Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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Construções identitárias de crianças negras: o uso de pôsteres como resultado da linguagem imagética em uma escola do município de Jussara (GO)
(Universidade Federal de Goiás, 2024-10-11) Alves, Sadrack Oliveira; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Faria, Kalyna Ynanhiá Silva de
This dissertation addresses the use of a school's image production as a possible influencing mechanism in the identity construction of self-declared black children. When approaching the racial issue, it is based on the assumption that black children's identities are first formed in a world that is still racist, surrounded by the pedagogy of hegemonic ideologies. In the meantime, having as its locus a teaching unit in Jussara (GO), this research investigates how (and if) imagery language can contribute to the racialized identification of the study subjects, such as children. In order to respond to this concern, participants are invited, through an office, to draw how they would like to see themselves represented in the drawings on the institution's walls, culminating in the construction of a portfolio with illustrative illustrations. Such posters culminate in the educational product entitled “Where do I see myself? Identity selfrepresentation portfolio”, developed during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG). A qualitative methodology, of an exploratory nature, consists of the application of a drawing office and an identification questionnaire, allowing individuals to understand the notions of identity, representation and representativeness.
Os saberes das práticas corporais indígenas na educação física escolar
(Universidade Federal de Goiás, 2024-10-25) Barale, Thaisa Santos; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Pimentel, Fernanda Cruvinel; Vilarinho Neto, Sissília
Given the need to address indigenous body culture in school Physical Education classes, this research began with the question: What are the pedagogical potentials of developing an educational product for Physical Education teachers about indigenous body practices in collaboration with students from the Indigenous Licentiate program at UFG? The general objective was to design, develop, and analyze an educational product about indigenous body practices for Physical Education teachers working in intermediate years of Elementary Education who have little or no knowledge on the subject. The initial hypothesis of the research was that developing an educational product proposal about indigenous culture, built in partnership with students from the Intercultural Indigenous Licentiate course, promotes a school education focused on otherness, recognizing the right to difference. For this research, we used principles of educational action research, which sought to improve practices through reflection and collaborative action. Three groups participated in the research: the first composed of students from the Intercultural Indigenous Licentiate course, the second by elementary school students, and the third by Physical Education teachers. Data collection was carried out using questionnaires and semi-structured interviews, and data analysis was performed using Content Analysis techniques through a qualitative approach. For data collection from elementary school students, 130 questionnaires were applied to one fifth-grade class, one sixth-grade class, and two seventh-grade classes. A total of 122 questionnaires with open and closed questions about prior knowledge regarding indigenous peoples, their culture, and their physical practices were collected, along with the consent form signed by the guardians. The data from this research revealed the invisibility of indigenous knowledge in schools. During the same period, initial semi-structured interviews were conducted with Physical Education teachers working with these students. The results of these interviews aligned with those of the students, demonstrating the need for the production of materials that contribute to the development of knowledge about indigenous culture and their physical practices. Therefore, an educational product was chosen, constructed with the knowledge related to the research with the intercultural indigenous licensure students, who brought suggestions of physical practices for regular physical education. This material was produced in text format, developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG. As a result of the process, the e-book "Indigenous Physical Practices in School Physical Education" was created, evaluated at the end by the Physical Education teachers involved in the research.
O minimalismo como alternativa ao consumismo moderno no ensino da educação básica
(Universidade Federal de Goiás, 2024-07-09) Borges, Carmen Helena Pereira; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Ferreira, Evandson Paiva; Queiroz, Fabrício David de
This dissertation presents an investigation into minimalism and forms of consumption and consumerism in the context of high school, in a school in the municipality of Caldas Novas. This study is part of the research conducted in the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education at the Federal University of Goiás (CEPAE-UFG). The discussion is based on the behavior of today's society, characterized by exacerbated consumerism that leads to negative consequences for the environment and promotes an excessive appreciation of material goods. To this end, minimalism was investigated as an alternative to consumerism. The objective of this research was to understand how consumption and/or consumerism is configured as a practice that develops daily, and to promote a short course (webquest) for high school students on the Minimalist lifestyle and all its aspects, covering some objectives from BNCC. The theoretical basis comes from authors such as: Lipovetsky (2007), Zigmunt Bauman (2008) who reflect on consumerism in today's society; Alencar (2021) and Negretto (2013) who debate Minimalism. Regarding the dissertation, the methodology adopted was action research focusing on the development and application of the educational product (webquest) on “Minimalism as a lifestyle in teaching basic education”. A semi-structured questionnaire was used to collect data and the webquest was taught in nine classes in the Life Project discipline, covering topics such as consumption, impacts of capitalist development on the environment, and minimalism. The students took notes and, after the webquest, wrote an essay and answered a questionnaire. The evaluation of the educational product followed the conceptual, pedagogical and communicational axes. The results showed that the majority of students understood the concepts of conscious consumption and sustainability, and positively evaluated the webquest, highlighting the clarity, organization and relevance of the content.
