Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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Educação antirracista nas disciplinas eletivas do ensino médio: o vir a ser negro(a)
(Universidade Federal de Goiás, 2025-04-25) Almeida, Fernando Lucas Pereira de; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Silva, Astrogildo Fernandes da; Vreeswijk, Anna Maria Dias
When examining educational contexts, we noticed that ethnic-racial relations had a negative impact on the education of black students. The process of subordination of black people built up over the course of history distanced the school from positive knowledge and discourse about the history of black Brazilians. This process of exploitation generated revolt and, consequently, struggles. These disputes have brought significant results in the lives of black and white people in Brazilian society. An important achievement for the inclusion of black knowledge and people has been public education policies. For this reason, new scenarios are emerging in the educational fields that create new possibilities for strengthening the constitution of black people's identities. The purpose of this research proposal is to develop anti-racist educational practices in high school elective classes that provide students with a deeper understanding of Brazilian race relations and their implications for the daily lives of the individuals in the classroom. Analyzing the interactions that occur in the school environment between black and white people is important if we are to create dialogues based on values that strengthen black identities and ethnic-racial relations. Based on thinkers such as Nilma Lino Gomes (2003, 2005., 2018) bell hooks (2006, 2017, 2021), Stuart Hall (2006, 2008, 2020), Tadeu Tomaz da Silva (2008, 2023), Abdias do Nascimento (2016), among others, we sought to understand the reality of black Brazilian education and how education can be used as a tool for rebuilding black identity. The action-research culminated in the development of the educational product entitled “Building knowledge and practices of an anti-racist education through a didactic sequence”, designed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, through observations and data collected. The purpose of the product is to present a didactic sequence of an instructional and expository nature. This educational product is available in the appendix of this dissertation. This initiative is inspired by the historical struggle of black people for a better understanding of racial issues in education and how specific educational practices can contribute to the construction of an anti-racist education, thus promoting the strengthening of black identities.
Construções identitárias de crianças negras: o uso de pôsteres como resultado da linguagem imagética em uma escola do município de Jussara (GO)
(Universidade Federal de Goiás, 2024-10-11) Alves, Sadrack Oliveira; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Faria, Kalyna Ynanhiá Silva de
This dissertation addresses the use of a school's image production as a possible influencing mechanism in the identity construction of self-declared black children. When approaching the racial issue, it is based on the assumption that black children's identities are first formed in a world that is still racist, surrounded by the pedagogy of hegemonic ideologies. In the meantime, having as its locus a teaching unit in Jussara (GO), this research investigates how (and if) imagery language can contribute to the racialized identification of the study subjects, such as children. In order to respond to this concern, participants are invited, through an office, to draw how they would like to see themselves represented in the drawings on the institution's walls, culminating in the construction of a portfolio with illustrative illustrations. Such posters culminate in the educational product entitled “Where do I see myself? Identity selfrepresentation portfolio”, developed during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG). A qualitative methodology, of an exploratory nature, consists of the application of a drawing office and an identification questionnaire, allowing individuals to understand the notions of identity, representation and representativeness.
Formação do leitor literário e pedagogia dos multiletramentos em escola sem biblioteca escolar: redesigning contos literários
(Universidade Federal de Goiás, 2024-01-26) Batista, Lanne Janaína; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Vieira, Ilma Socorro Gonçalves; Felizardo, Alexandre Bonafim
This Dissertation Thesis covers the path and results of the research developed in the Professional Master's Degree Stricto sensu of the Postgraduate Program in Basic Education Teaching, of the Teaching and Research Applied in Education Center (PPGEEB/CEPAE), of the Federal University of Goiás (UFG) and is within the line of research TheoreticalMethodological Conceptions and Teaching Practices. As there are many obstacles found regarding the training of literary readers in Brazilian Basic Education related to the difficulty of accessing literary books, such as the lack of school libraries, especially in public schools, and methodological difficulties faced by teachers, this research develops didacticmethodological conditions for the training of literary readers in Basic Education, in a school without a school library, through the reading of literary short stories, mediated by Multiliteracies Pedagogy, under the methodological bias of participatory action research. As a theoretical contribution, it includes, among others: for issues related to the teaching of literature – Andruetto (2012, 2017), Candido (1999, 2004), Cosson (2014, 2016, 2021), Montes (2020), Petit (2008, 2009, 2013, 2019), Todorov (2006, 2009) and Zilberman (2008, 2012); literary reading as sharing a cultural capital guaranteed by reading the classics – Bourdieu (2007), Calvino (2007), Saviani (2009; 2011) and Snyders (1993); to think about the school library, the IFLA Guidelines (2016) and for the development of Multiliteracies Pedagogy and the redesign, Cazden et al. (2021), Kalantzis, Cope and Pinheiro (2020), Rojo and Moura (2019). The pedagogical intervention done with students in the 9th year of Elementary School, from a school in the state education network of Goiás that does not have a school library, brings as a literary corpus the books ‘Midnight mass and other short stories by Machado de Assis’ – comic adaptation and original stories – and the book ‘Family ties’ by Clarice Lispector. The pedagogical coordinator and Portuguese language teachers from the Final Years of Elementary School are also part of the research subjects. The results of the pedagogical intervention were positive because of the student’s great participation, the interest in the readings done and the appropriation of literary reading strategies in a process of identification between readers and reading. Such results were realized through the analysis of data collection instruments: field diary, three questionnaires and textual productions of the fanfiction genre, made from the perspective of redesign, granting reliability to the proposed didactic-methodological path and corroborating the relevance of the theoretical bases used that support the importance of training the literary reader even in Basic Education. As a result of the pedagogical intervention, the educational product is presented like an e-book entitled ‘From reader to author: literary reading and production of fanfics in the classroom’, which presents paths for the training of literary readers in schools without a school library based on the humanistic interaction that literature provides and the pedagogical movements of Multiliteracies Pedagogy, and, finally, brings fanfics produced by students.
