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Item Qualidade da educação no periódico Cadernos de Pesquisa (2018-2022)(Universidade Federal de Goiás, 2023-12-14) Castro, Ana Luisa Rocha; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Mundim, Maria Augusta Peixoto; Miranda, Marilia Gouvea deThis work is part of the research line “Fundamentals of Educational Processes”, of the Programa de Pós-Graduação em Educação at the Faculty of Education of the Universidade Federal de Goiás (UFG). It adopts the guidelines of bibliographical research (Gil, 2002; Lima, Mioto, 2007; Severino, 2016) to understand how the theme of quality of education is conceived in articles published in the journal Cadernos de Pesquisa between the years 2018 to 2022. Part- from the study of Marx's work (2017) on work as a founding category of human sociability, (Gentili, 1995; Enguita, 1995; Freitas, 2018; Dourado, Oliveira, 2011) on the quality of education. In the first section, there is a resumption of what neoliberalism is and how it entered school education through the replacement, in discourses about education, of the defense of quality based on the democratization of access to public schools to the quality of education in increasingly more focused on market interests, towards understanding business logic and its consequences in discourses on the quality of education. The second section presents a brief reflection on how the idea of quality in education was developed in Brazil, followed by a discussion on the concept of quality from a business perspective. The third section presents the analysis of articles selected in the Cadernos de Pesquisa magazine that directly or indirectly mentioned the discussion on the quality of education in the period between 2018 and 2022. As a result, the quality of education appeared linked to themes related to educational inequality, performance and school, ethnic-racial issues, among others. Concern about evaluating the quality of early childhood education has shown to have intensified in recent publications, something that could already be observed in a milder way in previous years. Student assessment, very present in other stages of education, can now be seen as a concern in early childhood education as well. It is necessary that the concept of quality of education is not restricted only to results in tests and large-scale assessments that blame students, teachers and schools for their results without delving into the socio-historical and cultural conditions that permeate everyday school life.Item Biografias de mulheres na história da educação: Benedicta Stahl Sodré, Branca Alves de Lima e Iracema Furtado Soares de Meireles (século XX)(Universidade Federal de Goiás, 2023-10-11) Dias, Ana Raquel Costa; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; ; Valdez, Diane; Panizzolo , Claudia; Rocha, Juliano Guerra; Fialho, Lia Machado Fiuza; Nicolini, CristianoLes vies et les noms des femmes sont importants, et les histoires des enseignantes sont des thèmes fondamentaux pour problématiser l'histoire de l'éducation brésilienne. À cet égard, cette thèse repousse les mécanismes de production et de reproduction qui ont historiquement tenté de réduire au silence les actions et les discours des femmes, en affrontant les dispositifs patriarcaux soutenus par une société représentée par des écrits historiques non pluriels. À cette fin, les noms et les vies de Benedicta Stahl Sodré (1900-1972), Branca Alves de Lima (1910-2001) et Iracema Furtado Soares de Meireles (1907-1982) ont été mis en évidence, en les biographiant historiquement au milieu de la proéminence des documents sur leurs écrits pédagogiques: Cartilha Sodré (1939/1940), Caminho Suave (1948) et A Casinha Feliz (1970). Il s'agit de femmes brésiliennes, blanches, de l'élite, enseignantes, normaliennes, femmes d'affaires et auteures de ces abécédaires et autres matériels pédagogiques. Des femmes, dont les histoires se rapprochent et s'éloignent, éminemment révélatrices d'émancipation, de confrontation et de résistance. La conscience féministe a soustendu cette thèse, nous permettant de comprendre l'importance de l'appartenance, de la prise de décision, des relations et des engagements qui entourent les vies biographiées. Le choix de la biographie historique comme méthode, compte tenu de son statut scientifique propre, repose sur un choix politique, privilégiant la construction d'une histoire diversifiée et articulée. L'objectif était de formuler, de comparer et d'analyser leurs biographies afin de comprendre les espaces qu'elles ont occupés et les époques dans lesquelles elles ont vécu. Benedicta, Branca et Iracema sont devenues le sujet de cette thèse lorsque nous avons trouvé des silences sur leurs histoires de vie, surtout si l'on considère que les abécédaires qu'elles ont écrits ont été largement diffusés, annoncés, propagés, adoptés et