Doutorado em Educação (FE)

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Entre sombras e flores: continuidades e rupturas na educação estética de devotos-artistas de Santos Reis
(Universidade Federal de Goiás, 2006-08-05) SOARES, Marcos Antônio; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284
This work is a research about the esthetic education of worshipper artists that integrate the Companies of Santos Reis do Jardim das Aroeiras and of Jardim Primavera, in Goiânia, Goiás, and it is linked to the research line Education, work and social movements in FE/UFG. Based on a dialectic and historical orientation, mainly, with the contributions of Antonio Gramsci and authors linked to the theoretical and methodological perspective of Marx, it was led the investigation process with procedures and used resources by the bibliographic and empiric research of ethnographic type. Answering to the challenges of the problem previous delimitated, we decided to divide the exposition in four distinct and complementary chapters. Initially, we present a reflection about the concepts and essential implications to the understanding of the thematic referred, specially, in relation to the particularities and senses that hold the terms culture, esthetic, art and education. Based on the reference of Gramsci, we develop, at the second chapter, the analysis of some aspects of the complex social-cultural context in which the life and the knowing of the denominated simple man are processed. The third chapter deals with the deciding, social-historic and contradictories concepts, related to the religion, devotion and tradition phenomenon. At the last chapter, when we articulate the several concepts, we also analyze the aspects that involve a concrete educative situation and shared by worshipper artists of Santos Reis in their courses, meetings and singing moments around the neighborhoods in Goiânia, aiming the comprehension of the mediations, appropriation and socialization of the artistic knowing produced on a determined social-cultural context with their continuities and ruptures. At this research, it was noticed the understanding of the education as an essential phenomenon of constitution, appropriation and transformation of the popular culture, like a social practice historically sited and interested, returned to the concretization of certain desires and attitudes, makings and knowings, ways of being and living, which demands symbolic and material mediations, social interactions and mutual helping, constant repetitions and improved masteries. Besides, it was confirmed the necessity of deepening about the education that it is processed in different moments and spaces of the social life.
Uma escola inclusiva de referência no contexto da educação especial no estado de Goiás: um estudo de caso
(Universidade Federal de Goiás, 2006-09-01) ALMEIDA, Gisella de Souza; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449
This study seeks to understand the process of implementation and results of the Inclusive Education Proposal into the mainstream education system of the Goiás State. The Superintendence of Special Education, which is a sector of the State Secretariat of Education, is responsible for this proposal. By using a case study, this study looks at the Inclusive School of Reference (Escola Inclusiva de Referência EIR) located in the capital of the state, that is, the Goiânia city. Since 1999, the State Government of Goiás, implemented the Educating for Diversity State Programme that aims to disseminate and implement the national guidelines for inclusion. The Inclusive School of Reference is a central organization in developing this policy. Considering this, this study reviews the development of special education policy in the state of Goiás from 1990 as well as it describes and analyses how the inclusive education proposal happens into the school and in its classrooms. Data has been gathered by using observation, formal and informal interviews, documental analysis and other information collected in the school. A qualitative descriptive and reflective analysis of the data has been carried out by adopting the theoretical and methodological framework of the Phenomenology, by which the study tries to understand the school as a phenomenon in the field. Throughout the study, then, numerous questions have emerged, amongst these, what is an inclusive school of reference? Can the State of Goiás School of Reference be considered a reference? Why? Is Education, in its own rights, inclusive? Finally, perceptions and perspectives are enlightened by the study as a means to contribute to push inclusive education forward.
