Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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Os saberes das práticas corporais indígenas na educação física escolar
(Universidade Federal de Goiás, 2024-10-25) Barale, Thaisa Santos; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Pimentel, Fernanda Cruvinel; Vilarinho Neto, Sissília
Given the need to address indigenous body culture in school Physical Education classes, this research began with the question: What are the pedagogical potentials of developing an educational product for Physical Education teachers about indigenous body practices in collaboration with students from the Indigenous Licentiate program at UFG? The general objective was to design, develop, and analyze an educational product about indigenous body practices for Physical Education teachers working in intermediate years of Elementary Education who have little or no knowledge on the subject. The initial hypothesis of the research was that developing an educational product proposal about indigenous culture, built in partnership with students from the Intercultural Indigenous Licentiate course, promotes a school education focused on otherness, recognizing the right to difference. For this research, we used principles of educational action research, which sought to improve practices through reflection and collaborative action. Three groups participated in the research: the first composed of students from the Intercultural Indigenous Licentiate course, the second by elementary school students, and the third by Physical Education teachers. Data collection was carried out using questionnaires and semi-structured interviews, and data analysis was performed using Content Analysis techniques through a qualitative approach. For data collection from elementary school students, 130 questionnaires were applied to one fifth-grade class, one sixth-grade class, and two seventh-grade classes. A total of 122 questionnaires with open and closed questions about prior knowledge regarding indigenous peoples, their culture, and their physical practices were collected, along with the consent form signed by the guardians. The data from this research revealed the invisibility of indigenous knowledge in schools. During the same period, initial semi-structured interviews were conducted with Physical Education teachers working with these students. The results of these interviews aligned with those of the students, demonstrating the need for the production of materials that contribute to the development of knowledge about indigenous culture and their physical practices. Therefore, an educational product was chosen, constructed with the knowledge related to the research with the intercultural indigenous licensure students, who brought suggestions of physical practices for regular physical education. This material was produced in text format, developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG. As a result of the process, the e-book "Indigenous Physical Practices in School Physical Education" was created, evaluated at the end by the Physical Education teachers involved in the research.
O minimalismo como alternativa ao consumismo moderno no ensino da educação básica
(Universidade Federal de Goiás, 2024-07-09) Borges, Carmen Helena Pereira; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Ferreira, Evandson Paiva; Queiroz, Fabrício David de
This dissertation presents an investigation into minimalism and forms of consumption and consumerism in the context of high school, in a school in the municipality of Caldas Novas. This study is part of the research conducted in the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education at the Federal University of Goiás (CEPAE-UFG). The discussion is based on the behavior of today's society, characterized by exacerbated consumerism that leads to negative consequences for the environment and promotes an excessive appreciation of material goods. To this end, minimalism was investigated as an alternative to consumerism. The objective of this research was to understand how consumption and/or consumerism is configured as a practice that develops daily, and to promote a short course (webquest) for high school students on the Minimalist lifestyle and all its aspects, covering some objectives from BNCC. The theoretical basis comes from authors such as: Lipovetsky (2007), Zigmunt Bauman (2008) who reflect on consumerism in today's society; Alencar (2021) and Negretto (2013) who debate Minimalism. Regarding the dissertation, the methodology adopted was action research focusing on the development and application of the educational product (webquest) on “Minimalism as a lifestyle in teaching basic education”. A semi-structured questionnaire was used to collect data and the webquest was taught in nine classes in the Life Project discipline, covering topics such as consumption, impacts of capitalist development on the environment, and minimalism. The students took notes and, after the webquest, wrote an essay and answered a questionnaire. The evaluation of the educational product followed the conceptual, pedagogical and communicational axes. The results showed that the majority of students understood the concepts of conscious consumption and sustainability, and positively evaluated the webquest, highlighting the clarity, organization and relevance of the content.