vendus avec le soutien du monde complexe des maisons d'édition, de la presse, des actions du gouvernement, des avis publics et d'autres moyens. Ils ont également fait l'objet de recherches universitaires et sont considérés par l'historiographie de l'éducation comme les manuels les plus populaires, les plus vendus et les plus adoptés du XXe siècle. Nous réalisons donc que les stigmates liés au genre peuvent être les principaux responsables des tentatives d'invisibilité, tout en spéculant sur la manière dont d'autres questions ont pu soutenir l'effacement, y compris les attentes de la famille, les choix éditoriaux, les relations de pouvoir et d'autres facteurs. Nous comprenons également l'importance des forces coercitives en place, ainsi que des choix, impositions et décisions individuels. Les chemins que nous avons parcourus nous ont permis de réfléchir aux contextes éducatifs, aux intentions et aux exigences dans les contextes politiques et sociaux. Nous avons voulu explorer la relation singulière des auteurs avec les univers dans lesquels ils se trouvaient, en observant leurs processus d'origine et d'action, en tant qu'êtres sociaux qui donnaient forme à leurs expériences et donnaient sens aux situations et aux actions qui conditionnaient leur existence. En réfléchissant à leurs trois vies, nous nous sommes concentrés sur leur éducation, leurs relations familiales, leur militantisme, leur enseignement, leurs productions scolaires et d'autres aspects. Le processus méthodologique a montré qu'au cours des dernières décennies, les travaux académiques sur la vie des femmes ont connu une augmentation notable, révélant des données sur les trajectoires qui sont précieuses pour comprendre les places occupées par les femmes qui ont travaillé dans l'éducation et leurs exigences. À cette fin, des recherches bibliographiques, de la littérature, des lettres, des invitations, des lois sur l'éducation, des comptes de médias sociaux, des registres du cadastre, des annonces posthumes, des entretiens, du matériel pédagogique produit par les biographes, des recherches universitaires et des sources provenant de la presse périodique nationale ont été utilisés par mesure de précaution, compte tenu de la période qui s'est écoulée entre la naissance et le décès des trois auteurs. Le traitement des collections numériques et des dépôts d'archives s'est avéré essentiel, car ils offraient une variété d'indices. Nous nous sommes appuyés sur la base théorique des discussions sur l'histoire de l'éducation brésilienne, l'histoire biographique et l'histoire des femmes, en donnant la priorité aux femmes auteurs de productions et de conceptions. Nous avons inscrit leurs noms et leurs vies dans l'histoire, sans délégitimer le prestige de leurs productions, mais en affirmant que Benedicta, Branca et Iracema sont plus grandes qu'elles. Ce sont des protagonistes de l'éducation brésilienne, comme tant d'autres femmes qui méritent que leur histoire soit révélée. Crayon en main, elles ont brisé le patriarcat dans les groupes scolaires, les écoles normales, les organisations sociales et politiques et la famille. Nous concluons que les temps sombres qui entourent la vie et les noms de Benedicta, Branca, Iracema et d'innombrables autres éducatrices et écrivaines ne sont plus, parce que les femmes écrivent sur les femmes et les dévoilent dans l'histoire.Item Disputas de poder e organização pedagógica: a escola normal Nossa Senhora Auxiliadora de Anápolis/Goiás (1937-1946)(Universidade Federal de Goiás, 2023-05-09) Fort, Manael Ben Elshad Jennifer St; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Valdez, Diane; Abreu, Sandra Elaine Aires deThis dissertation has the general objective of characterizing the formation of the students of the Normal Nossa Senhora Auxiliadora School- NNSAS from 1937-1946 through its contextualization within a power dispute in the city of Anápolis and the analysis of its pedagogical organization in relation to the different publics that attended specifically the normal school and the domestic school. The time frame was justified by the fact that 1937-1946 marked a period of approximately 10 years of the institution's performance since the process of transferring the Normal School of Annapolis to the sisters of the Salesian Congregation and was located within the dictatorial context of the Estado Novo and the educational dispute between pioneers and Catholics in the country. It was a bibliographical and documentary research, in which, through screening and analysis of selected documents, we were able to critically dialogue with NNSAS's sources. For the problematization of data and expansion of critical reflection on this institution and the training offered within a sociopolitical context, we relied on authors such as: Fernandes (2019); Hahner (2011); Cunha (2013); Barrozo (2016); Daros, (2013); Alves (2014); Borges (2011); Reimer D’abadia and Freitas (2022); Costa and Gonçalves (2019); Borges (2011); Ferreira (2011); Canezin and Loureiro (1994); Frago (2011); Oliveira (2020); Röhrich Ferreira and Souza Arco-Verde (2011); Silveira (2003); Foucault (1999); Ferreira Lopes (2019), among others. The results indicated that ENNSA offered at least two types of training: an elitist training for wealthy class girls and home schooling for poor girls. Her educational vision was based on Don Bosco's preventive system, in which religion served as a pretext to control and tame the students' bodies. Their imposed morality and religiosity were justified by the argument of ensuring the salvation or the transformation of girls into good Christians and honest citizens. However, he realized that this religiosity was devoid of respect and acceptance of the other, where the difference in all aspects were reasons for exclusion.Item Desigualdades educacionais, fracasso escolar e questão racial(Universidade Federal de Goiás, 2023-12-19) Freitas, Gabriel Rocha; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Resende, Anita Cristina Azevedo; Bittar, MonaThis research, of a bibliographic and documentary nature, aims to comprehend the school failure in its relationship with the racial issue in articles published in the journal Cadernos de Pesquisa, in the period between 2018 and 2022 and in the analysis of the document Trajetórias do Sucesso Escolar published by Unicef based on data from the Brazilian School Census. It adopts dialectical-historical materialism as a theoretical reference, highlighting the contributions of Florestan Fernandes and Octavio Ianni to the discussion about racial issue in Brazil and the studies of Maria Helena Souza Patto to investigate the school failure instance. The selected material was examined using an analysis and documentation spreadsheet based on the guidelines for reading and analyzing academic texts (Gil, 2002; Lima and Mioto, 2007; Severino, 2016). The analysis of the selected studies of the journal Cadernos de Pesquisa indicates the emphasis on anti-racist education as the main action to confront racism in school, articulated with two main points: the concern with the implementation of educational policies centered on critical racial approach curricula and the defense of educational practices with such approach, particularly in relation to teaching performance. Within the context of this documental analysis, it was possible to identify an emphasis on school success supposedly justified by the improvement of statistical indices related to grade retention, dropping out, and age-grade distortion. However, it is observed that such displacement obscures historical contradictions intrinsic to racism, which is an essential point to be deepened in further studies. The findings also point out that the Brazilian public school in the scope of Basic Education is more challenging for Black students, especially for male children.Item O financiamento do Programa Nacional de Alimentação Escolar - PNAE no período de 2010-2022: o caso da rede municipal de Goiânia(Universidade Federal de Goiás, 2023-11-01) Gomes, Fernanda Ferreira; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Mesquita, Maria Cristina das Graças Dutra; Oliveira, João Ferreira deThis is a study on the financing of the National School Feeding Program (PNAE) in the context of the public school system in the municipality of Goiânia, with a time frame of 2010 to 2022. The research correlates financial data with the number of students served and seeks to highlight the difficulties and challenges faced in implementing the program. A qualitative approach with a case study was used, as this is appropriate for examining the financing of the PNAE in the municipal context of Goiânia. It collected primary data through transparency platforms and formal requests to the municipality analyzed to obtain specific and up-to-date information. It correlates the financial data with the number of students enrolled in order to understand how the resources are being distributed and to analyze whether the amounts are compatible with the needs of the student population. A literature review was also used to understand the theoretical and historical context of the PNAE, as this is fundamental to the analysis and conclusions. Overall, this research addresses an important and complex area of educational policy and public funding, especially considering the dynamics of neoliberal policies. The results show that the PNAE plays a crucial role in promoting educational equity, ensuring that all students, regardless of their socioeconomic situation, have access to quality meals. However, the lack of adequate adjustments can hinder the program's implementation. In addition, the research highlights the lack of strategic planning in the financing of the program and the increasing dependence on states