Lugar é laço: o saber profundo nas comunidades goianas de Cibele e Caiçara
(Universidade Federal de Goiás, 2006-10-13) ARAÚJO, Maria Emília Carvalho de; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284
Deep knowing is the conceptual matrix of this reflection, based on the agreement of that the process to learn and to teach is not restricted to the school, neither is exclusive fruit of the scientific rationality. For communities to know deep the citizens of the towns of Cibele and Caiçara are called, small agroupments of people near to the city of Itapuranga. The topofilies of knowing are the houses, churches, markets, locus of that pedagogical, verticalized essence of learning and teaching, underground in the collective memory of a community. In it I appeal to the depth knowing of the prayers and blessings, of the chore in cultivated filds and the houses, and of imaginary passes through, is that this study, established is placed theoretically in the Daily one from Michel Maffesoli, Manoel Barbosa and Jose Carlos de Paula Carvalho, who drinks in the source of the Deep Anthopology of Gilbert Durand and of the Paradigm of the Complexity of Edgar Morin. The study it is also based on Cliford Geertz, searching the said one of these primitive-next , dionisíacs citizens of blackfiels studied by Maria Isaura Pereira de Queiroz, Antonio Candido, Jose de Sousa Martins, Carlos Rodrigues Brandão and, more recently, for Jadir de Morais Pessoa. Modernity in its to know connoisseur if strangles, suspicion of a rational universe that falls down in the certainty of knowing them old, deep of the collective memory. This study, finally, it opens doors for a dialogue between anthropology, sociology, psychology and pedagogia. This to compose in depth has in the center the man and its imaginary one, the genetic and fenotípic system, the partner-cultural complex, beams of one all, neglected for the rational utilitarian knowledge of the modern times.
INFÂNCIA, FAMÍLIA E CRECHE: um estudo dos significados atribuídos por pais e educadoras de uma instituição filantrópica
(Universidade Federal de Goiás, 2006-10-30) ARAÚJO, Denise Silva; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128
This research set out to study the meaning and significance of childhood, family and crèche for educators and family members of children attending a philanthropic institute in the southern region of Goiânia. In order to carry out this investigation, the socio-historical-dialectical method was used to study the phenomena of the concrete reality, in ongoing relationships with other phenomena, which are formed in the contradictions of antagonistic forces of movement and transformation. The unfolding of the social reality from a perspective of wholeness requires work of appropriation, organization and exposition of the facts, in which the target is the thought-out concrete reality. This theoretical appropriation involves the exercise of critical interpretation and evaluation of the facts, as a fundamental prerequisite for dialectic thinking. As a result of this epistemological stance, a qualitative approach was proposed for the investigative process and for the treatment of information. To arrive at these, semi-structured interviews were used, in which the subjects co-participants of the research process were able to express their opinions freely about the proposed themes, in order to allow for a broader understanding of the object under investigation. Working from these theoretical methodological presuppositions, an effort was made to understand the different meanings which family members and educators build around the role of the family and crèche, in caring and educating in the early years of childhood. In the analysis of the speech of the subjects, an understanding was sought of the meanings attributed to childhood: those connected to an idealized and naturalized conception of the child or those which permit an understanding of them as social subjects, involved in the concrete reality of social relationships. As well as that, it was hoped to grasp the conception of education, through analyzing the meaning attributed to the family and crèche in the social task of caring for and educating children from birth to the age of three. At different moments throughout this analytical process, it was possible to detail the meaning which the subjects attributed to the proposed themes and relate the similarities and differences between the constructed meanings, in their individual and social journeys. Meaning is understood as the most stable dimension of the word, but only one of the meaning zones which it acquires in the context of a discourse. Meaning is the sum of all the psychological factors which a word provokes in the conscience. It is the most singular aspect of the subject. Even though this distinction is adopted, the concepts of significance and meaning are understood as inseparable in the awareness of the subject, in his/her concrete involvement in life. These two dimensions in the process of meaning express the singularity and universality of social life in which the subject is, at the same time, product and producer. Thus, in this study, meaning and significance were analyzed at the same time, in the search for an understanding of the dialectic between the two. However, preference was given to the analysis of significance in order to make a comparison possible between two groups of interlocutors: family members and educators. The organizing plank of this investigation was the family, understood both as the milieu and as the social group, made up of people who assume different roles, and live out complex affective exchanges. They construct and reconstruct their understanding of the world and of themselves, mutually influencing each other to the extent that they are organized to satisfy individual and group necessities. Their involvement in the educational milieu of the crèche by means of the child provokes a construction of meanings and significance permeated by conflict and tensions in the social group.