Metodologias ativas de aprendizagem e a formação do leitor literário nos anos finais do ensino fundamental: contribuições e desafios
(Universidade Federal de Goiás, 2023-04-28) Borges, Tálita de Oliveira; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; Silva, Célia Sebastiana da; Melo, Keila Matilda de
Active Learning Methodologies have been studied and applied in undergraduate and graduate courses. Research points out that the use of these methodologies has contributed to the engagement of Higher Education students in the proposed activities and favored the development of autonomy to carry them out. Thus, this Dissertation, developed through the Programa de Pós-Graduação em Ensino na Educação Básica (Mestrado Profissional), of the Centro de Ensino e Pesquisa Aplicada à Educação, of the Universidade Federal de Goiás (PPGEEB-Cepae-UFG), had as main objective to investigate the contributions of the use of Active Learning Methodologies in Basic Education, specifically, in the formation of readers in the Final Years of Elementary School. The guiding questions are the following: what are the contributions of Active Methodologies to the teaching of literature in the Final Years of Elementary School and what are their challenges in teaching work? The research is based on the dialogic perspective of language teaching and it is based on studies by Rojo (2012; 2013), Kleiman (2014) and Freitas (2016) about multiliteracy practices; Freire (2003, 2015) and his conception of autonomy; Paulino (2001), Kramer (2005), Candido (1995), Colomer (2017), Machado (2009), Lajolo (2004), Todorov (2019), Zilberman (1988; 1999), Vargas Llosa (2009) about the formation of the literary reader; and of Moran (2018), Alves (2015), Bergmann and Sams (2019) on Active Methodologies; between others. This is an action-research, based on a qualitative field research developed at Colégio Fundação Bradesco – Aparecida de Goiânia, in an 8th grade class. Data collection was carried out through the researcher's experience report and analysis of the of students’ productions involved in the investigation. The Educational Product of the research is a website entitled: "Protagonist literary readers: contributions and challenges of Active Methodologies for the formation of readers", to be maintained with didactic materials (texts, scripts for teachers and activities for students), with the aim of assist Portuguese language teachers and other areas of knowledge, about the use of didactic resources and the use of Active Methodologies.
[Des]construção e [res]significação dos direitos humanos: um estudo com vivências de ensino-aprendizagem e análises sociológicas
(Universidade Federal de Goiás, 2024-01-25) Brito, Gabrielle Amâncio Bertolli Venâncio; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Oliveira, Dijaci David de; Vreeswijk, Anna Maria Dias
Faced upon a convoluted moment over a polarized political context with different and opposite ideas, the conception of human rights lies as “privilege” for criminals. Such annalysis is sustained by both population and commom sense. This work presents the results of a research made with second grade classes from Ensino Médio (Brazilian High school) in a full-time public school in Goiânia, Goiás. In order to do so the following investigation problem has been set: How to (de)construct the human rights conception and (re)define it through sociology classes? This research aims to understand the human rights concept lying (or not) in Ensino Médio students’ speech, opposing the bias that such rights are “bandits” privilege. To deconstruct such alignaments – sustained by social and historical visions shaped within neoliberalism interest, means to construct a critical perspective of human rights biased over multiculturalism through a teaching Project that sustains this Dissertation process. The pedagogic interventions were set upon the teaching Project entitled “Afinal, o que são esses tais direitos humanos?” (Afterall what are the so-called human rights?) developed in Sociology classes. Such Project is a founding part of the previously mentioned research and also part of the Professional Master in Science stricto sensu from the post-grad program in Basic Education teaching in the Research and Teaching Education Applied center (CEPAE – Centro de Ensino e Pesquisa aplicada à Educação) from the Federal University of Goiás (UFG), thus named educational product, available in appendix. The research is made upon qualitative bias and fundamented over theoreticals that worked with the history of human rights and its concepting, such as Giuseppe Tosi (2004), Norberto Bobbio (2004), Hannah Arendt (1989, João Dornelles (2013) and Boaventura Santos (1997). The theoretical fouding is set also in human rights educators such as Candal (2008), Sacavino (2013) and Paulo Freire (2019), scholars that annalysed a democratic and humanizing education. Such authors work with the plurality of understandings in the concept of human rights in several theoretical and historical perspectives, developed over a democratic focus, universally centralizer of rights, or with a neoliberalism perspective. Due to a common sense deconstruction of human rights and its following reconstruction, normatizing documents of the school curricum are annalysed, the Nacional Curricular Commom Base (BNCC, 2018) and the Curricular Document for Goiás – Ensino Médio part (DC-GOEM, 2020). The field research is characterized by an action-research with the school environment collaboration objective and the recognition of subjects in its following parts as developers of a democractic and rights protective environment. The data collection happened through quizzes, semistructured interviews and teaching and project observation. The reflections were made upon field diary annalysis and student developed production, meaning to understand which is the guiding line that directs the student claimed human rights conception.
