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Item Narrativas de patrimônio e percepções culturais sob a ótica da cultura visual(Universidade Federal de Goiás, 2011-05-09) ALEXANDRIA, Genilda da Silva; GUIMARÃES, Leda Maria de Barros; http://lattes.cnpq.br/1491866271915819This dissertation aims to investigate the relationship between patrimony and society, and in this sense focuses on the processes related to the building of this patrimony, by seek-ing out through the so-called narratives on patrimony a mélange of senses and under-standings about this theme and linked to the field of the visual culture. In reality, this is also a research under a clear-cut pedagogical approach, so that there is herein an inten-tion to re-read, reanalyze and reinvestigate, giving rise to a speculative review, the rela-tionship between identity and culture concerning the topic patrimony.Item História e memória: um estudo sobre a violência na infância com base em relatos de idosos de Goiás(Universidade Federal de Goiás, 2007-08-28) ALMEIDA, Gizela Bastos da Mota; BARBOSA, Ivone Garcia; http://lattes.cnpq.br/8032275045906128The present dissertative paper presents the process and the result of a search named MEMORY AND HISTORY: : a study about violence in the infant based in the elderly report from Goiás. Articule in the search line of Formation and teaching Professionalization, mainly, the Politics Public project and Infant Education in Goiás: history, conceptions, projects amd practice, connecting the Program of Post- Graduation Mastery from the Faculdade de Educação/UFG, this study has as its goal know the repreentations and conceptions from the infant and the education, taken from elderly, citizens from São Luís de Montes Belos GO. Intended to investigate the caracteristcs of the education process of the children in the half first of the last century and the possible relation from violence establish in this process. Based on the social-historical view and dialectic, used the oral report and interview as the way of obtain information and necessary knowledge of the internalization from the object of investigation. The search universy constitute of 23 interviewed, 10 Sirs and 13 madams between 60 and 94 years old, and the collect of the datas happened in the period from 2005 to 2007. Tried, by the ways of the found analyses, understand the dinamic from the relation intrafamiliars, as the era of the education process, as the caracteristcs socialeconomics and politics from Goiás and the living in that historical period. The relation between parents and sons were the object of the investigation, mainly in the case that refers to the authority and the ways how they educated and corrected their sons. The way of the teaching in the State made interesting for the major understanding from the peculiar of the period and the context where the people from the search came from in their infant. In this way, tried to reveal the presence or not from violence in this phase of people life as well as express about the infant and education. The caracteristics of familiar life, of education and of the habit of the period ilustrate the representation of the infant in that period.Item Projeto InVision Framework: Um framework para suportar a criação e uso de jogos no ensino(Universidade Federal de Goiás, 2011-05-31) ALVES, Daniel Ferreira Monteiro; ALBUQUERQUE, Eduardo Simões de; http://lattes.cnpq.br/8181318469884254The number of people joining the Computer Science course, in the last years, is decreasing. Among those who enter, just a few are able to graduate, because there is a great retention rate and dropout, particularly among the introductory courses in algorithms and programming. The use of games as a motivational factor is a subject much studied in recent years, achieving good results for this problem. However, for the implementation of games in education, using a constructionist approach, students are required to build games. Several tools are available for this job, but there is a big difference in usability between the educational tools (that focus on educational programming) and those specific for creating games. This work proposes a framework for building games, being supported by an extensible application through scripts which allow it to be adapted for use in various disciplines throughout the course, and not only in introductory courses.Item Sites de redes sociais na educação: do entretenimento à formação para a cidadania(Universidade Federal de Goiás, 2011-12-22) CALAÇA, Gabriella Luccianni Morais Souza; RODRIGUES, Cleide Aparecida Carvalho; http://lattes.cnpq.br/6665148469537613The number of Internet users has been increasing considerably in Brazil. According to surveys, social networks, such as Orkut, are among the most frequently accessed sites. However the digital divide still affects one third of the Brazilian population. As an argument to decrease this exclusion from the digital world, to prepare the students for the work environment and develop citizenship awareness, information and communication technologies have been implemented in schools run by the governments. The focus however, has been restricted to providing the physical facilities, in the form of laboratories. While social network sites are being used outside school hours and facilities by students and teachers