O ensino da odontologia no Brasil: concepções e agentes
(Universidade Federal de Goiás, 2006-11-16) QUEIROZ, Maria Goretti; DOURADO, Luiz Fernandes; http://lattes.cnpq.br/1883931901388039
The aim of this documental exploratory study was to investigate the evolution of dental education in Brazil based on three main organizations: the Pan American Health Organization (PAHO), the Kellogg Foundation (KF) and the Brazilian Dental Education Association (BDEA). The study covers the period since the institutionalization of dental education in Brazil in 1856, until the National Curriculum Guidelines for Undergraduate Courses in 2002. References: high education and health education legislation, the history of high education in Brazil, and PAHO, KF and BDEA documents and recommendations about health human resources. Changes until 1961 were determined by government and were not attended by professional categories. Education was not in accordance with norms and disciplines were not homogeneous in different courses despite of the existence of legislation. In 1961, the Education Basis and Guidelines law, some distortions were amended. Universitary Reform in 1968, influenced by the North-American model, introduced changes like modernization of high education, and inclusion of levels of education in Dentistry. Learning and practice models had structural limits due to high costs and difficulties for implementation. Many interventions tried to adjust dental education to the regional and national scenario and to include Dentistry in the health area. It must be highlighted the importance of the National Curriculum Guidelines for Undergraduate Courses, as a result of the Viña del Mar Seminar (1955), and the involvement of PAHO, KF and BDEA in this process. The collective construction of the National Curriculum Guidelines emphasized the need of an effective public health system and professional education in accordance with public services. Different protagonists and concepts originated many discussions and tensions, often not understudied by professionals. Concepts and political and pedagogical projects in dental education need to be more cleared and professional categories must lead the construction of a new dentist and reinforcement of the Sanitary Reform. Local and regional disparities also may be taken into account in this process. Dental profession must also conduct discussion about dental personnel, including auxiliary dental professionals
Certezas e incertezas da educação profissional por competências
(Universidade Federal de Goiás, 2007-05-18) COSTA, Manoel Pereira da; MASCARENHAS, Angela Cristina Belém; http://lattes.cnpq.br/5142224514451312
This thesis is situated at the research line: work, education and social moviments. Since it, it was investigated the multiple accepts that the term competence assumes at the professional education field. The investigation problem was to understand the bond that the professional education by competence has with the work world and if it is joined to this last one. The thesis bases on the pedagogy theory of the competencies with its certainties and uncertainties, so the work as a educative principal makes us to think again about the links between the productive life and culture, with the historical constitution, the autonomy, freedom and emancipation of the human being. The approach with the study object occurred by a wide literature review, consults to documents and publications about the subject. It also occurred by the analysis of a corporation of the professional education, SENAI National Service of Industrial Learning (Serviço Nacional de Aprendizagem Industrial), and its methodologies, that has as reference the Goiás SENAI. The aim was to discuss about the certainties and uncertainties that constitute the curriculum by competencies as elements of strategic mediations for both attitude and methodological changes related to the teachers and students acts. We concluded that a true background by competence just will be realized, at the scholar everyday life, if it propitiate to the students access conditions to a knowledge that goes beyond the scholar books, favoring them the development of the investigation spirit and the capacity to solve problems
Tornar-se Professor: a formação desenvolvida nos cursos de Física, Matemática e Química da Universidade Federal de Uberlândia
(Universidade Federal de Goiás, 2007-07-06) MELO, Geovana Ferreira; GUIMARÃES, Valter Soares; http://lattes.cnpq.br/2733981651920914
This current study discusses the teacher education program developed at Federal University of Uberlândia, based on the analysis of three undergraduate courses: Physics, Mathematics and Chemistry. The purposed aims were: to point out and to analyze the main difficulties encountered throughout the teacher education program by the students; to identify the teaching knowledge produced in these courses, assimilated and used in a daily practice routine by the undergraduate students for their internship; to comprehend whether the specific contents, in the way they are worked, may lead to a pedagogical transposition; identify the predominant teaching practice in the courses that the most contribute for the development of a professional identity of the undergraduate students. We have had the institution and courses records, also the legal documentation, as