Os Quadrinhos na Escola e a Gibiteca Escolar: orientações para a implementação e organização de gibitecas escolares
(Universidade Federal de Goiás, 2024-05-09) Borges, Apollyany Serpa dos Santos; Ramos, Rubem Borges Teixeira; http://lattes.cnpq.br/6361601693845635; Santos, Wanderley Alves dos; http://lattes.cnpq.br/5078490431730083; Santos, Wanderley Alves dos; Cruvinel , Roberta Carvalho; Perotto, Lilian Ucker
Comics are rich sources in artistic, cultural, and informative terms, and they are also fully viable materials to be used and incorporated into the pedagogical context. In this sense, school comic’s libraries emerge as mediators capable of bringing schools closer to comics and expanding the view beyond the recreational reading of these materials. Within this context, and also recognizing the persistent mistrust or even the lack of familiarity on the part of a piece of stakeholders with the material, it is achievable to consider that the adoption of the genres of literary adaptations in comics in school comic’s libraries can be a strategy to introduce such materials. Since they are already known narratives, they end up being more tangible, facilitating connection, work, and minimizing any barriers. Thus, believing in the beneficial possibilities of using comics in educational institutions and also aiming to promote the creation of more schools comic’s libraries, this dissertation developed within the Professional Master's Program in Teaching in Basic Education of the Graduate Program Stricto Sensu of the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) of Universidade Federal de Goiás (UFG), aimed at developing an instructional material, in ebook format, called "Comics Belong in Schools Too: Ideas and Proposals for a School Comics’ Library", which provides guidelines for the creation, implementation, and management of a school comics’ library, focusing on a collection with novels adaptations in comics. The material was published in the CAPES repository and also in on-line bookstores, with the download available for free. For its preparation, in addition to bibliographic research, a case study was also carried out, using the method of participant observation and the application of questionnaires in brazilian comic book libraries forma May 2023 to July 2023, which allowed a greater approach to the environment and its daily routine. With the information collected and organized, an analysis by data triangulation was carried out, which allowed the correlation of data seen in different situations, thus being able to certify such reports and information collected and observed. Thus, all these steps were essential for the construction of the presented final product.
O ensino de dança na educação física escolar: uma proposta metodológica para os anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2024-05-10) Brandão, Flávia Ramalho Monteiro; Pimentel, Fernanda Cruvinel; http://lattes.cnpq.br/1018678187660803; Pimentel, Fernanda Cruvinel; Rodrigues , Anegleyce Teodoro; Zandominegue, Bethania Alves Costa
The teaching of Dances in school Physical Education classes, as well as other specific contents of this curricular component, often presents in pedagogical practice only procedural aspects of the content, the "knowing how to do", however, the current curricular guidelines that guide Education, the BNCC, directs a teaching and learning process beyond the "knowing how to do", aiming at the global formation of the student through concepts, attitudes and values. Given the lack of academic production on this subject, the aim of this study is to develop a methodological teaching proposal for the content of Dances of Brazil and the World in the early years of elementary school, integrated into the Physical Education curriculum, in accordance with the legal guidelines and the particular needs of the educational environment. From this perspective, a qualitative study was undertaken, based on the precepts of action research and supported by the Pedagogical Intervention Project developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, which was configured into the educational product entitled "Dance in the context of Physical Education: Dances from Brazil and the world". Participant observation, the Field Diary, audiovisual recordings and questionnaires were used as instruments for producing and collecting data. In order to analyze and interpret the data, the Field Diary entries were taken into account, as well as observations in class, audiovisual recordings and entries written by the students in response to the questionnaires. Given the constant changes, especially with the implementation of the BNCC, this study is an important theoretical and methodological support for teachers involved in the teaching of Physical Education in the early years, with the aim of contributing to a better performance in the face of the numerous challenges that arise in everyday school life, and thus guaranteeing meaningful learning and the principles of an integral education, which seeks to develop broad skills and competencies in students, making them protagonists in the educational process. As a result, this study shows that the implementation of Dance in school Physical Education classes, from the perspective of the dimensions of knowledge and guided by the current curriculum guidelines, the BNCC, plays a fundamental role as a pedagogical activity that can be worked on in its various aspects, providing students with emotional, physical, intellectual and social benefits. This content helps in a positive way to build the individual's knowledge in relation to the body culture of movement and to recover historical and socio-cultural aspects of both the society in which he is inserted and the world
A percepção da língua portuguesa como segunda língua pelo estudante surdo por meio do uso de aplicativos de comunicação digital
(Universidade Federal de Goiás, 2023-09-25) Cardoso, Aliffer Vanduir; Carvalho, Andrea Guimarães de; http://lattes.cnpq.br/7015958282618271; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Dalla Déa, Vanessa Helena Santana; Pires, Edna Misseno
