies that the meaning of work, for the readjusted teacher, lies in the classroom activity. It was unanimous in the testimonies the existence of stigma before the professional collective of the readapted teacher. For these, the new objects of work replaced the object / subject / student. These new objects became the quality of emotionally competent objects. The survey also revealed that Gestar-SEDUC does not have enough staff for the state demand that, according to GESPRE data for 2017, out of a total of 10,100 permanent teachers, had 100 teachers temporarily or permanently readapted, and 54% was between 41 and 50 years old. In 2018, the number of readaptations increased to 167 teachers, but the highest readaptation rate remained at the same age, estimated at approximately 50%. The survey confirmed 80% of pathological disorders in females and that there is still no clarification from the competent bodies on how to deal with the teacher readjusted at school. The rate of illness in the category is increasing. In addition to teachers who are legally removed from professional practice, the same amount of sick teachers is off the classroom in an unofficial manner. The survey also found that the Goiás State Workers Union has not required teachers' health care. Because of all this, public policies lack effective actions that can create possibilities for recovery of the readjusted teacher's health and adequate environmental and organizational working conditions.Item O trabalho docente na rede municipal de educação de Goiânia(Universidade Federal de Goiás, 2016-09-27) Morais, Raquel Salomão; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Rosa, Sandra Valéria Limonta; Freitas, Raquel Aparecida Marra da Madeira; Reis, GeovanaThis study is part of the line of research on Labor, Education and Social Movements and aims to understand how teachers perform individualized care, the Municipal Network Goiânia through a case study in a school in the first cycle. The service is offered in order to be a time for students with learning disabilities so that they may have a space to remedy their difficulties. The service is offered for students with learning disabilities so that they may have time and space to remedy their difficulties. The service takes place twice a week for a total of two hours per week. The relationship between what is prescribed for the purposes of answering the teacher's task and what actually happens in reality during its execution, observing what the teacher puts in motion for its realization will be observed, which often extrapolates what is prescribed and many see no setting actions that are invisible in everyday school life. Documents that say something about the service will be analyzed (RME). School history as a formal institution and the teacher's role in dealing with knowledge will also be analyzed. Methodologically held -If observations of care, interviews and instruction to double. The theoretical framework lies in the field of French-based ergonomics and seeks to recognize and locate in this field of study the distance between prescribed work and real work and how this distance is managed by the worker in his work activity.Item Profissão e profissionalização docente: limites, contradições e possibilidades(Universidade Federal de Goiás, 2019-07-19) Oliveira, Ariane Pereira Magalhães de; Alves, Wanderson Ferreira; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4730878D8; Araújo, Denise Silva; Assis, Lúcia Maria de; Alves, Wanderson FerreiraThis research questions the limits and possibilities of teacher professionalization. Thus, it presents this central question: Considering the different discourses on the professionalization of teaching, what are the possibilities, limits and contradictions present in the ideology of teacher professionalization? Faced with this question and the complexity of our object of study, this research aims to understand and analyze the limits, possibilities and contradictions present in the ideology of teacher professionalization. The ideology of profession and teacher professionalization is the scene of a wide-ranging debate in various countries. However, we are dedicated to the analysis of how this debate occurs in Brazil. For this, we carried out a documentary and bibliographic study, based on official national and international documents that guide teacher professionalization in educational legislation, as well as authors who discuss the subject matter in question. Finally, we dedicate ourselves to a synthesis exercise to relate the perspectives studied and evaluate their limits and possibilities. For the accomplishment of the research we are based on the theoretical contributions of António Nóvoa, Valter Soares Guimarães and Claude Dubar. It was possible to conclude that, strictly speaking, international organizations exert influence in the formulation of educational policies, with a view to fulfilling a marketing agenda, emphasizing the imputability of social actors, making teachers and educational establishments responsible for the failures and problems inherent to this complex work context. It was also explicit in this research that teachers oppose attempts to degrade their work. Even contradictorily, and with due reservations, we believe that the professionalization movement can favor the development of teachers towards the social valorization of their