Educação histórica e o uso das TDICs: uma proposta de ensino de história utilizando as mídias digitais
(Universidade Federal de Goiás, 2023-01-25) Bueno, Fernanda Magalhães; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Teixeira, Rafael Saddi
The present research presented to the Course of the Strict Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG) has as its object of investigation the possibility of using Digital Information and Communication Technologies (TDICs) in the teaching of History from the theoretical and methodological assumptions of Historical Education. Historical Education is a line of research within the area of teaching History that aims at a didactic built by historians, uniting the assumptions of reference science with classroom practice to understand the development of historical thinking and historical awareness to from the elucidation not only of what is learned in history, but also of how history is learned. Based on the investigation, an educational product entitled “Why Study History? Sequence of three tutorial videos on studying History in basic education” was developed. The product is a sequence of three videos available on the YouTube platform that aims to highlight the significance of the study of the discipline of History in the current school and, finally, to show resources that favor students in the production and sharing of their school work related to the discipline of History, so that they use technology in the service of contact with varied historical sources, in the service of authorship of knowledge and in the service of communication and sharing of their learning. The research methodology consists of bibliographical research, application of questionnaires with the objective of investigating the conception of students of the ninth year of elementary school of a private school in Goiânia about what History is, its usefulness and, also, to investigate the relationship of these students with the TDICs. From the analysis of the students' answers to the questionnaires and based on the theory and methodology of Historical Education, the educational product was developed with the objective of filling the lack of guidance in relation to the discipline of History and the use of TDICs. The educational product was presented to the students and evaluated by them in order to analyze its relevance to the educational scenario.
O Goalball como conteúdo na educação física escolar na educação básica: uma proposta didática
(Universidade Federal de Goiás, 2024-04-15) Cauhy, Leticia Cristina de Andrade; Déa, Vanessa Helena Santana Dalla; http://lattes.cnpq.br/4747115499551611; Déa, Vanessa Helena Santana Dalla; Silva, Ana Paula Salles da; Lima, Lana Ferreira de
In this sense, our general objective is to propose pedagogical strategies for teaching the paralympic sport Goalball in school Physical Education, and the specific ones, review the literature on legislation in inclusive education and systematize the specific knowledge of Goalball, carry out a survey of studies on the its teaching, learn about strategies and materials for teaching this modality and, finally, develop, based on practical needs arising from the investigative field, pedagogical strategies, adapted to the context of public schools in Goiás. The theme of the Paralympic sport Goalball at school will provide students with great development, one of which is the experience of sports for people with or without disabilities and its adaptation for students at school, creating awareness about sports practice for people with disabilities, making this modality known. Regarding the theoretical framework, we used the studies covered by Davi Rodrigues (2003), Márcio Morato (2008), Mantoan (2020), among others. The analysis adopted will be qualitative in nature, focusing on exploratory interventional research. The locus of the investigative work was a regular public school, located in the northern region of Goiânia, Goiás. Our object of study will be the Physical Education teachers at that school and the pedagogical activities of these subjects. Therefore, we carried out semi-structured interviews with teachers and a practical diagnostic intervention activity at school. We then processed the data and organized the information generated from the interviews. And, later, we present the data produced in the research field. As a result, teachers pointed to the lack of continued training and the lack of infrastructure and materials as the biggest challenges faced. The research culminated in the educational product, developed during 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), from records made in the logbook and data processing. We developed written didactic and instructional material, with the proposition and theme: “Didactic sequence for teaching Goalball”, which will be made available through social networks, aiming to train teaching pedagogical practice, trying to meet the needs and problems highlighted by teachers who were part of the researched sample, thus enabling the qualification of pedagogical practice by the subjects involved in the investigative work.
