Mestrado em Educação (FE)

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Gestão democrática e gerencialismo a percepção dos diretores das escolas estaduais da coordenação regional de Goiânia estudo de caso
(Universidade Federal de Goiás, 2024-08-02) Alves, Elisane Silva; Moraes , Karine Nunes de; http://lattes.cnpq.br/6017907286532794; Moraes, Karine Nunes de; Silva, Luís Gustavo Alexandre da; Marques, Luciana Rosa
The research entitled - Democratic Management and Managerialism the perception of directors of state schools of the Regional Coordination of Goiânia case study, aims to understand how management in schools starts to be conceived, from 2011, with the incorporation of the new managerialism present in the guidelines of Pact for Education in Goiás directing educational reform in the state network. The research analyzes how the principles of NGP, inserted in the state education network of Goiás, guided the management of schools with administrative and ideological values of private management based on performance, meritocracy and accountability, implying the work of the director and giving new meaning the mechanisms for implementing democratic management. It is important to understand how the principals, operational subjects of the school organization, perceived the set of changes underway and what the main effects are on management practice and the work collective. To this end, this research aims to: i) identify how the principles of NPM relate to education and school management; ii) examine how democratic management is conceived in schools; iii) analyze how the Goiana Education Pact restructured management in schools; and, iv) understand how the directors of state schools in the Regional Coordination of Goiânia perceived the insertion of managerialism in school management and its relationship with democratic management. This research has theoretical support from Andrade (2019); Andrade, Côrtes and Almeida (2021); Newman and Clarke (2012); Verger and Normand (2015); Oliveira (2015); Dasso Júnior (2014); Libâneo (2001; 2011; 2018); Paro (1987; 2010; 2012); Cury (2002; 2007); Ferreira (2004); Sanders (2009); Silva (2014); Silva (2005); Marques (2020); Silva and Teixeira (2019; 2022); Afonso (2013); Barroso (2005; 1998; 1998; 2011); Souza (2003; 2009); Lima (2014; 2018; 2019). To achieve the established objectives, the qualitative approach was used as a methodology from the perspective of Minayo (2001; 2012), Godoy (1995) and Duarte (2002), constructed by bibliographical research, referenced in Sousa, Oliveira and Alves (2021); documentary analysis Duarte (2002), content analysis described in Bardin (1977); Moraes (1999); and, a multiple case study in Ventura (2007); Pereira; Costa (2008) through semi-structured interviews, Frazer; Gondim (2004) with a purposive or intentional sample that is guided by pre-defined criteria when choosing the participant's profile. For this, the specificities between them were considered, in this case, directors of five schools in the state education network of Goiás with a focus on the Regional Coordination of Goiânia. The selection criteria for research subjects are: a) time and experience in school management; b) geographic location of the school; c) school standard; d) teaching modality. To analyze the interviews, a content analysis was developed with the intention of understanding how the incorporation of managerialism and the consequences of the actions of the Pact for Education since 2011 have interfered in the management of schools and the implementation of democratic management. The research indicated the alignment of educational policies implemented in the state education network of Goiás following the Guidelines of the Pact for Education with the principles of NGP and the deepening of the logic of management focused on results with external evaluations and the submission of the director/ to meritocratic, evaluative and accountability policies. The discourse on the principals' conception of management pointed to the perspective of democratic management, approaching the idea of participation and collective construction of actions at school. However, we note that conservative practices still persist, still centered on the figure of the director and democratic management of results.