Metodologias ativas de aprendizagem e a formação do leitor literário nos anos finais do ensino fundamental: contribuições e desafios
(Universidade Federal de Goiás, 2023-04-28) Borges, Tálita de Oliveira; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; Silva, Célia Sebastiana da; Melo, Keila Matilda de
Active Learning Methodologies have been studied and applied in undergraduate and graduate courses. Research points out that the use of these methodologies has contributed to the engagement of Higher Education students in the proposed activities and favored the development of autonomy to carry them out. Thus, this Dissertation, developed through the Programa de Pós-Graduação em Ensino na Educação Básica (Mestrado Profissional), of the Centro de Ensino e Pesquisa Aplicada à Educação, of the Universidade Federal de Goiás (PPGEEB-Cepae-UFG), had as main objective to investigate the contributions of the use of Active Learning Methodologies in Basic Education, specifically, in the formation of readers in the Final Years of Elementary School. The guiding questions are the following: what are the contributions of Active Methodologies to the teaching of literature in the Final Years of Elementary School and what are their challenges in teaching work? The research is based on the dialogic perspective of language teaching and it is based on studies by Rojo (2012; 2013), Kleiman (2014) and Freitas (2016) about multiliteracy practices; Freire (2003, 2015) and his conception of autonomy; Paulino (2001), Kramer (2005), Candido (1995), Colomer (2017), Machado (2009), Lajolo (2004), Todorov (2019), Zilberman (1988; 1999), Vargas Llosa (2009) about the formation of the literary reader; and of Moran (2018), Alves (2015), Bergmann and Sams (2019) on Active Methodologies; between others. This is an action-research, based on a qualitative field research developed at Colégio Fundação Bradesco – Aparecida de Goiânia, in an 8th grade class. Data collection was carried out through the researcher's experience report and analysis of the of students’ productions involved in the investigation. The Educational Product of the research is a website entitled: "Protagonist literary readers: contributions and challenges of Active Methodologies for the formation of readers", to be maintained with didactic materials (texts, scripts for teachers and activities for students), with the aim of assist Portuguese language teachers and other areas of knowledge, about the use of didactic resources and the use of Active Methodologies.
O ensino de dança na educação física escolar: uma proposta metodológica para os anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2024-05-10) Brandão, Flávia Ramalho Monteiro; Pimentel, Fernanda Cruvinel; http://lattes.cnpq.br/1018678187660803; Pimentel, Fernanda Cruvinel; Rodrigues , Anegleyce Teodoro; Zandominegue, Bethania Alves Costa
The teaching of Dances in school Physical Education classes, as well as other specific contents of this curricular component, often presents in pedagogical practice only procedural aspects of the content, the "knowing how to do", however, the current curricular guidelines that guide Education, the BNCC, directs a teaching and learning process beyond the "knowing how to do", aiming at the global formation of the student through concepts, attitudes and values. Given the lack of academic production on this subject, the aim of this study is to develop a methodological teaching proposal for the content of Dances of Brazil and the World in the early years of elementary school, integrated into the Physical Education curriculum, in accordance with the legal guidelines and the particular needs of the educational environment. From this perspective, a qualitative study was undertaken, based on the precepts of action research and supported by the Pedagogical Intervention Project developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, which was configured into the educational product entitled "Dance in the context of Physical Education: Dances from Brazil and the world". Participant observation, the Field Diary, audiovisual recordings and questionnaires were used as instruments for producing and collecting data. In order to analyze and interpret the data, the Field Diary entries were taken into account, as well as observations in class, audiovisual recordings and entries written by the students in response to the questionnaires. Given the constant changes, especially with the implementation of the BNCC, this study is an important theoretical and methodological support for teachers involved in the teaching of Physical Education in the early years, with the aim of contributing to a better performance in the face of the numerous challenges that arise in everyday school life, and thus guaranteeing meaningful learning and the principles of an integral education, which seeks to develop broad skills and competencies in students, making them protagonists in the educational process. As a result, this study shows that the implementation of Dance in school Physical Education classes, from the perspective of the dimensions of knowledge and guided by the current curriculum guidelines, the BNCC, plays a fundamental role as a pedagogical activity that can be worked on in its various aspects, providing students with emotional, physical, intellectual and social benefits. This content helps in a positive way to build the individual's knowledge in relation to the body culture of movement and to recover historical and socio-cultural aspects of both the society in which he is inserted and the world
[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 Dias
Faced 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.