Práticas de leitura e acessibilidade para a formação de leitores no espaço de leitura acessível do núcleo de educação básica inclusiva e formação em práticas docentes do CEPAE/UFG
(Universidade Federal de Goiás, 2021-03-24) Franczak, Lillian Jordânia Batista; Bezerra, Cláudia Santos Gonçalves Barreto; http://lattes.cnpq.br/8109756937099308; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa , Vanessa Helena Santana; Oliveira , Ana Flávia Teodoro de Mendonça; Costa, Vanderlei Balbino da; Bezerra, Cláudia Santos Gonçalves Barreto
This research is included in the line of research ‘School Practices and Knowledge Application’, of the Postgraduate Program in Teaching in Basic Education, the Master in Teaching in Basic Education, from the Teaching and Research Applied to Education Center at the Federal University of Goiás (CEPAE/UFG). Its general objective is to promote accessibility and encouraging reading through inclusive practices to the reader formation at the Accessible Reading Space of the Inclusive Basic Education Core and Training in Teaching Practices of CEPAE/UFG. It speaks about inclusion, accessibility, reading, teacher training, reader formation, the access to cultural assets, the right to inclusive education as access to learning opportunities and the possibility of empowerment respecting human diversity. It starts from the essence of an education as a practice of freedom that promotes cultural and informational diffusion through literature and reading. It reverberates on the Brazilian school reality, the role of teachers and librarians in face of the demands of inclusive education in Basic Education and inclusive practices in reading spaces. As for the methodology, it is a quantitative-qualitative research using action research as a method. The field diary, questionnaires, teacher training, pedagogical experience and inclusive reading practices, drawings and photographs were used as data collection instruments, as a way of contemplating and recording all stages of action research. The subjects of the research were 20 teachers in formation (the pedagogical mediators that provide specialized educational assistance to students with specific needs), 20 students without and with disabilities, global developmental disorders, enrolled regularly in the 1st grade of elementary school, a main teacher and a teacher from the Inclusive Education Commission, both from CEPAE / UFG, in the city of Goiânia, Goiás. The conclusion is that there is a possibility to supply the real needs of teachers and librarians working in basic education through training in the area of inclusive education, the offer of accessible cultural spaces that promote the encouragement and training of inclusive readers. It is aligned with the actions of the 2030 agenda of the United Nations (2105), which in its fourth objective concerns the provision of quality education that ensures an inclusive and equitable education, as well as promoting lifelong learning opportunities throughout life, aiming at a more sustainable and resilient world by 2030. It results in an educational product in the e-book format named ‘Reading space accessible at school: reading, empathy, inclusion and universal design’. It includes theoretical and practical reflections that contribute to a transformation of inclusive and quality education aiming at significant changes in teaching in Basic Education. It is necessary to welcome and exercise empathy for, and with, students with specific needs, giving them more opportunities to reach regular schools and leave them humanized, dialogical, readers critical to a more conscious world.