This dissertation is based on the following question: Can digital communication applica-tions, developed for smartphones, contribute to teaching written Portuguese to deaf ado-lescent students? The general objective is to analyze activities mediated by the digital com-munication application for teaching written Portuguese to the deaf population. The specific objectives aim to observe linguistic aspects of Libras and the Portuguese language, inves-tigate the educational action and that of the subject, collect data from the activities applied to the participants, understand how L2 learning takes place and prepare a pedagogical notebook as a way of collaborating with teaching practice. The methodology has a descrip-tive, qualitative approach, with action research in the group with seven participants, using fictitious names to protect their identities. The educational product entitled: Pedagogical notebook for teaching Portuguese as a second language for the deaf: Use of technologies, the product is of the digital media type. Developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. Among the main sources of this research, Souza (2021) who deals with L2 for knowledge, Selinker (2020) addresses interlanguage, Bévort and Belloni (2009) support action re-search that improves teaching-learning, Falkembach (1987) ) brings the field diary and his reflections. The linguistic potential of the media is seen in the collection of activities of deaf individuals capable of expressing themselves using languages. The didactic-pedagogical activities mediated by digital communication applications reap results from students' under-standing and help in learning the Portuguese language. The results are divided into two phases: 1) analysis of the participants' profiles with activities that observe how they perceive their development and 2) a demonstration of activities seen as an intervention that has a fundamental role in supporting the understanding of the acquisition of the target language. As a final analysis of the results, the social function of the Portuguese language, the stu-dents demonstrated greater interest in learning the Portuguese language due to the fact that current and everyday themes were presented in the activities. In relation to methodol-ogies, the interest in the activities came from bringing appropriate and interesting method-ologies to these students, such as the examples used by applications and gamification. In relation to the potential, technologies and expressions of multi-competence, it is clear that technologies are not the villains of learning, being used in appropriate pedagogical ways they can contribute to the teaching of these deaf students.
A construção de identidades de gênero a partir da leitura de narrativas literárias de recepção infantil e juvenil
(Universidade Federal de Goiás, 2024-06-25) Costa, Flávia Ferreira da; Martins, Lucinéia Scremin; http://lattes.cnpq.br/6636418419069593; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; Martins, Lucinéia Scremin; Faria, Vivianne Fleury de; Galvão, Flávia Motta de Paula; Melo, Keila Matida de
This dissertation is the result of research conducted within the scope of the Professional Master's Degree Program in Teaching in Basic Education (PPGEEB-Cepae-UFG), at the Center for Teaching and Applied Education Research (CEPAE) of the Federal University of Goiás (UFG). The underlying motivation for this study lies in understanding the transformative potential of literary reading and the conviction that access to it is a fundamental right, transcending the simple act of reading to constitute an essential citizenship practice for individuals' effective participation in a literate society. The general objective of the research was to demonstrate how certain narratives of children's and youth reception can contribute to discussions that lead to the deconstruction of stereotypes based on sexist and patriarchal conceptions by presenting fictional universes in which the constitution of female characters highlights the importance of a human formation process based on gender equity and the valorization of aspects and attitudes that seek this equity. The specific objectives were thus defined: to investigate the contributions of literary reading to the formation of readers, to contribute to the formation of literary readers in Basic Education, based on the study of narratives of children's and youth reception by Brazilian authors; to analyze how certain female characters are represented in the literature of Ana Maria Machado, Marina Colasanti, and Vita Murrow, in light of discussions about gender; to create conditions for students from a public school to become acquainted with narratives by these authors, providing new aesthetic experiences through readings that address cultural, social, and gender themes; to reflect on the importance of female-authored literature for the formation and strengthening of women's identity; and to contribute to the construction of gender identities in a perspective capable of breaking the chain of patriarchal practices in society. For the field research, action research methodology was adopted, in a qualitative approach, involving students from the 6th grade of Elementary Education, aged between 11 and 12 years, from a school in the northern region of Goiânia. Participant observation during the mediated readings enabled the analysis of the students' responses to the proposals for aesthetic experience, as well as the impact of these readings on the deconstruction of stereotypes that contribute to gender inequalities, prejudices, and discriminations. The analyses showed that literary reading plays a crucial role in the formation of readers, promoting the development of autonomous, critical, reflective, and, above all, humanized individuals. As an educational product of this research, an e-book entitled “WEAVING GENDER IDENTITIES: contributions of literary reading of narratives for children and young people", containing information on the investigated theme, presentation of the narratives addressed, and the didactics used. The theoretical frameworks that underpinned this study were diversified, including studies by renowned authors such as Adichie (2017), Aguiar and Bordini (1988), Auad (2004; 2022), Bourdieu (1989; 2007; 2011), Caldim (2021), Candido (1973; 2002; 2011), Chauí (1994), Coelho (1985; 2000; 2008), Colomer (2017), Louro (1995; 2000; 2002; 2013; 2014), Murano (2002), Sandroni (2007), Scott (1990; 2012), Thiollent (2011), Zilberman (1983; 1991; 2005; 2008); Zolin (2007; 2009; 2010), among others.