references to analyze the scientific production in the field. A significant part of the data was obtained with the courses coordinators and professors who have been interviewed and focus groups formed by students. The analysis points out mainly to a solid teaching program of the specific content area in the courses which emphasize the subject content domain; however no unfolding attention regards to the teacher education program. This fact is a clear evidence of how far apart the academic knowledge is from the school knowledge. The features of the teaching education program rely on professional knowledge which is worked in a way that may lead to a professional identity development. The teaching procedures, gestures and relations established between the professors and undergraduate students have great relevance in the learning process of a profession, moreover, by the environment character of how the teaching education program occurs. The main teaching education practices highlighted by the undergraduate students are related to activities which are developed in groups when students and professors act as interlocutors. Furthermore, other activities stand out, such as: seminars, in-class discussions, curricular internship and experiences exchange with peers, besides the competent action of some professors. Despite some issues emerged from this study, several aspects of the initial formation, developed at University, help to make the university a exceptional lócus for elaborating knowledge, for developing professional identities, ways of acting and insertion in the profession. Some data points to the ability of reflecting about education, teaching, the process of teaching and learning how demonstrated by some students; the way they assume their own manners of acting without much support from and in their courses, but from a professional awareness committed with education improvement; students willing, especially those from the Mathematics and Chemistry courses, to identify themselves with the profession in spite of the upset and low status of teaching profession. The research has found out that the courses theory- scientific quality and the professors willing to discuss the teaching education program are vital to increase the improvements in this field nationwide.
O ensino suprerior de administração no Brasil e em Goiás: expansão, privatização e mercantilização no período de 1995-2006
(Universidade Federal de Goiás, 2007-07-30) LIMA, Tereza Cristina M. Pinheiro de; MACEDO FILHA, Maurides Batista; http://lattes.cnpq.br/8107202394331830
This research intends to examine the expansion of the undergraduate teaching in Administration, specifically in Brazil and Goias state, through the period of 1995-2006, which was marked by deep transformations in the political, economic and social structures of the country, starting from the mercantilism, privatization and inland of that education level. This project analyzes the expansion of the undergraduate teaching in the context of a Brazilian State Reformation. It takes the politics of undergraduate teaching expansion in Administration within the conjuncture of the transformations in the capitalist way of production in Brazil, exploring, inclusively, the orientations of the neoliberal politics divulged by the multilateral organisms. The implemented government politics represent the crowning of the neoliberal politics in Goias, with predominance for the private teaching (with public budgets), in which the logic is settled by the criteria of the market, of the competition, of the lowest investment and largest profit. The methodological course includes bibliographical research, official documents, state and national organisms websites, as well as websites in IES researched in Goiás, questionnaires and interviews with protagonists of this history. The researched universe included 47 courses of Administration created in the period of 1995 - 2006, which 18 courses are carried out in Goiania, 29 inside the state, 9 in public IES and 38 in private IES. The results of the research indicate a significant growth of the private undergraduate teaching, the narrow relationship of the expansion, privatization and the inland of the undergraduate teaching in Administration. It presents the expansion of the course with its multiple qualifications as market strategy in order to supply the labor market, to generate profits to the educational entrepreneurs, disfiguring the course of Administration. It still indicates that creating courses of Administration was an investment opportunity in the world of businesses, delineating the privatized expansion of the undergraduate teaching in the country and in Goias state
Educação do corpo: produção e reprodução.
(Universidade Federal de Goiás, 2007-08-03) BAPTISTA, Tadeu João Ribeiro; RESENDE, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249
The body as study object is an actual discuss. So, intends to discuss the body education in capitalism. The Question is How the body form in capitalism is determinate? The aim is the identification of how the mediations to determinate the body s form are established. The theoretical references are Marx, Adorno and Horkheimer; Lukács. This theoretical work shows that productions and consumption interests of capitalist production mode determinates the body form.