and municipalities to finance the PNAE.Item O novo ensino médio e as especificidades das disciplinas sociologia e filosofia no documento curricular para Goiás(Universidade Federal de Goiás, 2023-10-20) Marinho, Arlean Chaves; Miranda, Marília Gouvea de; http://lattes.cnpq.br/7051422864028373; Miranda, Marília Gouvea de; Faria, Gina Glaydes Guimarães de; Araújo Júnior, João Ferreira deThis study is linked to the research line Fundamentals of Educational Processes, of the Postgraduate Program in Education at the Federal University of Goiás, and aims to understand how the disciplines Philosophy and Sociology are being offered in the new High School, especially in the context of the Curriculum Document for Goiás – High School Stage. In this particular case, it was necessary to recover the history of these disciplines in that of Brazilian education, to understand the movements of their inclusion in different moments/contexts. National curriculum documents were consulted, such as Law 13415/2017, the National Common Curricular Base (2017), the National Curricular Guidelines for Secondary Education (2018), the Curricular References for the Preparation of Training Itineraries (2018) and, with in greater depth, the Curricular Document for Goiás – Secondary Education Stage (2021), to seek to answer how these documents guide the teaching of the subjects Philosophy and Sociology in the state of Goiás. The construction of the current Secondary Education curriculum is based on the productive restructuring of accumulation flexible and neoliberalism. This context reflects market demands as priorities in the creation of curricula and affects, among others, theoretically based disciplines such as Philosophy and Sociology. The immediacy of the job market, which requires a flexible workforce, imposes itself on solid training at this level of education. With regard to the Curricular Document for the state of Goiás – Secondary Education Stage, in addition to the subjects Philosophy and Sociology remaining in the first year of secondary education, even with a reduced workload, their contents now appear in an interdisciplinary and transdisciplinary manner, and are made more flexible in the Training Itineraries and the Area of Applied Human and Social Sciences. Therefore, despite their specificities, the destination of Philosophy and Sociology subjects in the Goiás curriculum is not very different from what was proposed for High School in Brazil.Item Os processos educacionais na comunidade Kalunga de Monte Alegre de Goiás: reconhecimento e valorização da cultura(Universidade Federal de Goiás, 2023-06-27) Moraes, Sizeny Narciso de; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Faria, Gina Glaydes Guimarães de; Bastos, Rachel Benta MessiasThe research that served as the basis for this dissertation was carried out in the Kalunga Community in the municipality of Monte Alegre de Goiás. The educational processes developed in the community were observed to verify the possibility of recognition and appreciation of culture. The problem investigated addressed: what are the limits and possibilities for recognizing and valuing the culture in the educational processes developed in the Kalunga Community of Monte Alegre de Goiás? The research was theoretically and methodologically based on Paulo Freire's theory of knowledge, in addition to Roque Laraia's approaches that address topics such as culture, education and the appreciation of knowledge constructed by students. Authors such as Kabengele Munanga, Beatriz Nascimento, Abdias Nascimento, Clóvis Moura, Nilma Lino Gomes and Petronilha Silva deal with the quilombo theme as a continuum, as a process of aggregation, struggle and resistance. To achieve the objectives outlined, a bibliographical research was carried out, aiming at an improved analysis of the theme from the perspective of authors who have been analyzing it: Real, Marinho, Taveira and Baiocchi. For the corpus of analysis, it was based on documents produced by the Municipal Department of Education of Monte Alegre de Goiás, such as the Pedagogical Political Project, the internal regulations and the curriculum of the Sucuri School of Monte Alegre de Goiás, as well as the textbooks adopted by the school. National and state documents dealing with the education of the remaining people were also analyzed. The research results may contribute to the characterization of the educational processes that are developed in the Kalunga community.Item "Da infância longínqua à ancianidade presente": tempos e vivências de Cora Coralina (séculos XIX - XX)(Universidade Federal de Goiás, 2023-12-19) Oliveira, Elis Regina da Silva; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Andrade, Ludmila Santos; Vieira , Ilma Socorro Gonçalves Vieira; Siqueira, Ebe Maria de Lima; Furtado, Rita Márcia MagalhãesThis thesis is linked to the State, Policies and