Razão Comunicativa e Educação: Uma relação didático-metodológica do estudo da razão dialógica em Jürgen Habermas, com a erística segundo Arthur Schopenhauer
(Universidade Federal de Goiás, 2024-01-10) Ferreira, Enilson Macedo; Schulz, Almiro; http://lattes.cnpq.br/0388519214129360; Schulz, Almiro; Ferreira, Evandson Paiva; Queiroz, Fabricio David de
The pedagogy of communicative action, as it is a field in theoretical development, and with epistemological parameters that aim to rationally clarify the foundations, methodologies and paths of intersubjectivity, requires an empirical understanding of the current educational reality. Thus, in this work, the parameters of communicative action were studied, according to Jürgen Habermas, relating the action models with the responses of teachers who volunteered to answer a questionnaire about their communicative actions. In the relationship between content and the student body. As there is a need to have material that guides pedagogical communication in this proposal, an educational product was suggested that will serve as a template for these communicative mechanisms, taking greater advantage of the intelligence of students in regular education. Because communication is a rational and collective order, the study of communicative action helps to create possibilities for the didactic use of speech in relation to the teaching-learning process, with the appropriate science content. In the first part of this same study, it is understood that rationalizing under communicative agreements, constituting structures that highlight paths to the proposed veracity, avoiding eristic paths. In the second part, the reflection is to introductoryly address aspects of eristics that move away from the principles of veracity in favor of conveniences, ideologies and dogmas. The Habermesian models will be adapted as a form of technical guidance, based on the analyzes of the teachers who contributed to this research, as well as contrasting with the eristic stratagems investigated in Schopenhauer's philosophy, explained in the third part that highlights the parameters of the pedagogy of communicative action. The use of speech, in an appropriate way, combined with didactic theories and conducted according to Habermesian models, is the basis for an attempt to found a pedagogy of communicative action that can be used during the teaching-learning process, which is the product proposal educational in the last part of this work.This educational product, in E-book format, provides pedagogical models of communicative actions and rationalizable ideals to guide both speech and is accessible for use by professionals. This practical theoretical research resulted in a work entitled “Communicative Reason and Education: A didactic-methodological relationship of the study of dialogical reason in Jürgen Habermas, with eristics according to Arthur Schopenhauer”, developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. The product is available in the appendices and accessible in the UFG dissertation database entitled: Communicative action introducing didactic pedagogical aspects in the communicative relationship between teachers and students of an instructional nature, containing elucidative aspects obtained after theoretical readings of Habermasian action models, and analyzes of interviews collected by volunteers in the field of education, using the discursive/textual genre. Thus, the results were promising after attempts to use it in regular education classes.
Paradesportos de precisão na Educação de Jovens e Adultos: uma abordagem intercultural
(Universidade Federal de Goiás, 2024-10-30) Fraga, Naiza Fernandes; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Rabelo, Danilo; Salermo, Marina Brasiliano
Para-sports, as an expression of the culture of physical practices of people with disabilities, can enrich Physical Education classes in Youth and Adult Education (EJA). Given its insufficient space in the curriculum and the lack of studies on the subject, the research is justified by the absence of systematized pedagogical proposals that promote the teaching of this culture and physical practices. Thus, this work proposes to reflect on the following problem: what is the relevance of teaching precision parasports in Physical Education classes in EJA? The main objective was to analyze the intervention proposal with precision parasports for EJA students. The specific objectives aim to identify and analyze the knowledge of Physical Education teachers who work in Basic Education about parasports, in addition to determining the modalities and strategies addressed in their classes; identify and analyze the knowledge of EJA students about parasports; and analyze the limits and potentialities of a pedagogical intervention with precision parasports in Physical Education classes. The methodology is qualitative, of the action research type. Online questionnaires were applied to 55 elementary school Physical Education teachers. In addition, an intervention proposal was developed in a Municipal School in Goiânia, with precision parasports modalities built on an intercultural approach. This stage included the participation of 23 students from the 1st to 4th grade of elementary school in EJA, aged between 41 and 71 years. The research is anchored in the perspective of intercultural education and cultural curriculum, including authors such as Candau (2011; 2016), Neira (2016a; 2016b), Walsh (2007; 2009) and others. The results indicate that teachers recognize the use of parasports as a tool to promote inclusion and develop empathy, using different methods such as experiences, games and seminars. The most worked modalities were sitting volleyball, goalball and bocce, facing challenges such as the lack of adequate materials and teacher preparation. In the case of EJA students, ableist attitudes were initially observed, but experiences with parasports resulted in greater engagement and changes in perceptions about people with disabilities. Structural challenges were noted, reinforcing the need for greater public funding. The intervention highlighted the relevance of precision parasports for this audience, contributing to Physical Education in EJA. This dissertation, developed in the Professional Master's Program in Teaching in Basic Education at CEPAE/UFG, resulted in the didactic sequence "Precision parasports in Physical Education classes: An Intercultural Proposal". The e-book offers suggestions for activities on precision parasports and discusses topics related to the culture of people with disabilities and is available free of charge in the CAPES repository and on the CIAR (Integrated Center for Networked Learning) website.