O encantador de palavras: poesia de Manoel de Barros e formação do leitor na segunda fase do ensino fundamental
(Universidade Federal de Goiás, 2022-06-24) Isaias, Fernanda Gomes Pacheco; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Lima, Clêidna Aparecida de; Felizardo, Alexandre Bonafim
This work is the result of a research developed in the course of Professional Master's Stricto Sensu in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG), campus- Goiânia, addresses the contribution of poetry of Manoel de Barros in the formation of the reader in the second phase of the basic education. This research seeks to investigate why children have stopped reading poetry and, mainly, how the school can promote this reunion between the poetic text and the reader. The Monsenhor Angelino school, in the city of Inhumas - Goiás, was chosen with the eighth grade class for the application and investigation of the research. The concern with the formation of readers and, more specifically with the poetry reader, is the main motivation for the development of this research. With this, it aims to investigate how the stimulus to the practice of poetry reading is provided to young people, as well as how to develop creativity, sensitivity and criticality, thus achieving the main objective, the formation of the poetry reader. Thus, the research presented consisted of two stages, the first of bibliographic analysis with the elaboration of two chapters dedicated to the study of the theoretical contribution on poetry in the classroom, the formation of the literary reader, the ludic in the awakening of poetry , and the poetry of Manoel de Barros. In the second stage, it consists of meetings of workshops for reading the poetry of Manoel de Barros held at the school-camp. For the development of the research, it was guided by the theoretical assumptions of Zilberman (1985), Candido (1995), Todorov (2009), Paz (1982), Bloom (2001), Adorno (1983), among others. Data collection took place through observation of the participants, readings of poetic texts by Manoel de Barros such as “Oficina” and “Obrar” and others present in the works “Poesias Completas” and “Memórias Inventadas: a Segunda Infância”, from written productions in relation to the activities applied and the exhibition of the activities carried out in a soiree of virtual poetry. Finally, when analyzing the data, an educational product was developed, in the form of an e-book, "Desenhos Verbais de Manoel de Barros: poesia na sala de aula" contemplating through reflective narratives and sharing the experience gained by the students.
A importância do conto de Mia Couto para formação de leitores e para discussão da discriminação racial
(Universidade Federal de Goiás, 2023-10-27) Manuel, Eliane Rodrigues Alves; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Aurora Neta, Maria
This action research (Singer, 2011), part of the Professional Master's Degree Program in Basic Education Teaching at the Center for Teaching and Applied Research in Education (CEPAE) at the Federal University of Goiás (UFG), aimed to promote the development of literary readers in Basic Education. The study was based on authors such as Andruetto (2017), Antonio Candido (2004), Calvino (1993), Colomer (2002), Freire (1989), Humberto Eco (2009), Lajolo (2004), Todorov (2010), and Zilberman (1991). Additionally, the research sought to foster critical awareness among readers, particularly concerning racial discrimination and prejudice, drawing on the contributions of Ferreira, Fernandes, and Alberti (2000), Fischmann and Zilber (2002), Jones (1973), Marques (2005), Munanga (1999), Oliveira (1994), and Reis (2003). To achieve these objectives, readings and discussions were held on the short stories "The Baobab That Dreamed of Birds" and "Sidney Poitier at Feripe Beruberu's Barbershop," narratives from the book Every Man is a Race by Mozambican author Mia Couto. The research was conducted with 8th and 9th-grade students at Jardim Europa Adventist School (CAJE), a private school in Goiânia, during 2021. By the end of the study, students completed writing activities that demonstrated both satisfactory engagement with the literary texts and a critical understanding of racial discrimination and prejudice, as depicted in the stories and present in Brazilian society. An Educational Product was developed as a result, titled "The Importance of Mia Couto's Short Stories for Reader Development and Discussion on Racial Discrimination," in e-book format, which presented the research results based on a scientific process involving theoretical planning and qualitative and quantitative methods, articulated through the activities carried out with the students. Therefore, it can be concluded that the goals of the action research were achieved.