History of Education research line of the Postgraduate Program in Education at the Federal University of Goiás. Sedimented in this field, the guiding threads intertwine literature, history and education with the purpose of bringing to light experiences socio-historical aspects of formal and informal education in the state of Goiás at the end of the 19th century, as well as female performance in the limitless society of Goiás in the 20th century. For this exercise of crossing knowledge and perspectives, we took the set of poetic works by Cora Coralina (1889-1985), published during her lifetime, as an object of study revealed from a historical time that unites ‘distant childhood with present age’. Cora Coralina, in her literary writing, demystified the romantic vision of childhood and portrayed a panorama of all the lives she carried within herself. In this mosaic of experiences, we find several images of the ways of instructing and educating children, youth and other stages of life. In view of this, we record the poet's writing state as a 'place of memory' and memories of an adult, distant in time, about her childhood and other times. With her reminiscences, Cora Coralina presents us with different ways of thinking about history, of reviving memory, of reconstituting space. This means that through the pages of the literary text a certain historical reality can be read and interpreted. The investigation has a bibliographic and documentary character, based on cultural history, articulated with the aesthetic elements of literary studies and the educational field. In this way, we understand literature as a problematizing art that transcends the temporal line and reveals everyday forms of life in the most diverse social groups, including childhood within this context. The research results demonstrated that the Coraliniano text, through representations, constitutes a significant source for analyzing facts and events in the City of Goiás during the defined period (end of the 19th century and part of the 20th). We also highlight Cora Coralina's sing as another voice that problematized the history of diverse experiences: childhood, ways of educating them, youth and female action in the face of patriarchal commands and excesses.Item “A Coprec me ensinou a viver” dimensões educativas e libertadoras do trabalho de catadores e catadoras de materiais de reciclagens em Goiânia(Universidade Federal de Goiás, 2023-04-19) Oliveira, Emanuell Lopes Barros; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Machado, Maria Izabel; Almeida, Rosivaldo Pereira deThis academic work is research from the Postgraduate Program in Education at the Faculty of Education at UFG – PPGE/FE whose Research Line is Work, Education and Social Movements. Restoration work has a socio-environmental function of great relevance for the population of Goiânia, therefore, the city of Goiânia has a significant number of groups of recyclable material collectors who work directly in collection, but still face difficulties in carrying out their tasks. activities. In this sense, the research focused on the Dom Fernando Recycling Cooperative – Cooprec, focusing on the process of training waste pickers involved in collective work, taking into account learning and work as a social function. During the research, in the field of education and work, we relied on Adorno, Castel, Durkheim, Freire, Marx, Schwart, Teixeira, Vatin, from the perspective of cooperativism, collective organizations and social movements, we anchored ourselves on Caldart, Gohn, Kuenzer, Schneider, Singer, Valadares, Warren among others. The investigation was carried out with the aim of understanding how members and cooperative members are trained in their work, from a perspective of work as an educational principle. Furthermore, research has turned its attention to aspects of precarious work and education (formal, informal, non-formal). During the research, two semi-structured interviews were carried out with two cooperative founders of Cooprec, in addition to visits and observations of the collectors in their work environment. Given this, it was possible to identify learning characteristics acquired through carrying out the work itself, through techniques, postures, handling machines and coexistence and collective interaction between collectors, knowledge that is not exactly acquired in formal educational establishments. The research also showed us particularities of Cooprec's collectors, which differs from other collector cooperatives, as it does not have former street or landfill collectors on its staff. With this, it was possible to reflect on the characteristics and profile of the collectors, the complexities of the work, the subjectivities and the way in which activities and learning take place from collective and precarious work.Item O potencial formativo da literatura de Paulo Leminski: contradições da racionalidade administrada(Universidade Federal de Goiás, 2023-07-31) Pereira, Rejane Alves; Zanolla, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708; Zanolla, Silvia Rosa da Silva; Pereira, Márcia Ferreira Torres; Borzuk, Cristiane Souza; Paiva, Wilson Aves deThis research aims to analyze how aspects of Paulo Leminski's literature reveal themselves as a formative potential against the administered rationality that transforms, everything and everyone, into merchandise. The research intends to present the contradictions of an education founded on administered rationality, however, when mediated by literature (art and culture), they have the potential to open gaps and point paths for the promotion of a critical (dialectical) attitude, with a view to the adherence of a contextualized resistance movement as in Ensaios e anseios crípticos (2012), Toda Poesia (2012), and A hora da lâmina: últimos textos ninja de Paulo Leminski (2017). Leminski's work allows us to glimpse a discussion about the non-distinction between science, art, and culture as the foundation for the formation of new subjectivities, understood as free and committed to the arduous and infinite task of promoting unique experiences. Thus, knowing that education is hard work that requires courage, we intend to overcome new challenges every day, challenges that strengthen us and enable the defense of culture, of rational and truly human education, based on science and on critical consciousness, that indicate possible paths for a permanent fight against barbarism and in defense of the fundamental rights of humanity.Item A permanência na educação superior: trajetórias de jovens universitários do curso de Filosofia da UFG(Universidade Federal de Goiás, 2023-10-26) Rocha, Rubianny Maria Sales; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Alves, Amone Inácia; Schulz, Almiro; Queiroz, Fabrício David deEste trabajo tuvo como objetivo comprender cómo algunos jóvenes estudiantes de filosofía de la Universidad Federal de Goiás (UFG) permanecen en una institución pública de Educación Superior y se apropian de ese campo a través del desarrollo de estrategias, teniendo en cuenta la realidad social del estudiante y las exigencias del curso. La discusión sobre las condiciones de los estudiantes de clases populares cobró mayor relevancia en el contexto global de la pandemia, durante el cual las universidades se vieron obligadas a adoptar la enseñanza remota para mantener sus actividades académicas. En este escenario, las limitaciones de recursos de los jóvenes universitarios en desventaja económica para realizar las tareas que exige la carrera ganaron protagonismo en los medios de comunicación, así como la voluntad de desarrollar acciones para permanecer en la Educación Superior y progresar en el ámbito universitario a través de la formulación de estrategias. Este trabajo tiene tres capítulos. En el primer capítulo se aborda el proceso histórico de desarrollo universitario desde la fundación de las primeras instituciones, destacando las características estructurantes, el contexto y las transformaciones que se han producido en el ámbito universitario a lo largo de los últimos siete siglos. El segundo capítulo se centra en analizar, a la luz de las ideas formuladas por el sociólogo francés Pierre Bourdieu, la estructura del campo universitario organizado a través de una red de relaciones objetivas entre posiciones de poder, prácticas, adquisición de capital y estrategias desarrolladas por los agentes recién llegados. o no, de acuerdo con las normas y leyes propias del campo en la búsqueda de la permanencia en este espacio de disputa. En el tercer capítulo, se destacan los desafíos que enfrentaron los jóvenes estudiantes de la Facultad de Filosofía (FAFIL/UFG) durante su trayectoria universitaria y las estrategias que desarrollaron para enfrentar las adversidades. El estudio demostró que las estrategias desarrolladas por los jóvenes participantes de la investigación buscan llenar un vacío de capital cultural que comienza con la precaria enseñanza de la filosofía en la Educación Básica como medio para permanecer en la universidad. Además, se abordaron las dificultades y desafíos que se enfrentan al ingresar a la universidad, incluida la adaptación a la carga académica y las materias. Además, se discutieron los desafíos y estrategias para conciliar la vida estudiantil con la laboral, así como los motivos para elegir la carrera y la institución, así como las perspectivas de futuro luego de finalizar la carrera. Esta investigación es de carácter cualitativo, bibliográfica y documental, con investigación de campo utilizando un cuestionario virtual y entrevistas semiestructuradas como fuentes de recolección de datos a cuatro jóvenes estudiantes de el Bachiller en Filosofía. Este trabajo forma parte de la línea de investigación Cultura y Procesos