As estórias da casa velha da ponte e a formação de leitores literários na educação básica
(Universidade Federal de Goiás, 2024-06-22) Freire, Débora Cunha; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Faria, Viviane Fleury de; Silva, Leosmar Aparecido da
This dissertation addresses the trajectory and developments of the research conducted during the Graduate Program in Teaching in Basic Education at the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG), and is part of the research line Theoretical-Methodological Conceptions and Teaching Practices. The study aimed to investigate the formation of the literary reader and aesthetic enjoyment through the reading of short stories and poems by Cora Coralina. For this purpose, the study corpus includes the short stories from the book As Estórias da Casa Velha da Ponte and other prose and verse works by the mentioned author. Based on this corpus, the following theoretical references, among others, were mobilized to reflect on the teaching of literature and the formation of readers: Antonio Candido (2000, 2002, 2004), Rildo Cosson (2006), Tzvetan Todorov (2007), Maria Teresa Andruetto (2017), Teresa Colomer (2014), Regina Zilberman (1991), Paulo Freire (1994, 1996, 1997), Pierre Bourdieu (1996), Italo Calvino (2009), and Ana Maria Machado (2002). The methodology of the work is Action Research, involving 8th-grade students from a municipal school in Goiânia. The general objective of this work is to investigate how students in the final years of elementary school experience aesthetic enjoyment in literary reading through workshops on reading short stories and poems by Cora Coralina. It was observed how these readings could be stimulating aesthetic experiences to develop a taste for literary appreciation, and whether the exploration of these textual genres could motivate students to read other texts of the same genres. The collaboration was significant, generating positive results regarding reading and writing literary texts, as the workshops allowed students to be the protagonists of their reading experiences and to develop creative and subjective productions such as memory texts, poems, and rewritings of short stories. Data analysis allowed for an understanding of the effectiveness of reading practices conducted in the classroom, identifying reading preferences and the enjoyment of literary texts by students. The Educational Product is an eBook titled "Between Pages and Bridges: The Magic of Stories in the Formation of Literary Readers in Basic Education," aimed at helping elementary school teachers promote literary reading among students in the final years, contributing to the formation of readers and offering practices to encourage enjoyment through the reading of short stories
Estudo dos reflexos do plano de ações articuladas na educação básica: na escola pública da rede estadual em Goiânia
(Universidade Federal de Goiás, 2024-01-29) Gomes, Pedro Barreto; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Santos, Wanderley Alves dos; Ribeiro, Cristiane Maria
The study aimed to conduct an analysis of the Articulated Action Plan (PAR), a supplementary and voluntary technical and financial assistance strategy from the National Fund for Education Development (FNDE) and the Ministry of Education (MEC) in Brazil. The goal is to enhance the Brazilian public basic education. To comprehend and assess the second dimension of PAR, focused on the training of teachers and professionals in school support, the dissertation aimed to understand the scope of this national public policy. Three qualitative analysis axes were addressed to evaluate the importance of the program, resources as a pedagogical differential, and the educational performance of the institution. Educational planning and practical utilization from the perspective of projects presented to the State Department of Education of Goiás (SEDUC-GO) were also described. A semi-structured interview with open-ended questions was conducted with administrative technicians from SEDUC-GO to discuss the second dimension of PAR, exploring how it has been managed and implemented. As an educational product, a mini-course titled "Reflections of the Articulated Action Plan in Basic Education: in the public schools of the state network in Goiânia" was conducted, and a dissertation titled "Study of the Reflections of the Articulated Action Plan in Basic Education: in the public schools of the state network in Goiânia" was produced during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at the Center for Teaching and Applied Education Research of the Federal University of Goiás (CEPAE/UFG). The work was directed towards the management teams of the State Center for Youth and Adult University Education (CEEJA) and the Dom Abel Full-Time Teaching Center, aiming to provide adequate knowledge about PAR so that managers can better utilize resources. The theoretical-conceptual approach of the research referred to the contributions of Saviani, Fonseca, and Dourado. The methodology was qualitative, at exploratory and descriptive levels, foreseeing the use of techniques such as document analysis and semi-structured interviews with SEDUC-GO technicians.