profession.CItem Trabalho e saúde do professor nas pesquisas em educação(Universidade Federal de Goiás, 2015-08-31) Oliveira, Michelle Ferreira de; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves , Wanderson Ferreira; Ventura, Paulo Roberto Veloso; Facas, Emilio Peres; Baptista , Tadeu João RibeiroThis work is linked to the line of research Education, Work and social movements. The study aimed to analyze as they have been presented discussions about teachers' work and health in research conducted in the area of Education, presented and disclosed in the academic area productions (magazines classified by CAPES in A1 and published works in ANPEd), reported from 2004 to 2014. The research is characterized as bibliographic and was structured by a qualitative approach. The theoretical construction was based on reflections concerning the intensification of teachers' work and change processes in education policy that have occurred in recent decades in Brazil. We use authors as Assunção and Oliveira (2009), Fernandes (2010), Alves (2012), Enguita (1991), Brito (2005), among others, and we seek to understand the teachers' health and work relations considering the dynamicity of the human being. Thus, we appropriate of the authors discussion such as Assunção (2003), Esteve (2009), Alves (2010), Dejours (2004), Canguilhem (2012), Brito (2005), to understand how have being constituted the teachers' work and health discussions. The research here structured permeates the conceptual relations established in the scope of health, the teacher's work conception and the complex structure involving such relations, as well, aims to understand the individual as a dialogical living being that establishes relations from its fundamental activity, the work. There fore, we will use the ergonomics of activity as north to the productions and publications analysis, delimited for this bibliographic review, based on the understanding of human activity, appropriating up the concepts of prescribed work (task) and real work (performed activity). The data selection process it had as starting point the publications performed in all working groups of the ANPEd and magazines with qualis A1 classified by CAPES, in Portuguese language. Of this material, we established as cutting point studies that addressed discussions about work, health, intensification, disease, illness, teacher's malaise. From these characteristics we achieve to 23 productions that were related to teachers' work and health. The analysis of the information collected had as a starting point the questions: What is the central theme of the article? What concept of teachers' work? What the conception of health? Is there the work and health relation? The research enabled us to see the distinction between the different methodological approaches and organizations of the scope of health and as a result, in the set of analyzed studies, regarding the working conditions, there is consensus that the precarious and the very bad conditions experienced in schools infer in the teachers' health. It was evident that occurred theoretical advances with regard to the discussion of teachers' health and work among the researchers in the education field in Brazil, but we reiterate the need for studies that dialogue with statistical data from the real teacher's work analysis.Item Por uma pedagogia dialética para a EJA: contribuições a partir de Vigotski e Paulo Freire(Universidade Federal de Goiás, 2021-10-25) Rodrigues, Rita de Cássia Balieiro; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Alves, Amone Inácia; Echeverría, Agustina Rosa; Toassa, Gisele; Machado, Maria MargaridaThe aim of this thesis is to analyze the formation of scientific concepts mediated by dialogism, discussing and understanding the contributions of Vygotsky and Paulo Freire to Youth and Adult Education (EJA). This study is justified by the pedagogical need to reconcile respect for the speci-ficities of EJA students with quality education, comparing an education that overcomes the welfare positions to contribute to the development of conceptual and critical thinking by students. This is a qualitative, theoretical and bibliographical research that used a dialectical materialist approach to support, to analyze and to reflect based on important works by LS Vygotsky and Paulo Freire, as well as authors such as: A. Leontiev, V. Davidov, A. Gramsci , K. Marx and F. Engels, M. Bakh-tin, Y. Clot and Y. Schwartz who enter the debate with their contributions related to education, society and work. This research is made up of three categories: knowledge, language and activity. In the analysis of knowledge, scientific concepts are characterized at the philosophical, epistemo-logical, psychological and pedagogical levels, in order to propose the intercommunication between different types of knowledge and scientific knowledge. Language is conceived as an important social construct and the dialogicality presents itself as a pedagogical mediation that produces knowledge. Human activity is seen in its anthropological and philosophical aspects as the content that mobilizes the formation of concepts and promotes awareness, so it is recommended that the pedagogical work with scientific concepts in EJA is developed in order to find a narrow relation-ship between work and education, based on the principles of integral human formation. Consider-ing