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 Saddi
The 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.
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 Misseno
This 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.
O Goalball como conteúdo na educação física escolar na educação básica: uma proposta didática
(Universidade Federal de Goiás, 2024-04-15) Cauhy, Leticia Cristina de Andrade; Déa, Vanessa Helena Santana Dalla; http://lattes.cnpq.br/4747115499551611; Déa, Vanessa Helena Santana Dalla; Silva, Ana Paula Salles da; Lima, Lana Ferreira de
In this sense, our general objective is to propose pedagogical strategies for teaching the paralympic sport Goalball in school Physical Education, and the specific ones, review the literature on legislation in inclusive education and systematize the specific knowledge of Goalball, carry out a survey of studies on the its teaching, learn about strategies and materials for teaching this modality and, finally, develop, based on practical needs arising from the investigative field, pedagogical strategies, adapted to the context of public schools in Goiás. The theme of the Paralympic sport Goalball at school will provide students with great development, one of which is the experience of sports for people with or without disabilities and its adaptation for students at school, creating awareness about sports practice for people with disabilities, making this modality known. Regarding the theoretical framework, we used the studies covered by Davi Rodrigues (2003), Márcio Morato (2008), Mantoan (2020), among others. The analysis adopted will be qualitative in nature, focusing on exploratory interventional research. The locus of the investigative work was a regular public school, located in the northern region of Goiânia, Goiás. Our object of study will be the Physical Education teachers at that school and the pedagogical activities of these subjects. Therefore, we carried out semi-structured interviews with teachers and a practical diagnostic intervention activity at school. We then processed the data and organized the information generated from the interviews. And, later, we present the data produced in the research field. As a result, teachers pointed to the lack of continued training and the lack of infrastructure and materials as the biggest challenges faced. The research culminated in the educational product, developed during the Stricto Sensu Professional Master's Course of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG), from records made in the logbook and data processing. We developed written didactic and instructional material, with the proposition and theme: “Didactic sequence for teaching Goalball”, which will be made available through social networks, aiming to train teaching pedagogical practice, trying to meet the needs and problems highlighted by teachers who were part of the researched sample, thus enabling the qualification of pedagogical practice by the subjects involved in the investigative work.