A ocupação do Jardim Nova Esperança: narrativas de estudantes da rede Municipal de Goiânia
(Universidade Federal de Goiás, 2024-02-06) Honorato , Rafaela Paula; Gonçalves; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Vreeswijk, Anna Maria Dias; Garcia, Allysson Fernandes
This research presented to the Stricto Sensu Professional Master's Course of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG) has as its object of investigation historical narratives about the process of occupation of Jardim Nova Esperança, by students from Education for Youth and Adults (EJA) at Escola Municipal Jardim Nova Esperança. This work is part of the field of investigations that has been called Historical Education, constitutive of the area of History Teaching, and whose focus is, mainly, research related to the analysis of historical ideas and historical consciousness of the subjects. In this way, the general intention of the research was articulated with the theoretical concepts of Jorn Rüsen (2001), Barca (2012); Schmidt (2009) and Cerri (2011) and the historiography of Goiás that discusses the process of occupation of Jardim Nova Esperança. Based on the investigation, an educational product was developed entitled: My place in the world: Digital collection and didactic sequence Jardim Nova Esperança. The educational product is a didactic sequence with three lesson plans that aims to assist teachers and students in the research process about the community in which they live and/or teach. In order to corroborate the didactic sequence, a Digital Historical Collection of Jardim Nova Esperança was created to facilitate access to documents that date back to the historical past of this community.Finally, we demonstrate that the methodology of this research consisted of fieldwork of a qualitative nature analyzing the activities proposed in the previously mentioned field school and based on the analysis of interviews carried out with members of the occupation process of the neighborhood that was the subject of this research.
Educação de Surdos na Perspectiva Inclusiva: alfabetização matemática na proposta bilíngue
(Universidade Federal de Goiás, 2024-11-19) Jesus, Solange Sodré de; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Araújo, Jaqueline; Moraes, Moema Gomes; Lopes, Janice Pereira; Kranz, Claudia Rosana
This research addresses pedagogical practices for teaching Mathematics in bilingual pedagogy, with the educational product entitled Pedagogical Practices for Mathematical Literacy: bilingual proposal for the deaf and hearing in view of the continued training of teachers in the format of an e-book according to the criteria of the Graduate Program and the Institution (CEPAE/UFG). The research problem is: what content can be included in a continuing education course that serves as instruments for the inclusion and interaction of deaf and hearing people from a bilingual perspective? The general objective seeks to analyze the inclusive perspective on mathematical literacy in bilingual pedagogy. As for the specific objectives; we try to a) identify pedagogical practices with the teaching of mathematics for deaf and hearing people in bilingual pedagogy, b) analyze the limits and possibilities of applying mathematics activities for deaf and hearing people in elementary school resulting from a pedagogical proposal in bilingual modality and c) develop the educational product for teacher training. The methodology was of a qualitative, ethnographic nature, with fieldwork at a municipal public school, in the 5th year of elementary school, with a total of 28 students enrolled. Questionnaires and recordings of on-site experiences were administered. The main authors used as sources were Vigotski (2018; 2010) Fernandes (2010) Santana (2007), Luria (1986), Lampreia (1999) and others, dealing with the concepts of inclusion, pedagogical practice and bilingual pedagogy. The research highlights the importance of mediation in teaching, according to Vigotski (2018), and students' preference for collaborative tasks that stimulate the development of higher psychological functions. It highlights the importance of knowing the students' reality, carrying out diagnostic assessments and planning inclusive activities, especially in bilingual contexts. Interaction between deaf and hearing students, with the support of interpreting teachers, and the ongoing training of educators are essential to guarantee quality and inclusive education.
WebQuest: uma proposta para o ensino de história e cultura afro-brasileira nos anos iniciais do Ensino Fundamental
(Universidade Federal de Goiás, 2024-10-04) Lima, Lilian de Paula; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Oliveira, Wellington Cardoso de; Wreeswijk, Anna Maria Dias
This dissertation, the result of research carried out in the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG), aims to reflect on the teaching for ethnic-racial relations. Bibliographical research was carried out discussing concepts such as race, whiteness and racism from authors from the decolonial theoretical perspective and participatory research in two 4th year classes of the initial grades of a school in the municipal network of Aparecida de Goiânia. After a period of observation and reflection, the educational product WebQuest “Afro-Brazilian culture and the fight against racism” was produced, which is available on Google Sites with links to videos, reports, guided tours and games so that students can complete a task proposed in the WebQuest itself. Racism, which still persists in our society, needs to be combated in several spheres, including education, teaching students the origin of the idea of race and racism and how to have attitudes that break with these practices. This dissertation and the educational product intend to be another tool for us to build, through education, an anti-racist society
Contos de José J. Veiga: entre o real e o insólito nas práticas de leitura literária na educação de Jovens e Adultos
(Universidade Federal de Goiás, 2024-05-21) Martins, Raquel; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Aurora Neta, Maria
This research presents a proposal for training literary readers in Young Adult Education (EJA), based on reading fantastic stories by José J. Veiga. The short stories gathered to compose a didactic sequence, carried out with the 5th to 8th grade classes of a municipal public school, located in Goiânia, are set in rural spaces and small villages and portray, in an allegorical way, the human condition subjected to different types of oppression. The general objective that guides this study is, in addition to contributing to the process of forming the literary reader in EJA, to highlight the importance of literary reading in the teaching-learning process. In other words, it aims to collaborate with the process of training an autonomous, critical and reflective literary reader. The methodology defined for this work was action research (Thiollent, 2009). The theoretical contribution presents scholars in the areas of literature and education, such as Candido (2009, 2017), Zilberman (2009, 2012), Todorov (2007, 2009), Eco (2001), Andruetto (2017), Machado (2011), Petit (2009), Cosson (2021), Aguiar and Bordini (1988), Cortázar (2008), Gotlib (1990), Souza (1990), Freire (1987, 2020), Arroyo (2017), Libâneo e Silva (2020) and Saviani (2021), among others. As it is action research, an interpretative analysis was developed, based on the authors studied, of data collected in questionnaires, field diaries and student productions that contemplate the application of the didactic sequence. As a result of this pedagogical intervention, the educational product is presented in the form of an e-book, entitled “Literary reading notebook: José J. Veiga in EJA” and includes a presentation by the author, the short stories read, with a brief interpretation, suggestions for activities and, finally, some student reflections and productions. Its content was developed during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) at the Federal University of Goiás (UFG).