Educativos del Programa de Posgrado en Educación (PPGE/FE/UFG) y fue desarrollado durante el período en que la investigadora fue becaria de la FAPEG.Item Formação continuada de professoras da Educação Infantil em Goiás: concepções e perspectivas(Universidade Federal de Goiás, 2022-08-23) Santos , Cristiane Riberio dos; Barbosa , Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa , Ivone Garcia; Suanno , Marilza Vanessa Rosa; Silveria, Telma Aparecida Teles MartinsThis research was developed in the Graduate Program in Education (PPGE) at the Faculty of Education (FE) of the Federal University of Goiás (UFG), in the line of research “Teaching Professional, Training and Educational Practices”, and is one of the actions of the project “Public policies and childhood education in Goiás: history, conceptions, projects and practices”, linked to the Center for Studies and Research on Childhood and its Education in Different Contexts (NEPIEC). The investigation arose from the interest of identifying which are the continuous or non-continuous training processes experienced by Childhood Education teachers at public institutions and understanding, from the perspective of the teachers, whether these courses reach the entirety of the teaching praxis. Since the perspective of teachers from seven municipalities in the State of Goiás, the general objective was to know the continuous education courses offered to Childhood Education teachers, analyzing whether they have been effectively contributing to the constitution of a critical and emancipatory teaching practice. For this, the following specific objectives were listed: to know and analyze the scientific-academic production that deals with the continuous education of Childhood Education teachers; systematically analyze some legal documents about continuous education at national and state levels; to investigate the teachers' conceptions and perspectives on continuous education courses carried out after initial training, and to understand what are the formative processes, continued and experienced by Childhood Education teachers in public institutions. The investigation process was consolidated based on the method of historical-dialectical materialism, on the works of several Marxist authors, allowing a scientific and critical reading of material reality, as well as understanding the multifaceted aspects and links that constitute continuous education. The methodology was anchored on a qualitative perspective, with a theoretical-bibliographic survey step, a documental analysis of laws and guidelines and an empirical stage. In this, there was a participation of 101 teachers from seven municipalities in the State of Goiás. An online questionnaire on a social networking platform was used as a methodological instrument. The research notes showed that public policies for teacher training have advanced in order to regulate continuous training processes as a right linked to teaching. However, the contradictions of the historical context and the privatist character of education in neoliberal times did not allow effective and continued consolidation in training throughout the teaching career. It is understood that it is necessary public policies building for the teachers training, at the national and municipal levels, that meet the training specificities related to the education and care of children in the first stage of Basic Education.Item Itinerários formativos na produção acadêmica(Universidade Federal de Goiás, 2023-12-15) Viana, Kamila Barros; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Miranda, Marilia Gouvea de; Araujo Júnior, João Ferreira deThis work aims to understand, through bibliographical research, the discussion about the training itineraries in the proposal for the “New” Secondary Education in works published in the Brazilian Digital Library of Theses and Dissertations (BDTD), considering the production from 2018 onwards, year immediately following the officialization of the reform. For this study, the documents that support the “New” Secondary Education were examined, particularly Provisional Measure No. 746 of 2016, Law No. 13,415/2017 and the Common National Curricular Base (BNCC). Authors critical of the reform, such as Kuenzer (1989, 2007), Frigotto (2013, 2016) and Ciavatta and Ramos (2012), support the work. The results indicate the prevalence of the critical positioning of the works in relation to the “New” Secondary Education, summarized in the following points: the functionality of the reform to the (neo)liberal logic through the intensification of public-private partnerships associated with the promise of freedom of choice for students training itineraries by students, children of the working class, which obscures the resumption of the duality of education and the process of maintaining relations of exploitation of the working class by capital.