Coordenação pedagógica na educação infantil: trabalho e identidade de profissional na rede municipal de ensino de Goiânia
(Universidade Federal de Goiás, 2007-08-03) LIMA, Nancy Nonato de; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128
Our research composes one of various subprojects on development in the project Public Politics and Childhood Education in Goiás: history, conceptions, projects and practical, of the Studies and Researches of Childhood Education group, on the research line Teaching Formation and Professionalization for the concession of the doctor s degree on the research program of the Education Faculty, in the Federal University of Goiás. We investigate the pedagogical coordination at the childhood education, trying to understand the work and the constitution of the professional identities of the pedagogical coordinators on the Municipal Centers of Childhood Education in Goiânia. We adopt the principle that the pedagogical coordination is one dimension in the administration, responsible for the collective joint of pedagogical and political project as well as of learning and teaching process, on a democratic perspective. On the basis of dialectical materialist method, we developed one theoretical research, documental and empirical, with the participation of ninety and three pedagogical coordinators, on seventy and six childhood educational centers, in the years of 2005 and 2006. The investigative data construction articulates documents analysis, questionnaires and interviews. Aiming at to catch the concrete and contradictory movement of the research object on the social and historical totality, we realized analysis and critical reflections on a dialogue with Marx, Mészáros, Frigotto, Mascarenhas, Kuenzer; in educational administration area: Dourado, Paro, Silva Jr., Oliveira, D.; on the childhood education field: Barbosa, Oliveira, Z., Rosemberg, Arce, Faria; about the educator s formation course: Brzezinski, Freitas, H., Anfope. We identify challenges, commitments and not commitments, possible advanced for the childhood education as a field of public politics, to understand the material and symbolical conditions that mediates the pedagogical work in this educational stage. We analyze the history and actual proposes for scholar administration of the educational municipal system and we evidence limits and possibilities, around the democratic administration, that we understand as a necessary utopy on the fight for social quality on education, in opposition to the total quality desired for the market. We perceive the complexity, the challenges and the ambiguous aspect of the coordination work on the educational childhood centers, where the professional identities construction happens on the social production process and incorporates collective and individual aspects in the images and self images historically transformed of the teaching work, the educator s formation courses identity, school supervision, educational childhood institutions, child and childhood. Catching the contradiction of the real is possible to affirm that the pedagogical coordinators play an important role on the childhood centers administration, being able to contribute for a democratic and collective administration on the childhood education, in the historical limits of the social materiality
Filosofia e política: o sentido da educação e da cultura
(Universidade Federal de Goiás, 2007-08-06) SILVA, Lázaro Aparecido; COELHO, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078
Culture and educational process, reflections about the education meaning, I ask about the reality. Theoretical issue in Hannah Arendt s thinking and others philosophers which she refers, I examine the vita contemplative and the vita active whit its implications in the culture. So, my conclusion is that the means of education isn t to demonstrate how reality is, but how it would became, affirming the metaphysic s merit.
Sociedade, indivíduo e fetiche: a constituição da subjetividade no âmbito da indústria cultural
(Universidade Federal de Goiás, 2007-08-30) BASTOS, Luciene Maria; ZANOLLA, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708
The present study is part of the Cultural and Educacional Process Research Line and aims at investigating the loss of meaning of education as culture in the constitution of subjectivity in a scope in which the cultural industry is a privileged means of socialization. The individual tends to make bonds with adaptation and acceptance of the existing things as natural and unchangeable. A similar constitution metamorphoses the individual into indifferentiated and fetishised object, once it excludes denial as part of human life in society, resulting in identification and adjustment to the established social organisation. This study seeks understanding of the elements and processes that produce what can be called fetishising of subjectivity. By researches bibliographical, in order to reach such understanding, it is sought in Adorno and Horkheimer, the fertility of their analysis of the rationality that goes through culture and society since the beginning of the present time. Subjectivity is seen as constitution present specifically in society, process mediated by contradictions and clashes between private dimensions (individual) and universal (social), which the individual is composed by. Labour, the creating activity of men, in the scope of production of life under the rules of capitalism is found submitted to this mean of production, generating an alienated human constitution, both materially and spiritually. From this study, it can be concluded that the conditions of blocking autonomous subjectivity occur in historical conditions. This is the tendency of present society, since it is a social organisation ruled by capital. Such adjustment does not nullify the constitution of a critical, autonomous subjectivity, since this a continuous human process, and as such, surrounded by uncertainties and possibilities.