A construção de identidades de gênero a partir da leitura de narrativas literárias de recepção infantil e juvenil
(Universidade Federal de Goiás, 2024-06-25) Costa, Flávia Ferreira da; Martins, Lucinéia Scremin; http://lattes.cnpq.br/6636418419069593; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; Martins, Lucinéia Scremin; Faria, Vivianne Fleury de; Galvão, Flávia Motta de Paula; Melo, Keila Matida de
This dissertation is the result of research conducted within the scope of the Professional Master's Degree Program in Teaching in Basic Education (PPGEEB-Cepae-UFG), at the Center for Teaching and Applied Education Research (CEPAE) of the Federal University of Goiás (UFG). The underlying motivation for this study lies in understanding the transformative potential of literary reading and the conviction that access to it is a fundamental right, transcending the simple act of reading to constitute an essential citizenship practice for individuals' effective participation in a literate society. The general objective of the research was to demonstrate how certain narratives of children's and youth reception can contribute to discussions that lead to the deconstruction of stereotypes based on sexist and patriarchal conceptions by presenting fictional universes in which the constitution of female characters highlights the importance of a human formation process based on gender equity and the valorization of aspects and attitudes that seek this equity. The specific objectives were thus defined: to investigate the contributions of literary reading to the formation of readers, to contribute to the formation of literary readers in Basic Education, based on the study of narratives of children's and youth reception by Brazilian authors; to analyze how certain female characters are represented in the literature of Ana Maria Machado, Marina Colasanti, and Vita Murrow, in light of discussions about gender; to create conditions for students from a public school to become acquainted with narratives by these authors, providing new aesthetic experiences through readings that address cultural, social, and gender themes; to reflect on the importance of female-authored literature for the formation and strengthening of women's identity; and to contribute to the construction of gender identities in a perspective capable of breaking the chain of patriarchal practices in society. For the field research, action research methodology was adopted, in a qualitative approach, involving students from the 6th grade of Elementary Education, aged between 11 and 12 years, from a school in the northern region of Goiânia. Participant observation during the mediated readings enabled the analysis of the students' responses to the proposals for aesthetic experience, as well as the impact of these readings on the deconstruction of stereotypes that contribute to gender inequalities, prejudices, and discriminations. The analyses showed that literary reading plays a crucial role in the formation of readers, promoting the development of autonomous, critical, reflective, and, above all, humanized individuals. As an educational product of this research, an e-book entitled “WEAVING GENDER IDENTITIES: contributions of literary reading of narratives for children and young people", containing information on the investigated theme, presentation of the narratives addressed, and the didactics used. The theoretical frameworks that underpinned this study were diversified, including studies by renowned authors such as Adichie (2017), Aguiar and Bordini (1988), Auad (2004; 2022), Bourdieu (1989; 2007; 2011), Caldim (2021), Candido (1973; 2002; 2011), Chauí (1994), Coelho (1985; 2000; 2008), Colomer (2017), Louro (1995; 2000; 2002; 2013; 2014), Murano (2002), Sandroni (2007), Scott (1990; 2012), Thiollent (2011), Zilberman (1983; 1991; 2005; 2008); Zolin (2007; 2009; 2010), among others.
Os aplicativos educacionais à luz da pedagogia histórico-crítica no ensino e na aprendizagem de matemática
(Universidade Federal de Goiás, 2024-07-08) Duarte, Paulo César Vieira; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Moraes , Moema Gomes; Faria, Elisabeth Cristina de; Silva, Fernanda Cristina da
The present research is a Stricto Sensu Professional Master's dissertation, linked to the research line Methodological theoretical conceptions and teaching practices, of the Postgraduate Program in Teaching in Basic Education (PPGEEB) of the Center for Teaching and Research Applied to Education (Cepae) from the Federal University of Goiás (UFG). This study investigated the use of educational applications for teaching work, in the light of Historical Critical Pedagogy (PHC), in Mathematics classes in the final years of Elementary School (EF). The research was conducted using a qualitative approach, carried out in the field, with one teacher and 27 students from a ninth-grade PE class at Escola Maria de Lourdes Estivalet Teixeira, located in the municipality of Goiatuba, Goiás. The problem question that guided this research was the following: What are the didactic contributions of educational applications, in light of PHC, for teaching work in the teaching and learning process of Mathematics in the final years of EF? The general objective was to analyze the pedagogical possibilities of educational applications as teaching resources, in the light of PHC, in Mathematics classes in the final years of EF. To this end, the methodological proposal began the construction of the theoretical framework, which included several authors, such as: Araújo (2020), Conceição (2018), Cysneiros (1999), Deslandes, Gomes and Minayo (2009), Gasparin (2012), Giardinetto (2021), Gil (2008), Lakatos and Marconi (2003), Marsiglia (2011), Marx (1987; 2014), Moraes (2014; 2016, Moraes and Peixoto (2017), Moraes, Bueno and Do Nascimento (2017), Nascimento (2016), Peixoto and Moraes (2017), Peixoto (2012; 2016; 2022), Petenucci (2008), Saviani and Duarte (2021), Saviani (2021a; 2021b), Toschi (2005; 2019), Toschi et al. (2010), among others. For data collection, five types of instruments were used: semi-structured interviews, questionnaires, participant observation, field diary and assessments. Training was carried out with the teacher participating in the research on PHC teaching. After curating applications for cell phones, GeoGebra was chosen to implement a teaching project, and the content worked on in the classroom was 1st grade Systems of Equations. From the process of pedagogical discussion throughout the research, the development of the educational product “An approach to Historical-Critical Pedagogy in Teaching Practice” emerged, resulting in a didactic pedagogical material (e-book). It is presented as a pedagogical support material for Mathematics teachers in the integration of educational applications in the light of PHC in the teaching and learning of Mathematics. Therefore, it appears that there were didactic contributions by offering visual and interactive resources that helped students understand mathematical content in a more dynamic and interactive way. They also enabled the personalization of teaching, immediate result to students, in addition to encouraging student participation, making Mathematics classes more interesting and motivating, increasing interest and enthusiasm for the subject. The results of this study can contribute to pedagogical practices, but future research can deepen the investigation and even consider the long-term impact. Collaboration between schools, teachers, researchers and developers is a possibility to be considered.
Ensino de filosofia intercultural no ensino médio para a efetivação da Lei N° 11.645/08
(Universidade Federal de Goiás, 2024-07-29) Faria, Débora Christie Cardoso de; Dantas , Luís Thiago Freire; http://lattes.cnpq.br/5880502716036432; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira , Evandson Paiva; Rabelo, Danilo; Dantas, Luís Thiago Freire; Schnorr, Gisele Moura
Discussions about the knowledge present in the curriculum in basic education have expanded in recent decades and in the teaching of philosophy in Brazil, the problematization of the Eurocentric matrix of knowledge has been strengthened. This movement is aligned with the provisions set out in law 10.639/03 and its modification, law 11.645/08, which includes the mandatory study of African, AfroBrazilian and indigenous culture in basic education. It is in this context in which this research is located. Carried out within the scope 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) between the years 2021 and 2024, this study establishes as a research problem the possibility of implementing law 11.645/08 in the teaching of philosophy in the state education system of Mato Grosso through the study of the philosophical dimension of the culture of the Xavante people. Therefore, this is qualitative research and adopts action research as a methodology. In this way, it proceeds with bibliographical research on the ways in which the school institution in Brazil, given the history of colonization, deals with the issue of cultural and racial diversity. The concepts that guide this bibliographical investigation are epistemicide (Carneiro, 2005) and ethnocide (Clastres, 2004) and refer to the processes that demonstrate cultural hierarchy, the degradation of knowledge produced by non-white groups and the dehumanization of racialized subjects, including in formal educational institutions. To understand how this problem is posed in Brazilian education after the promulgation of the Federal Constitution of 1988 and law 11.645/08, I carry out a critical analysis of the curricular documents that guide basic education, more specifically the Ensino Médio (Brazilian High school) stage, in Mato Grosso. Thus, considering Candau (2018) and Walsh (2009), I identify liberal multiculturalism as the cultural approach adopted by the Nacional Curricular Commom Base (BNCC, 2018) and the Mato Grosso Curricular Reference Document for High School (DRC/MTEM). In this context, given the BNCC and the DRC/MT-EM that provide for the study of indigenous themes, in order to understand how philosophy teachers practice in the state education system of Mato Grosso with regard to the Education of Ethnic-Racial Relations (ERER), a questionnaire was applied to these professionals in the aforementioned system. The responses from the thirty-two teachers who participated in the research contributed to the construction of the philosophy workshop held in a second-grade high school class at a state public school in MT. This workshop sought the intercultural philosophy of Raúl Fornet-Betancourt (2003; 2020), Paulo Freire (2013) and bell hooks (2017) as a didactic-pedagogical basis for its execution. In consequence, as a proposal for anti-racist teaching practices in philosophy teaching, the research explores the notion shared by intercultural philosophy, which understands philosophy as a practice present in the most different cultures since it is an exercise that brings together the efforts of a given group to give meaning to existence. Among the references adopted for the construction of the workshop are also academic and audiovisual works authored by or with the collaboration of indigenous people from the Xavante people. The discussions held in this dissertation and the review and systematization of the workshop experience gave rise to the educational product of this research, entitled “Intercultural philosophy in high school for the implementation of law no. 11.645/08: a proposal based on the philosophy, history and culture of the Xavante people”. The intention is that these elaborations contribute to the discussion about anti-racist practices in teaching indigenous philosophies in basic education.
