Programa de Pós-graduação em Ensino na Educação Básica
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Item [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 DiasFaced 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.Item 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 SaddiThe 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.Item A percepção da língua portuguesa como segunda língua pelo estudante surdo por meio do uso de aplicativos de comunicação digital(Universidade Federal de Goiás, 2023-09-25) Cardoso, Aliffer Vanduir; Carvalho, Andrea Guimarães de; http://lattes.cnpq.br/7015958282618271; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Dalla Déa, Vanessa Helena Santana; Pires, Edna MissenoThis dissertation is based on the following question: Can digital communication applica-tions, developed for smartphones, contribute to teaching written Portuguese to deaf ado-lescent students? The general objective is to analyze activities mediated by the digital com-munication application for teaching written Portuguese to the deaf population. The specific objectives aim to observe linguistic aspects of Libras and the Portuguese language, inves-tigate the educational action and that of the subject, collect data from the activities applied to the participants, understand how L2 learning takes place and prepare a pedagogical notebook as a way of collaborating with teaching practice. The methodology has a descrip-tive, qualitative approach, with action research in the group with seven participants, using fictitious names to protect their identities. The educational product entitled: Pedagogical notebook for teaching Portuguese as a second language for the deaf: Use of technologies, the product is of the digital media type. Developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. Among the main sources of this research, Souza (2021) who deals with L2 for knowledge, Selinker (2020) addresses interlanguage, Bévort and Belloni (2009) support action re-search that improves teaching-learning, Falkembach (1987) ) brings the field diary and his reflections. The linguistic potential of the media is seen in the collection of activities of deaf individuals capable of expressing themselves using languages. The didactic-pedagogical activities mediated by digital communication applications reap results from students' under-standing and help in learning the Portuguese language. The results are divided into two phases: 1) analysis of the participants' profiles with activities that observe how they perceive their development and 2) a demonstration of activities seen as an intervention that has a fundamental role in supporting the understanding of the acquisition of the target language. As a final analysis of the results, the social function of the Portuguese language, the stu-dents demonstrated greater interest in learning the Portuguese language due to the fact that current and everyday themes were presented in the activities. In relation to methodol-ogies, the interest in the activities came from bringing appropriate and interesting method-ologies to these students, such as the examples used by applications and gamification. In relation to the potential, technologies and expressions of multi-competence, it is clear that technologies are not the villains of learning, being used in appropriate pedagogical ways they can contribute to the teaching of these deaf students.Item 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 BarretoThis 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.Item Estudo dos reflexos do plano de ações articuladas na educação básica: na escola pública da rede estadual em Goiânia(Universidade Federal de Goiás, 2024-01-29) Gomes, Pedro Barreto; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Santos, Wanderley Alves dos; Ribeiro, Cristiane MariaThe study aimed to conduct an analysis of the Articulated Action Plan (PAR), a supplementary and voluntary technical and financial assistance strategy from the National Fund for Education Development (FNDE) and the Ministry of Education (MEC) in Brazil. The goal is to enhance the Brazilian public basic education. To comprehend and assess the second dimension of PAR, focused on the training of teachers and professionals in school support, the dissertation aimed to understand the scope of this national public policy. Three qualitative analysis axes were addressed to evaluate the importance of the program, resources as a pedagogical differential, and the educational performance of the institution. Educational planning and practical utilization from the perspective of projects presented to the State Department of Education of Goiás (SEDUC-GO) were also described. A semi-structured interview with open-ended questions was conducted with administrative technicians from SEDUC-GO to discuss the second dimension of PAR, exploring how it has been managed and implemented. As an educational product, a mini-course titled "Reflections of the Articulated Action Plan in Basic Education: in the public schools of the state network in Goiânia" was conducted, and a dissertation titled "Study of the Reflections of the Articulated Action Plan in Basic Education: in the public schools of the state network in Goiânia" was produced during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at the Center for Teaching and Applied Education Research of the Federal University of Goiás (CEPAE/UFG). The work was directed towards the management teams of the State Center for Youth and Adult University Education (CEEJA) and the Dom Abel Full-Time Teaching Center, aiming to provide adequate knowledge about PAR so that managers can better utilize resources. The theoretical-conceptual approach of the research referred to the contributions of Saviani, Fonseca, and Dourado. The methodology was qualitative, at exploratory and descriptive levels, foreseeing the use of techniques such as document analysis and semi-structured interviews with SEDUC-GO technicians.Item Territórios e territorialidades: a compreensão de Aparecida de Goiânia por jovens e adultos migrantes de uma escola da rede pública estadual na educação de jovens e adultos(Universidade Federal de Goiás, 2023-10-25) Sá Junior, Abner Conceição de; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Olanda, Elson Rodrigues; Bento, Izabella Peracini; Teixeira, Renato AraújoMore than the result of capital action with the connivance of the State, cities are an example of the materialization of protected relations between society and space. Aparecida de Goiânia, complex, fragmented and segregated, is an example of this condition. The present study seeks to understand the specificities of this city. Singularities, whose elucidation, are fundamental to think about a contextualized geography teaching proposal for Youth and Adult Education (EJA). Seeking to re-signify our pedagogical practice, we also seek to identify spatial practices and processes of reterritorialization of migrant students who attend this teaching modality. People whose presence is a remarkable fact in the school context of schools located in Aparecida. We are based on the observation that the migratory phenomenon, in part, explains the difficulties that many students have in identifying themselves as residents of the city. The main objective of the research is to understand how the processes of reterritorialization of migrant students can be considered for a better understanding of the city, aiming at a more meaningful teaching that provides better learning of more complex phenomena on a local, regional and national scale. global, in geography classes of Youth and Adult Education, in the city of Aparecida de Goiânia. I also hope to contribute to the debate on the re-signification of geography teaching, from a perspective of citizen training, aiming at the effective right to the city. To achieve these objectives, methodological procedures were used: bibliographical and documentary research, data collection through sessions, interview scripts and testimonials (life stories). In a class of the 3rd Semester of the Third Stage of EJA (Corresponding to the 3rd Year of Regular High School), in a state public school, located in Aparecida de Goiânia. As a theoretical framework, we prioritize authors who study the production of Brazilian and Goiás urban space: Arrais (2004, 2013), Carlos (2018, 2020), Corrêa (1989, 2016, 2020), Gottdiener (2016), Lefebvre (1999, 2004), Santos (2006, 2021) Spósito (2013); the concept of territory and correlates: Haesbaert (1997, 2006, 2021), Sack (2013), Saquet (2015, 2020), Souza (2000, 2021); and the teaching of geography: Callai (2000, 2003), Castellar and Vilhena (2019), Cavalcanti (1998, 2005, 2010, 2014) and others. The reflections made possible through bibliographical and documentary research, in addition to the tabulation of data obtained through empirical research, culminated in the elaboration of the educational product entitled: The city and its “owners”: who does Aparecida de Goiânia belong to? Developed and experienced in a real teaching and learning situation (2022). This product consisted of a didactic sequence, which sought to provide EJA students with instruments to better understand the city in which they live.Item 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 SantosConsidering 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.