A teofania em grande sertao: veredas-por uma pedagogia dos simbolos
(Universidade Federal de Goiás, 2007-09-06) AMARAL, Roberto Antonio Penedo do; TURCHI, Maria Zaira; http://lattes.cnpq.br/1028003493670371; PEIXOTO, Adão José; lattes.cnpq.br/6113087861690446
This thesis is within the Research Line: Culture and Educational Processes. The object of study referred here is the literary work Grande Sertão: Veredas (2001), by João Guimarães Rosa. The fundamental aims of this thesis are: to present a theophanical dimension as the symbolic essential matter of Rosean´s major work and to defend a perspective of a pedagogy of the symbols or spiritual as a compulsory formative demand for human and mundane living in modern times. The theoretical background of this research is supported by the hermeneuthic of the symbols of the French thinker Gilbert Durand. The procedure was of a hermeneuthical exercise of the symbolic fountain present in Grande Sertão: Veredas, confronting it with the religious Judaic-Christian canon of the Holy Bible. The main contribution of this thesis is in the affirmation that, for the exercise of an authentic symbolic experience in our times, it is necessary to problematize the univocity of the racionalist and scientificist discourse of modern pedagogy, in favor of a pedagogy of the symbols or spiritual, which leads us again to the direction of the re-living of our Imago Dei. Towards that, the fundamental importance of the search of the intimacy with the symbolic dimension, epiphany and theophany, present in literary works and, above all, in the Holy Book.
A especialização como espaço de formação continuada do professor de educação infantil em Goiás
(Universidade Federal de Goiás, 2007-09-24) BOLDRIN, Leila Conceição Fávaro; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128
A POÉTICA NA FORMAÇÃO HUMANA - leituras de uma educadora
(Universidade Federal de Goiás, 2008-06-24) BERNARDES, Sueli Teresinha de Abreu; BRANDÃO, Carlos Rodrigues; http://lattes.cnpq.br/7721657000564411; PEIXOTO, Adão José; lattes.cnpq.br/6113087861690446
Due to a search for the ineffable and for the beauty of artistic creation, did we make the decision of transforming into a thesis, the lengthy reflections about the meaning of art and its relations with human development. I uphold the thesis that art is a means of acquiring deep, inventive and distracting knowledge which can give meaning and grounding to the world, to our neighbour, and to man himself, thus contributing to human development. To show this, I interweave emotions and reflection, and I decide for a theoretical research. Methodologically, I approach Gaston Bachelard s phenomenology of the imagination. At the same time as this French philosopher is read as a word dreamer , who expresses his reflections as from a consciousness of wonderfulness before poetical images, he is also the author that teaches me to read himself, and more still, to search for the meaning of poetics in the development of man. The scope of an investigating eye is a reflection on the issues that involve human development and its relationship with art, aspects which are almost silenced in the pedagogic theories. Thus, the place of speech is the convergence of philosophy, art, education and from this point I aim at supporting the issues: how does art mould manners of being? In what way does it contribute so that people may see themselves as beings that may always surpass themselves? In order to do this, I talk with chosen and welcomed philosophers and educators who think art as substantive and significant. Mayhap in an infringing gesture, of a thought tucked away in some frontier, I search for artists to think about human development, to understand the basis and the pathway of this originally Greek ideal, an ideal of realized harmony and beauty, not only in and as a masterpiece, but in the person himself. The studies carried out allow me to say that man ascends to another means of being; he forms and transforms himself while searching for the object of his daydreaming which the artistic creation offers him
"Enraizamento de esperança" : as bases teóricas do movimento de Educação de Base em Goiás
(Universidade Federal de Goiás, 2008-08-11) RODRIGUES, Maria Emília de Castro; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284