A pedagogização do frescobol na educação física escolar: uma proposta baseada na pedagogia histórico-crítica
(Universidade Federal de Goiás, 2023-08-09) Moraes, Sara Caroliny Marques; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Cruvinel, Fernanda Pimentel; Inácio, Humberto Luís de Deus
The present work has as object of study the school physical education and the teaching of the sport racquetball in the school. It is justified by the need to look at the manifestation of racquetball body culture as a powerful practice for thematization at school as a content of physical education. However, in the context of hegemony of some school physical education contents, would racquetball be a possible sport/game at school? Is racquetball presented as an overcoming possibility in physical education classes, to reduce the hegemony of certain content? To answer these and other questions, the research, developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program at CEPAE/UFG, investigated the possibilities for teaching racquetball as a physical education content in a school of the Municipal Education Network of Goiania, intervening with the implementation of a methodological proposal for teaching racquetball, subsidized by the contribution theorist of Critical Historical Pedagogy and Action Research. It was verified that it is possible to diversify the contents of Physical Education through racquetball, even with challenges and limitations, and still present a possibility of racket sport at school, which breaks with the traditionalism of competitive sports. In addition to thematizing racquetball with the 5th grade elementary school students, the intervention aimed at the development of an educational product in the configuration of a didactic sequencer, covering historical, social, cultural, technical, leisure and sports performance aspects, as well as playfulness and cooperativeness belonging to the essence of the game. The educational product “FRESCOBOL AND ITS PEDAGOGICAL PRACTICE AT SCHOOL” is available to those interested in teaching racquetball, especially for physical education teachers, in the appendix and on the EduCapes portal.
Alunos(as) do ensino fundamental filhos(as) de pais encarcerados: um estudo de caso
(Universidade Federal de Goiás, 2024-06-28) Pôrto, Francisca Solange de Carvalho; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire , Silvana Matias; Rocha, Maria Alice de Sousa Carvalho; Mesquita , Deise Nanci de Castro
This work aims to bring to the debate the theme of students who are children of incarcerated parents, demonstrating that this situation can interfere with both their school development and behaviour. Brazil ranks third in the world in terms of incarcerated population, and a significant portion of this population consists of parents of school-aged children. Some studies indicate that these students are practically considered a forgotten population by academia, given the scarce scientific production about them, and by government officials at the state, federal, and municipal levels. Laws benefiting these students are scarce, if not non-existent, which contributes to making them invisible. These students are also affected by social stigma and/or discrimination, which encourages them to remain anonymous and silent. To support our research, we sought theoretical support from authors such as Goffman (2004), Mantoan (2003), Minayo (2000, 2003, 2014), Ormeño, Maia, and Williams (2018), Santos (2006), Severino (2002), and Stella (2009), among others, as well as documents from state, municipal, and federal agencies, national laws such as the Federal Constitution, the Statute of the Child and Adolescent, the Law of Guidelines and Bases of Education, the Penal Execution Law, and international treaties such as the Salamanca Declaration (1994). In addition to the bibliographical research, we went into the field to gather data through discussions and questionnaires regarding the following questions: Does having one of the parents incarcerated hinder the development of the school progress of the student? Regarding social stigma, what can we, as education professionals, do? And regarding the invisibility of this public, especially by the government? After heated debates among educators and the researcher, it was possible to build our reflections and jointly develop suggestions and/or guidelines aimed at reducing the social stigma and bullying suffered by these students who are children of parents deprived of freedom, making them feel part of the school and social context, allowing them to break free from the silence that surrounds them. Therefore, the research conducted in the Professional Master of Arts Program in Basic Education Teaching at the Center for Teaching and Applied Research in Education, Federal University of Goiás, allowed us to develop our educational product entitled: "Children of Incarcerated Parents: Guidelines for Schools" which will be made available in textual material form, in the form of a booklet.