Razão Comunicativa e Educação: Uma relação didático-metodológica do estudo da razão dialógica em Jürgen Habermas, com a erística segundo Arthur Schopenhauer
(Universidade Federal de Goiás, 2024-01-10) Ferreira, Enilson Macedo; Schulz, Almiro; http://lattes.cnpq.br/0388519214129360; Schulz, Almiro; Ferreira, Evandson Paiva; Queiroz, Fabricio David de
The pedagogy of communicative action, as it is a field in theoretical development, and with epistemological parameters that aim to rationally clarify the foundations, methodologies and paths of intersubjectivity, requires an empirical understanding of the current educational reality. Thus, in this work, the parameters of communicative action were studied, according to Jürgen Habermas, relating the action models with the responses of teachers who volunteered to answer a questionnaire about their communicative actions. In the relationship between content and the student body. As there is a need to have material that guides pedagogical communication in this proposal, an educational product was suggested that will serve as a template for these communicative mechanisms, taking greater advantage of the intelligence of students in regular education. Because communication is a rational and collective order, the study of communicative action helps to create possibilities for the didactic use of speech in relation to the teaching-learning process, with the appropriate science content. In the first part of this same study, it is understood that rationalizing under communicative agreements, constituting structures that highlight paths to the proposed veracity, avoiding eristic paths. In the second part, the reflection is to introductoryly address aspects of eristics that move away from the principles of veracity in favor of conveniences, ideologies and dogmas. The Habermesian models will be adapted as a form of technical guidance, based on the analyzes of the teachers who contributed to this research, as well as contrasting with the eristic stratagems investigated in Schopenhauer's philosophy, explained in the third part that highlights the parameters of the pedagogy of communicative action. The use of speech, in an appropriate way, combined with didactic theories and conducted according to Habermesian models, is the basis for an attempt to found a pedagogy of communicative action that can be used during the teaching-learning process, which is the product proposal educational in the last part of this work.This educational product, in E-book format, provides pedagogical models of communicative actions and rationalizable ideals to guide both speech and is accessible for use by professionals. This practical theoretical research resulted in a work entitled “Communicative Reason and Education: A didactic-methodological relationship of the study of dialogical reason in Jürgen Habermas, with eristics according to Arthur Schopenhauer”, developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. The product is available in the appendices and accessible in the UFG dissertation database entitled: Communicative action introducing didactic pedagogical aspects in the communicative relationship between teachers and students of an instructional nature, containing elucidative aspects obtained after theoretical readings of Habermasian action models, and analyzes of interviews collected by volunteers in the field of education, using the discursive/textual genre. Thus, the results were promising after attempts to use it in regular education classes.