Our Subject of study in the line research the Education, Work and Social Moviments of the Education Doctorate, the Movement of Basic Education in Goiás (MEB-Goiás), in the 1960s, carried out the process of adult education in rural areas, through the radio. It is a case built through the review of the literature related to the theme; by the analysis of documents (books, newspapers, texts, theses and dissertations, literature, poetry, songs, letters, interviews etc.), that recover stories of life and actions of those who built the MEB-Goiás, pursuing to capture theoretical and philosophicalpolitical benchmarks which influenced and argued its political-educational practice. The datas were analyzed based on readings of works from authors like Amado, Bosi, Brandão, Chardin, Fávero, Freire, Kadt, Lima e Arantes, Mounier, Peixoto Filho, Pessoa, Queiroz, Thompson, Vaz, and others. The analysis of the MEB-Goiás, in 1961 the 1966, indicated that the political and educational practice historically situated and therefore with the peasants, was a result of a possible construction, because of the confluence of a number of factors, like: the historic moment; the histories of life, commitment and militancy of Team Central and monitors the movement, supporting popular adults literacy/education articulated to the aims and needs of workers from rural areas; the dialogue with the theoretical reference from MEB-Nacional, from national and international authors in Church, social movements and popular education; the option, from the end of 1962, for a critical and transforming education.
MEDIAÇÃO FAMILIAR EM PROCESSO: FORMAÇÃO DE JOVENS ESTUDANTES DO ENSINO SUPERIOR
(Universidade Federal de Goiás, 2008-08-21) QUEIROZ, Edna Mendonça Oliveira de; MIRANDA, Marilia Gouvea de; http://lattes.cnpq.br/7051422864028373
The main principles guiding this research is that of the Educational Culture and Processes. The objective of this thesis is to learn in which way the family, as a medium of socializing, continues to operate in the development of youth in actuality. An accentuated process of change that is currently taking place in traditional socializing structures, moreover, within the family and the school, due to the transformations taking place in today s society. Some specialists such as Dubet, Melucci and Singly, among others, theorize that in particular, the family was removed from its condition as a fundamental locus of the sociability of children and adolescents. Investigating students that were successful in their entrance exams in two of the most sought after programs at the Federal University of Goiás, Medicine and Law, verifying how the family was present within the process that culminated in this acceptance to the University for the student, particularly in the fewer number of cases of students who graduated from public high schools. This analysis consists of proceedings from a socioeconomic-cultural questionnaire acquired from the Admissions Centre of the Federal University of Goiás completed by the successful candidates and those who passed the entrance exams from 2005 to 2007 in the programs of Medicine and Law, as well as semi-structured interviews with the youth that were enrolled in the same semester, within these programs. In accordance with the referenced Adorno e Horkheimer, regarding the individual relations and those found within society, in addition to Freud s theory which entails the mechanisms of the identification that permit the analysis of the family as a social space as a determinant in which the psyche of the individual develops, this research paper will reveal the internalizing efficient familiar processes that will provide one with the realization of the tension that constitutes the internal relations when confronted with social reality, the internalized web through emotional support that, many times, does not allow itself to be recognized immediately. The conducted empirical study permits one to affirm that the families of the interviewed young prevail as referred in the constitution of youth, orientating them, directly or indirectly in their actions. The family, therefore, predominates with great vigor at the forefront of the other social spheres that encircle, contemporarily speaking, these youth.
Capacitação de professores de Classe Hospitalar em relação professor-aluno/paciente na perspectiva balintiana.