that "concept formation" is a higher psychic function that develops substantially after the tran-sition phase (puberty), the present research concludes that it is necessary that the pedagogical work with scientific concepts is carefully and intentionally directed so that the EJA students develop a new way of thinking and not just memorization of concepts. It is assured that the dialogicality of education, in Freire's proposal, is the social relationship in which the psychic function "formation of scientific concepts" can be better developed, which leads to the defense that thematic investiga-tion and the problematization of reality must be fundamental part of learning concepts in EJA. The results support that the pedagogical work needs to relate the meaning of the concepts and the meanings attributed by the students so that conceptual and critical thinking can be developed. Based on Vigotski, it is ensured that the higher psychic functions in EJA students (perception, at-tention, practical activity, language, concept formation, etc.) appear to some extent already devel-oped, endowed with meaning and directed at the object of their activities. In agreement with the perspective of the Activity Clinic and the democratic principles of Paulo Freire, the importance of collective work and the need to preserve the conquests and democratic practices already achieved for this type of education are highlighted. Furthermore, considering EJA professors as direct inter-locutors in this thesis, the entire argument is summarized in an invitation to reflect on the “profes-sional gesture” capable of overcoming banking and anti-dialogical practices.Item Mulheres egressas da Educação de Jovens e Adultos na universidade: uma análise na perspectiva da relação com o saber(Universidade Federal de Goiás, 2020-12-17) Santiago, Nilda Gonçalves Vieira; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Machado, Maria Margarida; Alves, Amone Inácia; Ferreira, João Roberto Resende; Duarte, Aldimar JacintoThe present research had as general objective to understand and analyze how the academic trajectory and the relationship with knowledge at the university were constituted, by students graduating from Youth and Adult Education. The analysis of the life and school trajectories of these students was proposed, in which the knowledge constituting the identity formation, the academic strategies developed and the mobilization for entering and staying at the university were observed. The challenges and difficulties experienced by them during the course were also analyzed, from the process of access to higher education, through permanence or not until academic success. It was also sought to understand the meanings that the knowledge produced by the university acquire for these women and contribute to a better conception of the aspects of the school trajectory of women from the popular strata, which makes it an indication of paths that allow to re-signify studies and policies. The object of this study consists of three elements, namely: the nature of the university, the social origin of the graduates of EJA and the problem of the relationship with knowledge. This is a case study carried out with eight graduates of Youth and Adult Education, students of the Pedagogy and History courses at UEG - Campus Goianesia. The methodological choice was qualitative research, having as basic sources of data the in-depth interviews conducted with students who were in the following situations at the university: frequent (who are at least in the second year of the course), away / avoided and who have already completed the course. This methodology aimed to ensure a more plural data collection for the interpretative analysis of personal and school trajectories. Bibliographic material was also collected, data was collected at the academic secretariat of the Campus, analysis of the socioeconomic questionnaire of the freshmen and analysis of documents from the University, such as PDI (Institutional Development Plan), Pedagogical Projects of undergraduate courses, among others. others, in order to support the understanding of the object in its entirety. As a theoretical contribution, to conduct the study, we mainly used the theory of the relationship with Bernard Charlot's knowledge and Paulo Freire's conceptions about the human being as a being of relationships. This work was also based on the school trajectories of students from the lower classes, in the studies of Nadir Zago and Bernard Lahire. Regarding the discussion about the university, the reflections made came from thoughts such as Ildeu Moreira Coêlho and Marilena Chauí. In the data analysis, the following analysis categories emerged: 1) Perceptions about EJA as a motivation for higher education; 2) Strategies and movements for entering and staying at the university; 3) The relationship with university knowledge. The three categories were articulated and showed the meanings and motivations of the university course experienced by the women surveyed. The study showed that the trajectories experienced by these women are unique stories, although the importance of the social determinant of the stratification of Youth and Adult Education is recognized. The way they appropriated knowledge and the academic context, even if limited by the precarious conditions of the institution, is specific to each