Turma da Mônica em: abordagem de personagens com deficiência na perspectiva da inclusão para o ensino fundamental
(Universidade Federal de Goiás, 2024-05-27) Oliveira, Fernanda Marques de; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Bezerra, Cláudia Santos Gonçalves Barreto; Silva, Wagner Bandeira da
There are several types of barriers present in the daily lives of people with disabilities, and the most significant are related to attitudes fueled by prejudice and ableism. To minimize this prejudice, anti-ableist information can be included in Elementary School content, in a playful way, through Comic Books (HQs). In this context, this work aims to propose an inclusive approach for Elementary School regarding the reading of Monica's Gang comic books, the result of research carried out in the Postgraduate Program in Basic Education Teaching, Master's Degree, PPGEEB, CEPAE/UFG. The work also has the following specific objectives: to analyze the anti-ableist potential of Monica's Gang comic books; to present an educational proposal for reading and interpreting texts, from the perspective of inclusion, for Elementary School teachers, which will constitute the educational product. To approach the proposed theme, the type of qualitative research will be used, with bibliographical research and documentary research. The state of the art consists of research carried out on the BDTD and CAPES platforms. For the analysis of the state of the art, the hypothesis is that there are no works that address anti-ableism in the comics of Turma da Mônica. For the analysis of the corpus of this research, the hypothesis is that although there is an attempt to address the inclusion of characters with disabilities in the comics of Turma da Mônica, the type of approach still often refers to the ableist bias, represented, most of the time, by the emphasis on the character's disability. The analysis of the comics has as its theoretical basis, mainly, Amaral (1998), Gonçalves; Albino; Vaz (2009), Vendramin (2009). The corpus of the research consists of fragments of seven comics involving characters with disabilities from Turma da Mônica and taken from the project of the Comptroller General of the Union - CGU “Um por todos e todos por um!” and two specific to the character André. The hypothesis resulting from the analysis of the corpus is that, although there is an attempt to address the inclusion of characters with disabilities in the Turma da Mônica comics, the type of approach still often refers to the ableist bias, represented, in most cases, by the person being taken for the disability. The educational product, entitled “Turma da Mônica em HQ X Ableism: reading and interpretation proposal for elementary school”, resulting from the proposed analyses, will be a book in digital format intended for elementary school teachers and will indicate guidelines for the work of reading and interpreting Turma da Mônica comics from the perspective of inclusion.
Leitura da poesia de carlos drummond de andrade nos anos finais do ensino fundamental
(Universidade Federal de Goiás, 2023-12-01) Rodrigues, Patrícia Silva Valverde; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana; Faria, Vivianne Fleury de; Ferreira, Elizete Albina
This research is part of the Postgraduate Program in Teaching in Basic Education (PPGEEB) at the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG), developed between 2021 and 2023. Its aim was to investigate how the reading of Carlos Drummond de Andrade's poetry can contribute to the development of reading skills in sixth-grade students in the Municipal School Network of Aparecida de Goiânia. It also seeks to demystify the belief that poetic texts are difficult to be read by students in the classroom, in addition to evaluating how poetry can enhance students' reading proficiency. The methodology used was action research, with the researcher mediating the reading of poems from the works Boitempo I and Boitempo II, aiming to integrate the practice of reading comprehension through poems into the students' lives as a social activity. As an Educational Product, named 'Interactive Poems Website: The Poetry of Carlos Drummond de Andrade in Aparecida de Goiânia,' an interactive website has been created with a variety of activities and academic, poetic, and visual texts, along with the different written works produced by the students throughout the research development.