(Universidade Federal de Goiás, 2008-08-22) BRANCO, Rita Francis Gonzalez Y Rodrigues; ALMEIDA, Dulce Barros de; lattes.cnpq.br/5384930171127449
Search line: Culture and Educational Processes. Search object: Balint theory/Balint groups in the qualification of hospital classes teachers. Objective: study the qualification through Balint theory/Balint groups. Existential action search with the teachers of Projeto Hoje from SEE/GO. The analysis of the results shows 5 groups for discussion: identity of the hospital classes teachers; action-reflection-action; pedagogical act; pedagogical listening and transference/ contratransference. The discourse of the teachers was red about Balint theory. Conclusion: the teachers presented: the enlargement of the personal resilience; development of the pedagogical listening; the most perception of the defense mechanisms; comprehension of the illness process; comprehension of the limits and possibilities and the most discernment of the feelings
FINANCIAMENTO PÚBLICO ESTUDANTIL DO ENSINO SUPERIOR: UMA ANÁLISE COMPARATIVA DOS CASOS DO BRASIL E DE PORTUGAL
(Universidade Federal de Goiás, 2008-08-22) SOUSA, Ana Maria Gonçalves de; OLIVEIRA, João Ferreira de; http://lattes.cnpq.br/9753142663168623
This research has as its theme the student public funding in higher education in Brazil and in Portugal and it is inserted in the State and Educational Policies field in the Post-Graduation Education Program at Goiás Federal University (UFG). This research analyses the systems of public education financing in higher education for low income Brazilian and Portuguese students. It studies the public financing programs in both countries: the Portuguese scholarship, Bolsa Estudantil, and two Brazilian programs: Higher Education Student Loan Fund (FIES) and University for All Program (ProUni). It tries to identify, characterize and compare these programs to evaluate their contribution to the access to higher education democratization process in these countries. It performs a comparative analysis based on bibliographical and documental reviews and it is based on the research done by Nóvoa (1998), Pereyra (1990), Popkewitz (1997, 2000), Koifman (2004) and others. It prioritizes the studies about qualitative and quantitative practices made by Thiollent (1984), Lüdke e André (1986), Bogdan e Biklen (1994). The reflections on reform, equality, justice, regulation, public and private are based on studies made by Afonso (2003), Barroso (2003, 2006), Bobbio (2004, 2007), Sacristán e Gómez (1998), Popkewitz (1997, 2000), Montoro (1980), Carnoy (2002), Severino (2005) and other thinkers. The bibliographical review on higher education finance has the support of Cabrito (2002), Conceição et al. (1998) e Seixas s (2003) works and it also presents the reviews of the documents and laws about student loan public financing produced by international institutions and by Brazil s and Portugal s governments. The comparative analysis of the student loan programs in these countries allowed the identification of similarities and differences, considering the particularities of each country. The research shows the increasing public participation in the financing of private higher education institutions through scholarship programs justified by a democratization of access process. This alteration, in the last decades, occurred due to economical, social and political reforms, especially the neoliberal state policy reform. It concludes that the student loan public financing policies in Brazil and in Portugal have not achieved yet the goal of allowing low income students universal access to higher education.
Programa Nacional de Incentivo a Mudanças Curriculares no Curso de Medicina: a experiência da UFG.
(Universidade Federal de Goiás, 2008-08-25) VELOSO, Tereza Christina Mertens Aguiar; DOMINGUES, Maria Hermínia Marques da Silva; http://lattes.cnpq.br/1409183199087107
Integrated to the Research Line State and Educational Policy, this study is about the Reorientation Policy of the university course in the Health Area, of the Health and Education Ministries, focusing on the National Program of Encouragement to Curricular Changes in the Medicine Course (PROMED), seeking to analyze the impact of the program on the Medicine course of the UFG. The research, which is a case study, worked with the field and habitus concept of Pierre Bourdieu as a referential of analysis in the organization and understanding of the data, obtained from documental sources and semi-structured interviews, with participants from PROMED. Concerning the implementation of the Program at the School of Medicine, the indication is that the habitus of the training of medical doctors is manifested through resistance from a part of the faculty to the transformation process in the training of medical doctors, determinant for the College to innovate in some areas and in others simply make changes. It emphasizes the pedagogical training of the faculty and of tutors in the public health system among the strategies of the Program, recognizing the importance of the participation of these agents in the process of change in the training of future medical doctors. The conclusion points to the changes in the medical formation as a process, that transcend the control of PROMED, even though the induction of changes in the course was already given and also a discussion on the institution responsibility regarding the Health Policies

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