Paradesportos de precisão na Educação de Jovens e Adultos: uma abordagem intercultural
(Universidade Federal de Goiás, 2024-10-30) Fraga, Naiza Fernandes; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Rabelo, Danilo; Salermo, Marina Brasiliano
Para-sports, as an expression of the culture of physical practices of people with disabilities, can enrich Physical Education classes in Youth and Adult Education (EJA). Given its insufficient space in the curriculum and the lack of studies on the subject, the research is justified by the absence of systematized pedagogical proposals that promote the teaching of this culture and physical practices. Thus, this work proposes to reflect on the following problem: what is the relevance of teaching precision parasports in Physical Education classes in EJA? The main objective was to analyze the intervention proposal with precision parasports for EJA students. The specific objectives aim to identify and analyze the knowledge of Physical Education teachers who work in Basic Education about parasports, in addition to determining the modalities and strategies addressed in their classes; identify and analyze the knowledge of EJA students about parasports; and analyze the limits and potentialities of a pedagogical intervention with precision parasports in Physical Education classes. The methodology is qualitative, of the action research type. Online questionnaires were applied to 55 elementary school Physical Education teachers. In addition, an intervention proposal was developed in a Municipal School in Goiânia, with precision parasports modalities built on an intercultural approach. This stage included the participation of 23 students from the 1st to 4th grade of elementary school in EJA, aged between 41 and 71 years. The research is anchored in the perspective of intercultural education and cultural curriculum, including authors such as Candau (2011; 2016), Neira (2016a; 2016b), Walsh (2007; 2009) and others. The results indicate that teachers recognize the use of parasports as a tool to promote inclusion and develop empathy, using different methods such as experiences, games and seminars. The most worked modalities were sitting volleyball, goalball and bocce, facing challenges such as the lack of adequate materials and teacher preparation. In the case of EJA students, ableist attitudes were initially observed, but experiences with parasports resulted in greater engagement and changes in perceptions about people with disabilities. Structural challenges were noted, reinforcing the need for greater public funding. The intervention highlighted the relevance of precision parasports for this audience, contributing to Physical Education in EJA. This dissertation, developed in the Professional Master's Program in Teaching in Basic Education at CEPAE/UFG, resulted in the didactic sequence "Precision parasports in Physical Education classes: An Intercultural Proposal". The e-book offers suggestions for activities on precision parasports and discusses topics related to the culture of people with disabilities and is available free of charge in the CAPES repository and on the CIAR (Integrated Center for Networked Learning) website.
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 Barreto
This 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.
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 Maria
The 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.
A ocupação do Jardim Nova Esperança: narrativas de estudantes da rede Municipal de Goiânia
(Universidade Federal de Goiás, 2024-02-06) Honorato , Rafaela Paula; Gonçalves; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Vreeswijk, Anna Maria Dias; Garcia, Allysson Fernandes
This research presented to the Stricto Sensu Professional Master's Course of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG) has as its object of investigation historical narratives about the process of occupation of Jardim Nova Esperança, by students from Education for Youth and Adults (EJA) at Escola Municipal Jardim Nova Esperança. This work is part of the field of investigations that has been called Historical Education, constitutive of the area of History Teaching, and whose focus is, mainly, research related to the analysis of historical ideas and historical consciousness of the subjects. In this way, the general intention of the research was articulated with the theoretical concepts of Jorn Rüsen (2001), Barca (2012); Schmidt (2009) and Cerri (2011) and the historiography of Goiás that discusses the process of occupation of Jardim Nova Esperança. Based on the investigation, an educational product was developed entitled: My place in the world: Digital collection and didactic sequence Jardim Nova Esperança. The educational product is a didactic sequence with three lesson plans that aims to assist teachers and students in the research process about the community in which they live and/or teach. In order to corroborate the didactic sequence, a Digital Historical Collection of Jardim Nova Esperança was created to facilitate access to documents that date back to the historical past of this community.Finally, we demonstrate that the methodology of this research consisted of fieldwork of a qualitative nature analyzing the activities proposed in the previously mentioned field school and based on the analysis of interviews carried out with members of the occupation process of the neighborhood that was the subject of this research.
