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Item 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/5384930171127449This 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.Item Nas trilhas do fazer e do saber a possibilidade de ser: os caminhos do trabalho e da educação na prisão(Universidade Federal de Goiás, 2009-08-28) ALMEIDA, Luciana Maria de; MACHADO, Maria Margarida; http://lattes.cnpq.br/3133555536143694This study lies within the State and Educational Policies line of research. It aims to analyze school education in the Education of Youth and Adults modality at secondary level in the Lourdes Estivalete Teixeira State School and work activities at the Odenir Guimarães Penitentiary (OGP). It set out to understand the concepts of education and work for the social actors who make up the research scenario: managers, teachers, prison wardens and full-time detainees, who attend the school and workshops within the OGP, as well as the context in which education and work are integrated into the penitentiary system. The theoretical background for the text are made up of analyses of the State Constitution starting from John Locke s liberalism, the structuring of the neo-liberal current and its classics, based on a critique of this social and political structuring starting from an analysis of the real and its contradictions. Conceptions of Karl Marx are used in order to situate the text at the dawn of historical-dialectical materialism to reveal the meanderings of actions for education and work in the penitentiary system. The research procedures involved the application of mixed questionnaires and semi-structured interviews with the subject of the research, as well as arranged visits and observation in loco. It could be seen that education and work are not allied in the penitentiary system and that the detainees hope that education and work, as well as reducing their sentence, will provide possibilities for constituting their subjectivities or simply occupying their minds, which in practice the services offered do not completely achieve. Managers and civil servants (wardens and teachers) see education and work as a possibility for humanizing the prison space and instruments of socialization of the detainees. However, the social policies for undertaking improvements in the penitentiary system are not clearly and concisely delineated. This happens because the penitentiary system is rooted in the logic of the Neo-liberal State whose priority is market relations and not human relationsItem 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/7640102236711284Deep 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.Item 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/5315228656448708The 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.Item A CONCEPÇÃO DE PROFESSOR NO CICLO DE FORMAÇÃO: UM ESTUDO BASEADO NA PROPOSTA DE GOIÂNIA (GESTÃO 2001-2004)(Universidade Federal de Goiás, 2008-08-25) LEÃO, Alessandra Mendonça; DOMINGUES, Maria Hermínia Marques da Silva; http://lattes.cnpq.br/1409183199087107This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the countryItem Os saberes docentes e a exploração sexual comercial de meninas: desafios da contemporaneidade(Universidade Federal de Goiás, 2010-08-27) MARTINS, Railda Gonçalves; SOUZA, Ruth Catarina Cerqueira Ribeiro de; http://lattes.cnpq.br/4438908621740299This work is part of the Line Research Training and Professionalization. The goal of research is to know the values that teachers express when dealing with the adolescent involved with commercial sexual exploitation. The teacher and presents as key characters in the process of socialization of the individual, since the school is composed of individuals with certain historical realities, social and cultural references which directly influence the construction and assimilation of values by their students. To read those values, bibliographic searches were conducted and field. In literature, the path query classical and contemporary authors who have focused on studies related to the subject, but also investigations that have as object of study the issue of sexual exploitation of teenagers, both in Brazil and abroad. Regarding the training of teachers and professors, the discussion focused on the teacher knowledge, and as support for their understanding, works by authors who deal with this issue. This is a qualitative research in which empirical study took place in two schools in the municipality of Goiânia-GO. The data collection instruments used were questionnaires, videos related to the issue of commercial sexual exploitation of adolescents (ESCCA) and focus group technique. Data collected and analyzed revealed that the teachers and know the difference between prostitution and ESCCA. Compared to what to do when they realize ESCCA cases, it was evident that they do not know what to do and how to refer the problem to instances of defense and protection, such as child protection agencies, and know their role and how to establish links with this instance . With respect to situations in which adolescents are involved in ESCCA realizes that some teachers have difficulty understanding that the adult is responsible. Indicate that the family played a more rigorous and that now is different, because they lack authority that commands a person, whether or father or mother. Express that sexuality is more present and that the media reinforces these issues influencing adolescents and efficiently disposed of, the girls are involved in ESCCA lack of religion. It was found that academic education is not subsidized, theoretically and practically, teachers to deal with ESCCA, and they draw on knowledge from the professional practice of magazines and newspapers, talking with family, friends, schoolmates, television and, the Church. The data showed that the political-pedagogical project of the two schools does not address the issue of sexual violence, especially ESCCA, although schools in which this reality is present.Item 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/1409183199087107Integrated 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