A implantação dos projetos integradores no Colégio Estadual Polivalente Professor Goiany Prates - estudo de caso
(Universidade Federal de Goiás, 2024-06-21) Ananias, Elivania Cristina de Assis; Moraes, Karine Nunes de; http://lattes.cnpq.br/6017907286532794; Moraes, Karine Nunes de; Santos, Catarina de Almeida; Valdez, Diane
This research is linked to the State, Policies and History of Education research line of the Postgraduate Program in Education at the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). This study is entitled The Implementation of Integrative Projects at Colégio Estadual Polivalente Professor Goiany Prates and aims to analyze the main implications of the adoption of integrative projects in secondary education in the state network in Goiânia. The integrative projects, inserted in the context of the reform of the New Secondary Education, address Transverse Contemporary Themes (TCTs) that affect society in a transversal and integrated way. This has as its theoretical reference Oliveira (2017), Veiga (1998, 2003), Pinto e Melo (2021), Libâneo (2004; 2013, 2016), Filipe (2021), Silva (1999), Costa (2020), which, based on a qualitative approach, employs a detailed case study to investigate the topic. To develop the case study, we chose the Colégio Estadual Polivalente Professor Goiany Prates, in Goiânia, Goiás. A comparative analysis of the Pedagogical Political Project at Colégio Goiany Prates was carried out, before and after the implementation of the integrative projects, and a semi-structured interview was carried out using the content analysis method. The results indicate that the implementation of integrative projects may be facing challenges: inadequate guidance appears to be a critical issue, leading to an implementation that is both haphazard and disconnected from existing disciplines. This suggests that teachers may be struggling to effectively integrate these projects into their teaching practices. The implications of these findings are significant, as we realize that the lack of adequate guidance not only affects the implementation of integrative projects, but can also compromise their effectiveness as interdisciplinary pedagogical tools. This raises important questions about the need for adequate professional training and institutional support to ensure that these projects are implemented effectively. Therefore, the implementation of integrative projects at Colégio Estadual Polivalente Professor Goiany Prates faces challenges due to the lack of adequate guidance, resulting in a random and disconnected adoption of subjects. This highlights the urgent need for continuing professional training and institutional support. It is suggested that future studies explore specific teacher training strategies for Integrating Projects and analyze effective institutional support models, in addition to investigating the impact of these projects on student learning in the long term.
Programa Dinheiro Direto na Escola (PDDE) na Rede Municipal de Ensino de Aparecida de Goiânia-GO: uma política de financiamento suplementar no período de 2006-2022
(Universidade Federal de Goiás, 2024-10-29) Bernini, Luciane de Souza Miranda; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Moraes, Karine Nunes de; Mesquita, Maria Cristina das Graças Dutra
Esta disertación forma parte de la Línea de investigación Estado, Políticas e Historia de la Educación, del Programa de Postgrado de la Facultad de Educación de la Universidad Federal de Goiás. Presenta un análisis del movimiento del programa de Dinero Directo En la Escuela (PDDE), originado del fondo Nacional de desarrolho de la Educación(FNDE),em los años 2006 a 2022. Para ello, describíbimos el programa y lo analisamos en nível federal y como se configura en el contexto educativo de esta Rede Educativa. Nuestro problema surge de las preguntas: ¿Que hay detrás del PDDE? ¿Quién lo financia este programa h ¿Cumplido su propósito ¿Como se materializan estos processos em el cotidiano de las instituiciones educativas y del ao Departamento Municipal de educación de Aparecida de Goiânia. Consideramos ,como aporte metodológico, el análises documental y lá investigação bibliográfica .Encuanto al Marco teórico apesar del Neoliberalismo y sus consecuências para la Educación em Brasil,nos basamos em: Lava (2004) Freitas (2018), Morais(2018), Bresser Pereira(1998) y Miranda (2022); comprender Los fundamentos y princípios del PDDE: Adriaõ,( 2020), Peroni( 2020) y zaniratto Junior(2016);sobre temas relacionados com el financiamento de la Educación brasileña: Farenzena(2010), Oliveira (2023), Massafioli (2017) y Amaral( 2013). Lá investigación mostro que el salário de Educacion es la segunda mayor fuente de recursos destinados a la Educación básica pública brasileña y es el que financia el PDDE. Encuanto a los recursos, em el âmbito general de las transferências de la unión y La recepción por las instituciones Escolares lá cantidad más significativa de recursos enviados se produjo entre Los años 2011 al 2014, especialmente el año 2013, debido a la corrcción de los valores fijos y la factor de correccion destinado a aumentar el número de Estudiantes del un año para otro según lo publicado mediante educación básica -CD-FNDE número 10 de 18 de abril de 2013. En relación con la red de municipal de educación el PDDE es considerado un programa de descentralización por ser el único recurso uso con el que cuentan las las escuelas suyas y que llega directamente de Korma para subvencionar necesidades específicas en lo que respecta al mantenimiento de la educación en cuanto a la autonomía ,si reletiviza considerando que son las resoluciones las que determinan y regulan de manera jerárquica, los valores a poner a disposición se vinculan a la disposición presupuestaría de los involucrados los relacionados con las acciones de mantenimiento, los objetivos estabelecidos, no por parte de la Secretaría municipal, cuando limita el porcentaje de recursos destinados al mantenimiento: linfa infraestructura visión pedagógica así como determinar la forma en que los equipos escolares deben realizar sus cuentas II los elementos vinculados al financiamiento del mantenimiento y desarrollo de la educación en( MDE) han demostrado ser cada vez más desafiantes.