O encantador de palavras: poesia de Manoel de Barros e formação do leitor na segunda fase do ensino fundamental
(Universidade Federal de Goiás, 2022-06-24) Isaias, Fernanda Gomes Pacheco; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Lima, Clêidna Aparecida de; Felizardo, Alexandre Bonafim
This work is the result of a research developed in the course of Professional Master's Stricto Sensu in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG), campus- Goiânia, addresses the contribution of poetry of Manoel de Barros in the formation of the reader in the second phase of the basic education. This research seeks to investigate why children have stopped reading poetry and, mainly, how the school can promote this reunion between the poetic text and the reader. The Monsenhor Angelino school, in the city of Inhumas - Goiás, was chosen with the eighth grade class for the application and investigation of the research. The concern with the formation of readers and, more specifically with the poetry reader, is the main motivation for the development of this research. With this, it aims to investigate how the stimulus to the practice of poetry reading is provided to young people, as well as how to develop creativity, sensitivity and criticality, thus achieving the main objective, the formation of the poetry reader. Thus, the research presented consisted of two stages, the first of bibliographic analysis with the elaboration of two chapters dedicated to the study of the theoretical contribution on poetry in the classroom, the formation of the literary reader, the ludic in the awakening of poetry , and the poetry of Manoel de Barros. In the second stage, it consists of meetings of workshops for reading the poetry of Manoel de Barros held at the school-camp. For the development of the research, it was guided by the theoretical assumptions of Zilberman (1985), Candido (1995), Todorov (2009), Paz (1982), Bloom (2001), Adorno (1983), among others. Data collection took place through observation of the participants, readings of poetic texts by Manoel de Barros such as “Oficina” and “Obrar” and others present in the works “Poesias Completas” and “Memórias Inventadas: a Segunda Infância”, from written productions in relation to the activities applied and the exhibition of the activities carried out in a soiree of virtual poetry. Finally, when analyzing the data, an educational product was developed, in the form of an e-book, "Desenhos Verbais de Manoel de Barros: poesia na sala de aula" contemplating through reflective narratives and sharing the experience gained by the students.
Educação de Surdos na Perspectiva Inclusiva: alfabetização matemática na proposta bilíngue
(Universidade Federal de Goiás, 2024-11-19) Jesus, Solange Sodré de; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Araújo, Jaqueline; Moraes, Moema Gomes; Lopes, Janice Pereira; Kranz, Claudia Rosana
This research addresses pedagogical practices for teaching Mathematics in bilingual pedagogy, with the educational product entitled Pedagogical Practices for Mathematical Literacy: bilingual proposal for the deaf and hearing in view of the continued training of teachers in the format of an e-book according to the criteria of the Graduate Program and the Institution (CEPAE/UFG). The research problem is: what content can be included in a continuing education course that serves as instruments for the inclusion and interaction of deaf and hearing people from a bilingual perspective? The general objective seeks to analyze the inclusive perspective on mathematical literacy in bilingual pedagogy. As for the specific objectives; we try to a) identify pedagogical practices with the teaching of mathematics for deaf and hearing people in bilingual pedagogy, b) analyze the limits and possibilities of applying mathematics activities for deaf and hearing people in elementary school resulting from a pedagogical proposal in bilingual modality and c) develop the educational product for teacher training. The methodology was of a qualitative, ethnographic nature, with fieldwork at a municipal public school, in the 5th year of elementary school, with a total of 28 students enrolled. Questionnaires and recordings of on-site experiences were administered. The main authors used as sources were Vigotski (2018; 2010) Fernandes (2010) Santana (2007), Luria (1986), Lampreia (1999) and others, dealing with the concepts of inclusion, pedagogical practice and bilingual pedagogy. The research highlights the importance of mediation in teaching, according to Vigotski (2018), and students' preference for collaborative tasks that stimulate the development of higher psychological functions. It highlights the importance of knowing the students' reality, carrying out diagnostic assessments and planning inclusive activities, especially in bilingual contexts. Interaction between deaf and hearing students, with the support of interpreting teachers, and the ongoing training of educators are essential to guarantee quality and inclusive education.
WebQuest: uma proposta para o ensino de história e cultura afro-brasileira nos anos iniciais do Ensino Fundamental
(Universidade Federal de Goiás, 2024-10-04) Lima, Lilian de Paula; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Oliveira, Wellington Cardoso de; Wreeswijk, Anna Maria Dias
This dissertation, the result of research carried out in the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG), aims to reflect on the teaching for ethnic-racial relations. Bibliographical research was carried out discussing concepts such as race, whiteness and racism from authors from the decolonial theoretical perspective and participatory research in two 4th year classes of the initial grades of a school in the municipal network of Aparecida de Goiânia. After a period of observation and reflection, the educational product WebQuest “Afro-Brazilian culture and the fight against racism” was produced, which is available on Google Sites with links to videos, reports, guided tours and games so that students can complete a task proposed in the WebQuest itself. Racism, which still persists in our society, needs to be combated in several spheres, including education, teaching students the origin of the idea of race and racism and how to have attitudes that break with these practices. This dissertation and the educational product intend to be another tool for us to build, through education, an anti-racist society

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