Conceição Evaristo: a leitura de contos no processo de formação do leitor literário
(Universidade Federal de Goiás, 2024-01-19) Santos Junior, Inimar; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Rogério Max Canedo; Vieira, Ilma Socorro Gonçalves
This work presents a proposal for the development of literary readers in basic education through the reading of stories from the collection "Olhos D'água" by Conceição Evaristo. Racism, poverty, social exclusion, violence against women and children are some of the themes addressed in the collection of stories, assembled to create a didactic sequence to be implemented in a first-year class of high school at a public state school in Aparecida de Goiânia-Go. The guiding hypothesis is that by selecting a work by Conceição Evaristo, a black woman, intellectual, and author recognized for the literary aesthetic value of her works, it is possible to contribute to the formation of an autonomous, proficient, critical, and reflective literary reader; consequently, a citizen more sympathetic to the social problems of our country. At the same time, the formation of the literary reader allows the democratization of a cultural asset that cannot be denied, especially to children and adolescents. We define this work as action research (GIL, 2019). The theoretical framework includes scholars such as Candido (1993, 1995), Cortázar (2006), Cuti (2010), Colomer (2007), Todorov (2010), and others. The data analysis assumes an interpretative character based on the studied authors, student productions that encompass the applied didactic sequence, photos, and teacher's diary notes. The action research culminated, in 2024, in an educational product in the form of an ebook entitled My writings: art and writing of first year high school students. Its content was developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG based on the records made in the logbook and student productions, including texts and paintings. It is a work that aligns with Law 10639/03, which made the study of African history and Africans, the struggle of blacks in Brazil, Brazilian black culture, and the role of blacks in the formation of national society.
As mulheres estudantes da educação de jovens e adultos de Goiás
(Universidade Federal de Goiás, 2024-02-02) Santos, Bruna Danielly Peroba dos; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Faria, Viviane Fleury de; Anaquiri, Mirna Kambeba Omágua - Yetê
This study proposes an investigation into the universe of Youth and Adult Education (EJA) in the state of Goiás. It seeks to reveal, in this context, the trajectory of female students and their contributions as a transformative subject. Bear in mind that the lack of training leads to several limiting situations throughout life. So this study seeks to reveal statistical data on the topic; the organizational contexts of EJA and the narratives of women who, in adulthood, follow EJA, to construct and reconstruct their subjectivity. Based on documentary data from the Map of Illiteracy in Brazil (2000) and Education in Displacement (2010), it was possible to identify how this population fits into the need to establish dialogues and educational strategies to collaborate with their literacy process. Therefore, the study was constructed, based on documentary analysis, bibliographical consultations and interviews, and finally, an E-book “ Ciranda das Mulheres Estudantes: narrative das Marias” was produced. The educational product is interested in publicizing the knowledge extracted the narratives of the women students. Postgraduate Teaching in Basic Education (PGEEB). Because recognizing the narratives of these women, dialoguing with the school can strengthen the pedagogical act. Thus, when we consider the trajectory and historicity of these women as the study is to agree with the possibilities of recognizing the importance of the subject.
Trançando histórias por uma educação antirracista: escrevivências com podcast em uma escola quilombola de Aparecida de Goiânia
(Universidade Federal de Goiás, 2023-08-16) Santos, Lara Fogaça dos; Rocha, Maria Alice de Souza Carvalho; http://lattes.cnpq.br/2591284191781967; Lima, Cleidna Aparecida de; http://lattes.cnpq.br/7507529259541852; Lima, Cleidna Aparecida de; Rocha, Maria Alice de Souza Carvalho; Vreeswijk, Anna Maria Dias; Carvalho, Thaís Regina de
This work aims to present research in quilombola schools as a possibility to think about pedagogical practices for anti-racist education. In this way, it proposes to build pedagogical actions that reinforce legislation that provides for the mandatory Teaching of the History of Africa and Afro-descendant Culture in Brazil, that is, Law 10.639, aiming at overcoming racism in teaching and school methodologies. Racism is part of the structure of society and is reflected in the educational process, in derogatory, stereotyped, and discriminatory consequences of peoples, bodies and black culture. To this end, understanding the need to climb steps on the teaching practice itself, based on the survey of data, notions, proposals, and experiences already lived, we opted, as a methodology, for action research, focused on actions that promote and encourage educational action in the field of anti-racist teaching methodology. Thus, as a space-time cut of this analysis, the Municipal School Serra das Areias, in Aparecida de Goiânia, was chosen, specifically because it is an urban quilombo and anti-racist pedagogical actions have already been outlined. Data collection was then carried out in the following ways: field observation, data collection about the school and the school subjects, interviews with teachers and the pedagogical coordinator, and classes and workshops on and through the podcast with the students. In the process of building the Educational Product, it is intended to present a podcast, “Trançando Histórias,” an audio program that tells stories with black representation and stories, which raise discussions about Afro-descendant culture, and through it, the intervention project. Bearing in mind the above, various bibliographic sources were sought to help understand and support assisted practice. Among classic texts of national education, others that deal specifically with Law 10.639, course conclusion works and scientific articles, I highlight the following authors who helped me to support the analyses: hooks (2013, 2017), Bento (2002), Café, 2015, Evaristo (2019), Freire (1967), Gomes (2013), Gonzalez (1982), Kilomba (2019), Bâ (2010), Quijano (2005), Oliveira (2021) and Nascimento (1985), in his learning theory, among others. Therefore, it was, is and will be possible to dialogue and create practices, based on the use of the podcast, that reflect the racial debate. Finally, an analysis and discussion of the results will be made and further reflection on the impacts, difficulties, and changes, after the activities carried out in the quilombola schools.

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