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 de
This 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.
O protagonismo das crianças no processo educativo-pedagógico da pré-escola
(Universidade Federal de Goiás, 2023-04) Costa, Edilene Fernandes da; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Suanno, Marilza Vanessa Rosa; Silveira, Telma Aparecida Teles Martins
This text presents the results and analyzes resulting from the research “The protagonism of children in the educational-pedagogical process of preschool”, presented as a subproject linked to the project “Public Policies and Childhood Education in Goiás: history, conceptions, projects and practices, developed by the “Studies and Research Center on Childhood and its Education in Different Contexts, at the Faculty of Education of the Federal University of Goiás (NEPIEC/FE/UFG). It is also linked to the line of research “Training, Teaching Professionalization and Educational Work” of the Postgraduate Program in Education (PPGE/ FE/ UFG). The research, anchored in historical-dialectical materialism, had as its central question: the protagonism of children in the educational-pedagogical process of preschool. In this way, through an ethnographic study, we sought to analyze the performance of four and five years old children in daily practices of an educational-pedagogical character, highlighting those in which there were expressions of child protagonism. The locus of the research was one of the clusters of a Municipal Center of Early Childhood Education, located in the city of Trindade, in the state of Goiás. The data collected in the empirical stage revealed that, even in the midst of many tensions and contradictions, there are manifestations and expressions of protagonism children, especially when the environments are playful, in which children are able to dialogue, decide, intervene, choose, suggest and indicate paths for solutions to individual or collective situations. In social relationships/interactions, in the formal educational context, children demonstrated their protagonism through their insurgencies by transgressing, resisting or even subverting what was planned and established in the routine. Thus, they directly interfere in the teacher's pedagogical proposal, giving new meaning to the activities and even their meaning. Regarding the work for the development of the protagonist child, there was a process initiated, still embryonic, a collective work that needs to be fostered in the light of one's own praxis, with analysis, deepening and theoretical-practical clarity of conceptions which engender educational practices daily pedagogies. Furthermore, it was seen that it is necessary to involve children as active participants in political, pedagogical and aesthetic processes, as well it was understood that planning and organization are essential, thinking about the educational and social context and cooperating with the activities of collective life. So, we concluded that children can and should be social authors in the construction of their own knowledge, stories and cultures, which have demonstrated great potential to collaborate with the educational-pedagogical processes of the educational institution.
Trabalho pedagógico com leitura e escrita na pandemia: o que dizem as pesquisas acadêmicas?