one and happens through the relationship established with themselves and with others. The work also revealed that the relationship with the knowledge that the majority constituted at the university was linked to the prospects for a better life, personal and professional growth and not necessarily to reflection, creation and freedom of thought, as expected from those who enter the university space.Item O gesto profissional docente em creches: o visível e o invisível(Universidade Federal de Goiás, 2023-02-28) Silva, Ana Carolina Giannini; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Lima, Daniela da Costa Britto Pereira; Machado, Maria Izabel; Melo, Kenia Abbadia de; Barros, Maria Elizabeth Barros deThis thesis discusses the teaching work in day-care school centers, in particular, the professional gestures performed by the teachers in the concreteness of real work, questioning the invisibility of the knowledge put into action in schools by those professionals. The general objective is to understand how, individually and collectively, professional gestures are constituted in teaching activity with children aged 0 to 3 years in a Brazilian public day-care school center located in the interior of São Paulo state, Brazil. The research is characterized as a Case Study and has as theoretical-methodological basis the Ergological approach and the Activity Clinic. Eight teachers who work in the municipal public day-care school center participated in the investigation. The field research took place through moments of participant observation and of simple and crossed self-confrontation devices. The text is structured, in addition to the introductory section, in two parts. Part I contains chapters two, three, four and five and aims to present the course of the investigation and the research theoretical framework. In chapter two, the justifications that guided the choice of the empirical field are presented, problematizing the object of study and describing the investigation process stages. In the third chapter, the concepts about the definition of ‘profession’ and the notion of ‘qualification’ are outlined, in order to understand the problem of social recognition of work. In the fourth chapter, we present the theoretical-methodological foundations of Ergology and Clinical Activity, which are the approaches that supported our teaching work analyzes. Chapter five brings a synthetic review of the socio-historical constitution of the teaching profession in day-care center from the moment of its creation and expansion until the present moment, presenting the studies’ contributions about the nature of the teaching work, its knowledge and its specificity. Part II presents the empirical field researched and the participating teachers in the research, as well as the situated analysis of the teaching work. This part comprises chapters six and seven. In chapter six, it is exposed the research results, presenting the empirical field and the participating teachers, opening a discussion about the articulations between prescribed work and real work. Chapter seven deals specifically with the professional gestures. As main conclusions, the study points out four professional gestures in the day-care school center: conducting the routine; guiding affectionate dialogue; care in action; and holding the baby. The constitution of these gestures is permeated by knowledge, values and activity. The teachers' knowledge is woven in a dialectic in which the teachers need to manage the knowledge in non-adherence with the knowledge in adherence. In this sense, two types of knowledge – non-coincident and invested with singular importance – cross the professional gesture: the experience knowledge and the theoretical-scientific knowledge.Item O trabalho do alfabetizador nos anos iniciais da educação fundamental na rede municipal de Goiânia: uma análise a partir da ergologia(Universidade Federal de Goiás, 2019-07-15) Souza, Odiliana Ribeiro de; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Limonta, Sandra Valéria; Silva, Mariana Veríssimo Soares de Aguiar eThis study aims, from the point of view of the activity, to understand the work of literacy teachers in the Cycle of Literacy (Cycle I) of Fundamental Education in the Municipal Network of Education of Goiânia-RME. It is a case study, started in January 2018, that uses the theoretical-methodological contribution of Ergology to understand the teaching work. It was sought to better understand the dramatic self-uses that involve the work of a literacy teacher, the values, knowledge and skills that permeate these dramatic and guide the teacher in the normalizations she performs. Evidencing such questions has enabled a more accurate look at teaching work, showing the wealth of what literacy teachers do in the development of their work. The following procedures were carried out: a bibliographical survey on literacy focusing on the teaching work of the literacy teacher, a case study based on observations, interviews (work explicitation, induced verbalization and life history), and documentary analysis of prescriptions to the work of the literacy teacher. The study points out weaknesses in the implementation of public policies focused on literacy, as well as the need to qualify the pedagogical accompaniment and organize the pedagogical work based on the real and specific demands of each school.