As relações étnico-raciais na experiência cineclubista escolar
(Universidade Federal de Goiás, 2024-07-02) Porto, Rosana Almeida; Rocha , Maria Alice de Sousa Carvalho; http://lattes.cnpq.br/259128419178196; Rocha, Maria Alice de Sousa Carvalho; Ribeiro, Pollyanna Rosa; Vreeswijk, Anna Maria Dias
This study sought to investigate how a student film club experience can contribute to the study of ethnic-racial relations. To this end, we adopted a perspective of cinema as art in school and capable of promoting alterity, as proposed by Bergala (2008). The research was carried out in a state public school in Goiânia-GO, with students from the 6th to 9th year of primary school. For this qualitative action-research, a bibliographical review was initially carried out on the subject of race, using theorists who deal with the racial issue. Empirical research was also carried out using participant observation. The activities developed were: film screenings, discussions and analyses of the themes addressed in the works, film exercises and audiovisual production with the students. These activities culminated in the creation of a script as an educational product of the activities carried out, entitled "Script for film club experiences", available at the end of this dissertation. This pedagogical proposal for teaching ethnic-racial relations was developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Programme at CEPAE/UFG. The product was implemented and experienced at the school and the results can be accessed on the YouTube channel called "Film club experiences at school". This channel presents the results obtained after the implementation of a participatory pedagogical intervention, which was carried out based on the proposal by Bergala (2008), Migliorini (2015), Fresquet (2013) and Albuquerque (2022). The results were significant and made it possible to build important knowledge about ethnic-racial issues, as well as stimulating the students' creativity and protagonism.
Gêmeos autistas em processo de alfabetização: linguagem e aprendizagem matemática no ensino regular em Goiânia
(Universidade Federal de Goiás, 2023-11-16) Santos, Maria do Socorro Venancio dos; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, Jaqueline Araújo; Moraes, Moema Gomes; Silva, Paulo Roberto de Jesus; Araújo, Claudia Helena dos Santos
Considering the importance of Special and Inclusive Education in Brazil, this study had the general objective of analyzing how the mathematical literacy process of twin children with Autism Spectrum Disorder (ASD) takes place, based on the use of teaching resources that emerge from their demands. educational. Therefore, we were prompted to investigate which characteristics should contain didactic resources capable of assisting in the literacy process and the development of oral and written mathematical language in twin brothers with ASD? In this sense, the research was qualitative, and for data collection we used technological means and observation and mediation techniques, semi-structured interviews, audio recordings, with the teaching and support teachers, the psychopedagogue, and the therapeutic companion. children's school. This first moment, together with the observations at the school research field were crucial for the creation and development of the Educational Products, the animations “Beto, the fireman” and the pedagogical proposals. The products are available on the YouTube channel, in the appendices and on the website entitled: Beto, the Firefighter: learning about magnitudes and capacity measurements. The Educational Products mentioned were extension tools developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, which contributed both to the pedagogical mediation processes and assisted in the learning process and development of ideas. twins math. As a second enrichment proposal, we developed three Pedagogical Proposals, corresponding to each animation, as a means of offering important information to teachers and professionals that corroborate the process of language, learning and the development of mathematical ideas of twins with ASD. The theoretical constructs of the dissertation in question were explored in Vygotsky and Luria. Thus, the data were analyzed following the assumptions of Vygostky's Socio-Historical-Cultural Theory. In this way, the results obtained provided valuable insights into the role of social interaction, adaptation, pedagogical mediation and language in the construction of mathematical knowledge and the development of higher psychological functions. Therefore, Category 1 Analysis describes social interaction and the concept of adaptation in Vygostky related to twins with ASD in the literacy process; Category 2 Analysis brings aspects related to learning the concept of magnitudes and capacity measurements and the mathematical ideas developed by the twins, associating adaptation and the system of signs and symbols; in Category 3 Analysis, we specify educational demands, outlining pedagogical mediation and the use of teaching resources; we finish with the Analysis of category 4, presenting a focus on the oral and written mathematical language of the twins, relating language and human behavior in Vygotsky.

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