(Universidade Federal de Goiás, 2025-02-26) Ferreira, Ana Paula; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Barbosa, Ivone Garcia; Peixoto, Joana
The present master's work is linked to the line of Training, Teacher Professionalization and Educational Work of the Graduate Program in Education of the Federal University of Goiás and to the Kadjót research group (Interinstitutional Group of Studies and Research on the Relations between Technologies and Education). Based on the historical-dialectical materialist method (MHD) as a theoretical-methodological foundation to understand the object studied (Kopnin, 1978; Kosik, 1995; Lefebvre, 1975) and based on Historical-Cultural Theory (Vigotski, 2007; 2009, 2017; Mendonça, 2018; Rigon; Asbahr; Moretti, 2010; Smolka, 2012), we understand reading and writing as the basis for other learning, being the gateway to all subsequent developmental processes. Since it is through education that the individual is humanized, formed, becomes aware of the environment in which he is part and transforms. The research in question presents the following research problem: how did academic research portray the pedagogical work with reading and writing in the pandemic period? In this context, through a state-ofknowledge research, we sought to explain the pedagogical work in academic research on reading and writing in the early years of elementary school during the pandemic. Academic works published in the Brazilian Digital Library of Theses and Dissertations (BDTD), with a time frame between the years 2020 and 2023, were analyzed, based on descriptors pertinent to the object. The corpus of the research was consolidated in six dissertations and two theses, only one of which was authored by men and without any research from graduate programs (PPG) in the north and south regions of the country. The PPGs from which the research originated are linked to the area of Education, Special Education, Knowledge and Social Inclusion, Digital Technologies and Language. The main themes addressed by the research were: pedagogical transposition from face-to-face to remote; reading and writing practices with digital technologies; students' meanings for their literacy and appropriation of writing. In all researches, the use of digital technologies was portrayed, including cell phones, computers, notebooks, tablets, and analog resources to carry out activities, such as printed materials, pencils and paper. Six of them pointed out that there were difficulties in teaching literacy in times of pandemic. However, it was possible to carry out reading and writing activities and, according to the research, the interaction between students, teachers and media was expanded. Finally, we understand that the pedagogical work for reading and writing in the pandemic period was portrayed in a way that met the expectations of remote emergency teaching (ERE), in which they contemplated the production of texts in digital supports, videos, music, podcasts, creation of an application to capture children's initial writing, teaching based on equivalence with stimuli in matrices for reading sentences, the use of platforms, websites, virtual learning environments (VLE), applications, social networks and web conference spaces, which allowed contact with students online and remotely. However, it was pointed out that not everyone was able to participate due to the absence of technological devices, so deliveries of printed materials to students were carried out. The way pedagogical work was developed during the pandemic triggered an excessive workload, in addition to those carried out in schools. There was a transposition of the activities carried out in the classroom to the screens, and the participation of the families to conduct the activities was relevant in the period, however, they did not always exist. Researchers and teachers sought to meet the guidelines for the area of education in the pandemic period, even with so many challenges. The theoretical strands that supported the process of appropriation of reading and writing in Brazil are constructivism and literacy, and constructivism, supported by current government policies, has guided the bias of learning to learn, and based teaching for the development of skills and abilities, meeting the demands of the market. Contrary to this conception, only one research approaches the historicalcultural perspective, as it understands that learning consists of the process of appropriation of cultural objects, which are the result of interaction, social/pedagogical mediation and language. Dealing with the appropriation of reading and writing from a socio-historical perspective is synonymous with becoming aware, through a process of complexification of the first verbal language, which is transformed into internal language and becomes more complex into written language, therefore, humanizing, transformative and basic for other learning
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 de
This 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.
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, Mona
This 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.
O ensino domiciliar na produção acadêmica (2013 - 2022)
(Universidade Federal de Goiás, 2024-10-30) Gomes, Camila de Souza; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Carvalho, Diana Carvalho de; Toassa, Gisele
This work, linked to the Research Line Fundamentals of Educational Processes of PPGE/FE/UFG, investigates homeschooling with the objective of understanding how the connection between economic and political processes and the defense of homeschooling is effective in times of advancement of neoliberal and neoconservative propositions in Brazil. To capture the economic and political links in their reciprocal relations with school educational processes, the work is grounded in the studies of Marx (2004; 2010; 2023), Marx and Engels (1998), Hobsbawm (1982), Ianni (1988), Netto and Braz (2012), Saviani (2015), Miranda (2020), Lopes (1981), Ricci (2022), and Cury (2000; 2014; 2017; 2018; 2019). Through theoretical and bibliographic study (Lima; Mioto, 2007), legislation regarding the topic, as well as theses and dissertations deposited in the Brazilian Digital Library of Theses and Dissertations from 2013 to 2022 were analyzed. The results indicate, within the scope of Congress, that the defense of homeschooling in the Brazilian legislature is tied to neoliberal and neoconservative agendas, with an attempt to dismantle what is mistakenly considered the State's monopoly on education. As a counterpoint, it proposes the transfer of responsibility and educational decisionmaking from the public to the private sphere. Regarding the analysis of theses and dissertations, the field of Education shows a greater number of research studies on the topic, followed by the field of Law. It was found that there is a higher prevalence of unfavorable works towards homeschooling in research originating from the educational area, emphasizing the social role of public schools; the studies from the field of Law, despite some reservations, are proactive, focusing on the regulation of homeschooling. The material and objective conditions that create tension and criticize the role of public schools indicate that there must be a sustained accurate reflection on the topic. Lastly, the analysis of the works reveals that schools are permeated by political, economic, and ideological issues and are spaces of dispute, demonstrating the need to continually renew the defense of the principles of public, secular, compulsory education committed to critically oriented formation.
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 de
This 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.
MAIS DO MESMO! a ressignificação do ensino rural: Projeto Goiás Tec nova modalidade de ensino na educação rural no Estado de Goiás
(Universidade Federal de Goiás, 2023-08-31) Gomes, Luciana Arminda Alves; Pietrafesa, José Paulo; http ://lattes.cnpq.br/5325872034942622; Pietrafesa, José Paulo; Faria, Gina Glaydes Guimarães de; Duarte, Aldimar Jacinto
The development of this study comes from the proposal of the research line “Education, Work and Social Movements” linked to the Postgraduate Program in Education at the Federal University of Goiás, comprising studies on rural education, especially in the state of Goiás, its history and its developments until the implementation of the “GoiásTec – secondary education within reach of all” program, which is a government program, implemented in 2020, in state public schools located in rural areas of Goiás municipalities. Based on preliminary analyzes regarding the characteristics of the program, the guiding problem of this research was raised: How to identify whether there were advances or setbacks between pedagogical ruralism and the GoiásTec proposal, to meet the demands identified by social movements, of the young population served by secondary education in rural areas? With the aim of identifying the similarities between pedagogical ruralism and the GoiásTec proposal, as well as setbacks in relation to rural education, aiming to understand whether the program meets the expectations and demands of the young peasant population. The methodology used was literary and documentary research, with the purpose of obtaining subsidies through written records, so that it is possible to compare the old pedagogical ruralism and the current GoiásTec. For specific analyzes of data related to students served by GoiásTec, a specific school in the municipality of Niquelândia was chosen, as it has particularities that contribute to the research perspective, considering that some of its villages come from quilombos, others of Settlement Projects (PA) originating from MST actions, in addition to places that were populated through the migratory process during the “March to the West” period, without links to specific movements fighting for ownership of land use. Thus, documents from a school unit will be analyzed, together with published articles, books, dissertations and theses, to understand how GoiásTec classes are being applied in the daily life of public education in Goiás, with regard to the education offered in the area rural.
"Essa nega que nem informação tem": da escolarização racista à docência como resistência
(Universidade Federal de Goiás, 2025-03-12) Leite, Ana Maria Silva; Machado, Maria Izabel; http://lattes.cnpq.br/5727858375243141; Machado, Maria Izabel; Alves, Amone Inácia; Bastos, Rachel Benta Messias; Carvalho, Thais Regina de
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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 de
This 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.
Inteligência artificial e racionalidade instrumental: implicações do ChatGPT nos processos educativos
(Universidade Federal de Goiás, 2025-02-27) Melo, Michele Carolina de Jesus; Toassa, Gisele; http://lattes.cnpq.br/3606800477592959; Toassa, Gisele; Chaves, Juliana de Castro; Maia, Ari Fernando; Souza, André Barcellos Carlos de
This master’s research, developed in the Graduate Program in Education at the Federal University of Goiás (PPGE/UFG) and situated within the research line of Educational Process Fundamentals, focuses on analyzing the growing use of artificial intelligence, particularly ChatGPT, in educational processes. The main objective of the study is to analyze the implications of using ChatGPT as a mediator in knowledge production and its consequences for the constitution of individuals. The study also aims to analyze the connections between the development of the tool and instrumental rationality, which is objectively produced by the capitalist mode of production, as well as the updates of pseudo-formative processes in contemporary society. Therefore, this research involves the analysis of a subject supported by the theoretical foundations of Critical Social Theory. The main references are Adorno (1959/2010), Adorno and Horkheimer (1947/1985), Horkheimer (1947/2015), and Marx (1867/2023). The fact that ChatGPT has developed and gained popularity as the primary "solution" to knowledge production needs, within the range of tools based on artificial intelligence development, is something that deserves further exploration and a more detailed view. This is because the tool appropriates intellectual labor historically produced and presents this "knowledge" as ready-to-use information to individuals, under the illusion of authorship. In this process, there is a predominance of intellectual economy among the users of the tool, implying an ephemeral experience with strictly pragmatic meaning. Thus, this research object problematizes the already announced disharmony between the development of artificial intelligence and the principles of humanization. From the study conducted, it was possible to observe some emerging trends in this particular historical moment, updated through the relationship of individuals with ChatGPT. Among them are: the expropriation of authorship, as the production generated by the tool is done by an intelligence that is not the user's own, depriving the individual of creativity, autonomy, and therefore authorship; the existence of a productivity-driven logic, intrinsic to capitalist rationality, which imposes constant pressure on individuals to optimize their time and increase productivity, constituting them to relentlessly seek immediate results at the expense of process and reflection; the abandonment of developing certain human capacities, such as concentration and focus; the decline in reading ability; as well as an intensification of the process of capital valorization and the deepening of labor devaluation due to the advent of generative artificial intelligence. To analyze the reconfiguration of the world of work through AI, this research draws on the Marxian category of machinery, questioning whether this category is still explanatory of reality. Thus, the main contribution of the research is to reveal that ChatGPT is produced within the logic of instrumental rationality and, when used as a mediating tool for knowledge production, contributes to the (de)formation of individuals, reaffirming reification and dehumanization as a historical trend.
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 Messias
The 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.
Crianças influencers no TikTok: que protagonismo é esse?
(Universidade Federal de Goiás, 2024-01-29) Moreira, Isadora Cristina Aclesion; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Chaves, Juliana de Castro; Souza, André Barcelos Carlos de; Resende, Anita Cristina Azevedo
The following research is part of the "Fundamentals of Educational Processes" research line of the Postgraduate Program in Education of the Faculty of Education of the Federal University of Goiás, with funding from the Coordination for the Improvement of Higher Education Personnel (CAPES). The general aim of this research is to reveal how this protagonism is delineated and the specific aims are to understand the mechanisms of the culture industry, to understand the production logic of the TikTok platform and to understand the rationality of the videos posted by the children in the sense of also relating to semi-formalization. A bibliographical survey was carried out based on Adorno, Horkheimer, Benjamin and other authors who have dealt with issues relating to the culture industry, childhood and social networks. Following this, two child influencers were selected from the TikTok platform, Lorena Queiroz and Flavinha Louise, so that their posts could be analyzed from February 14, 2023, to March 14, 2023. The choice of child influencers followed criteria related to age, posting frequency and the presence or absence of third parties in their videos. In summary, this dissertation has three chapters divided as follows: the first chapter presents the culture industry and social networks, the second chapter presents the concept of childhood from Benjamin and the relationship between childhood and social networks, the third chapter presents the analysis of the influencers' profiles and the content posted. This work also includes references and an appendix. Through this research it was possible to see that these child influencers are part of the cultural industry, characterizing their social networks as a form of work
Nomeação de unidades educacionais municipais de Goiânia: tecituras históricas e políticas (1960-2023)
(Universidade Federal de Goiás, 2024-11-29) Moura, Jaquelline; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez , Diane; Machado , Maria Izabel; Clímaco, Arlene Carvalho de Assis
The objective of this dissertation, which is interdisciplinary and limited to the areas of history of education and toponymic studies, is to problematize the names of municipal educational units in Goiânia. Therefore, we resort to sources such as digital periodicals, official documents from the Secretaria Municipal de Goiânia (SME), the Diário Oficial de Goiânia and other documents. We adopt considerations from the History of Educational Institutions as a theoretical reference in an attempt to analyze the subject considering the contradictions in order to understand that the choice of names for educational units is associated, among others, with historical, political, cultural and social contexts. This study focuses on the analysis of names of religious, civil and military social entities that reveal how the act of naming configures power and status, something naturalized in our daily lives. Understanding the process of transferring the capital of Goiás and the consolidation of the SME in the municipality, officially created in 1961, allowed us to think about the construction of local history. For this, we have as reference the studies by Clímaco (1991), Bittar (1993) and Jesus (2004). Regarding the results, we can affirm that there is a preference for legitimizing names linked to privileged social classes and an attempt to erase the history of the trajectories of women who mostly occupy the teaching staff of Basic Education throughout the country. There is also a strong interference of the Christian religion in the educational sphere, which appropriates public spaces considered secular. Finally, it became clear that there is a need to renew research into the history of education in Goiânia, which will soon be one hundred years old.
Desafios para a permanência dos jovens do campo no ensino médio integrado do Instituto Federal do Pará/Campus Rural de Marabá
(Universidade Federal de Goiás, 2024-09-06) Nascimento Sobrinho, Shauma Tamara do; Pietrafesa, José Paulo; http://lattes.cnpq.br/5325872034942622; Pietrafesa, José Paulo; Alves, Amone Inácia; Farias, Gina Glaydes Guimarães de; Sauer, Sérgio; Duarte, Aldimar Jacinto
This thesis inscribed in the line of research Work, Education and Social Movements, of the Graduate Program in Education, Faculty of Education of the University of Goiás, the main objective of this study is to analyze the permanence and success of the students of the Integrated High School Course in Agricultural, at Federal Institute of Pará – Rural Campus of Marabá. Our focus was mainly on students from rural areas of the Southeast of Pará, especially those gave up their training. The time frame comprised the period from 2014 to 2019, the years of entry of the first six regular classes. Bibliographic, documentary and field research were carried out for data collection, through the application of a closed questionnaire and semi-structured interviews with students, teachers and administrative support technicians. The result of the research showed that the great challenges for the permanence of students in school refer to financial difficulties and failures and retentions, due to the excess and pace of the activities required by teachers. It was also found that the actions of students’ assistance have not been sufficient to meet the demands of students in situations of socioeconomic vulnerability, due to the excess of documents required, the amounts made available, the periods of publication of the notices and the amount of financial aid offered.
“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 de
This 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.
A racionalidade das músicas brasileiras mais tocadas em rádios e plataformas digitais
(Universidade Federal de Goiás, 2024-01-24) Oliveira, Fabiano Olinto de; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Chaves, Juliana de Castro; Resende, Anita Cristina Azevedo; Nogueira, Monique Andries
Currently, with regard to the production, circulation and consumption of music, there are large corporations that exercise a monopoly in the area, involving the interfaces between radio broadcasting and streaming. Music, like other cultural products, mediates educational processes that constitute tastes, ways of thinking and dealing with the world, supporting processes of human formation and semi-formation. To carry out this work, the theoretical framework comes from Karl Marx, to understand the bases of merchandise and fetish, from Theodor Adorno and Max Horkheimer, as well as other authors who debate the relationship between music, cultural industry and educational processes. This work aims to understand which Brazilian songs are most played on radio and digital platforms, understand the rationality of these songs in relation to the cultural industry and reveal the links with the formation and semi-formation processes. To develop this research, we analyzed the lists of the ten most played songs on radio (fusion and web), identified by the Collection and Distribution Office (Ecad), and on the Spotify digital platform, which is the most listened to in Brazil this year. The reference year was 2021. The songs Batom de Cereja and Facas, from the country music (sertanejo) segment, present a standardization, demonstrated in the repetition of choruses and the overlapping of tones, to cause frisson and a similar rhythm. The songs portray the theme of heartbreak, as well as alcoholic beverages, in their plot, revealing a pauperization of language. The socio-psychological characteristics that instigate the illusory subjectivity of social belonging and the cult of the artists' personality are also present in both songs. These and other characteristics instigate a semi-formation process. The analyzes carried out in this dissertation regarding music as a commodity and the cultural industry, thus made it possible to reflect on the educational processes mediated by music and the socioeconomic aspects of flexible capitalism, which directly impact human formation, determining the way of listening and consume music.

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