to meet friends, communicate, update profiles and even to mobilize segments of the population, inside these institutions access to these social network sites is prohibited. The justification is that these tools do not serve educational purposes. The main objective of this survey, therefore, is to find out if the social networks available in the Internet can be used to further educational goals and to develop citizenship. To answer this question 23 tutors at the Núcleos de Tecnologia Educacional NTE (Centers for the use of Technology for Educational Purposes), responsible for offering courses in information technology to other tutors and teachers employed in State-run schools, were interviewed. The aim of the survey, therefore, is to determine the real situation in the public schools in Goiânia, regarding the use of social networks in the classroom.Item As (im)possibilidades de constituição da subjetividade no mundo do trabalho: reflexões sobre (des)sublimação no contexto educacional(Universidade Federal de Goiás, 2010-08-12) CARLONI, Paola Regina; ZANOLLA, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708To build culture and socializing, the subject must abdicate their desire for instant gratification through sublimation. In a fragmented and administered society, this possibility is reduced and converted into desublimation, which is at the service of domination. Therefore, the purpose of this study is to understand the constitution of subjectivity in the working world and bring up the (im) possibilities of sublimation in the educational context. We start from this concept to understand who is the subject that is formed in this culture, since the subjectivity is composed by the sublimation. To this end, we carried out a literature and epistemological research, referenced by Critical Theory of the Frankfurt School, especially from the writings of Adorno, Horkheimer and Marcuse, and authors who hold this discussion, such as Freud, Marx and Kant. Guests to the historical moment of implementation and consolidation of capitalism, reinforced by the Enlightenment ideals of equality, liberty and fraternity and its contradictions, to understand the sense of subjectivity and what are its consequences in a administered society, structured by the cultural industry. The encouragement of consumerism and the transformation of labor into a commodity, capable of generating profit, directly affects education, which should consist of the possibility of libidinal energy channeling to building a more human civilization through sublimation. However, the work becomes alienated and man loses its universality by not recognizing themselves in this ontological category of constitution of individuals. The education, to follow the logic of capitalism, does not reach the goal of cultural formation, but becomes desublimation to transform knowledge into goods for immediate satisfaction. The discussion is not limited in this study. The objective of raising it does not close the issue. According to Adorno (2006), a ready answer about what to do can undermine the development of knowledge required for any transformation. The possibilities for change are precisely in the field of reflection and clarification, because they are the necessary subsidies for a conscious practice. This work fits within the research area Culture and Educational Processes, of the Graduate Program in Education, of Federal University of Goiás.Item Lugar e parentela: Educação de sujeitos em povoados no extremo norte do Tocantins(Universidade Federal de Goiás, 2011-07-13) FERRAZ, Elzimar Pereira Nascimento; PESSOA, Jadir de Morais; lattes.cnpq.br/7640102236711284This thesis results from an investigation conducted by the Research Line called ―Education, Labor and Social Movements‖ in the Graduation Program in Education at Universit Federal of Goiás. It aimed to apprehend and analyze education instances and the places where education happens in the villages of São Raimundo and Nunes, in the city of Ananás, in the far northern of the state of Tocantins. This research had a theoretical collaboration of the concepts of culture and people education, and had as theoretical subsidy, mainly: a discussion of culture based on Gramsci "New Left" Marxist English - Thompson, Williams and Eagleton and Brazilian authors Bosi, Chaui, Coutinho and Schwarz, a reflection on the agrarian matter based on the theory of fields of Bourdieu, and a theoretical-practical idea of education of people from Brandão. In the field research, it was used the ethnography method to collect data about everyday situations of life, work and leisure, in addition, there were two semi-structured interviews. The first with pioneer residents of the occupation of the land of both towns and the second with couples aged between 30 and 52 years old. The research allowed us to explain, about the social processes observed in Tocantins villages, that education of people is done in the relational and spatial organization of each village, and also that the people from villages are historical and deal with new mechanisms of tension, relations of power and conflicts between the permanence of the traditional and the emergency of the new.Item As vicissitudes de uma educação psicanaliticamente orientada(Universidade Federal de Goiás, 2008-08-30) LIMA, Valéria Alves de; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This essentially bibliographical study belongs to the Culture and educational processes line of research of the postgraduate program in Education at the Faculty of Education at UFG. It discusses the question of the possibility/impossibility of the educational impasse coined by Freud (1856 1939). Using studies on psychoanalysis and education as a basis, it seeks to establish a relationship between these two fields, in an effort to take into consideration an education which would bear in mind the unconscious, and in that way, would take into account the physic processes, incongruencies and discontinuousness of the educational act. Psychoanalysis can contribute to education by means of the recognition of desire in the subjects who are learning. It could be said that psychoanalysis could transmit to the educator and not to pedagogy as a constituted field an ethics, a way of seeing and understanding educational practice.Item O discurso educacional no artigo de opinião: o controle do já controlado(Universidade Federal de Goiás, 2010-08-26) MORGADO, Valdoméria Neves de Moraes; FERNANDES, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618Our goal with this essay is to verify the discursive construction about Education, materialized in the Ponto the Vista column, from the Veja magazine, from the period 2000 to 2009. For this, twelve articles were selected: three from Lya Luft, four from Stephen Kanitz and five from Claudio de Moura Castro. To support our research, we decided essentially by the writing from Bakhtin (2000, 2006), Pêcheux (1983, 1988, 1990, 1997, 1999) and Foucault (1979, 1987, 1995, 2003, 2007) to discuss issues of speech and to observe the role and discursive dimension from the print media, we support us, for example, in Santaella (1996), Scalzo (2003) and Thompson (1998). We discuss the conceptions of language, dialogism, discursive formations and imaginary formations, conditions of discourse production and power and knowledge relations that arise from discourse notion that guides study. We broach also regards of the information, since the orality until the expansion and influence of the print media and especially the solidification of Veja as one of the main week magazines in the world and, also, as a mechanism for opinion formation. In the analysis of the opinion articles from writers who represent Veja, we found out that the speech points to a crises in the Brazilian educational institutions and this crisis is attributed to the teacher, being seen as incompetent because of his poor performance and academic training. In the addition, we observe that Veja presents us a Salvationist model, as foolproof recipe from this crisis: the textbook. Thus, through this discursive construction, the writers reveal controlling mechanisms that seek to legitimize or configure a teacher model and of using very detailed of the textbook to ensure the proper practice of teaching. Veja takes the pedagogical speech in order to normalize and individualize to exercise more effectively its knowledge and power upon the reader.Item Sobre as relações de autoridade e poder na docência: Contextos (des)autorizados pela formação(Universidade Federal de Goiás, 2011-08-23) PEREIRA, Marcia Ferreira Torres; ZANOLLA, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708Supported by the relationship between education, culture and society, this work proposes a dialectical reflection about history conceptions of concept of authority in the interface with the potential formation of teaching. To this end, consider themselves the historical, social, political, cultural and economic aspects on the basis, contributions that support the ideals of training from the ancient Greek people to modern education. The bibliographic search was accomplished highlighting on the Frankfurt School Critical Theory, considering, above all, texts of Adorno, Horkheimer, Marcuse and other authors such as Ariès, Aristóteles, Cambi, Coêlho, Duarte, Hobsbawm, Jaeger, Manacorda, Marx, Morgado, Ponce, Reale and Antiseri and Zanolla. It‟s starts with the premise of that the foundations of knowledge were bases to understand the cultural significance of the historical course of the consolidation of concept of authority and training. Since this course is characterized by the new resizing technology aimed at social development in all its nuances, cultural production became the theme for education and teacher training corresponds to the processes of symbolic production in order to implement the logic consumerism. This allowed an idealistic reason while positivize in the contemporary society, which has led to a fierce ideological potential of social praxis and its relation to the training processes in the teacher work. Recognize the authority as domination positivized the theory and practice means not only to consider the social contradictions as to demystify the idea of an idealized praxis, a fact that prevents it from truly constitute. Theoretical and practical teaching supported by a social identity abstract of means committed to freedom and autonomy, hence the importance of realize a discussion that withdraws from the philosophical experience of poverty and lack of recognition of contradictions of their education from bases epistemological no reconciled to universal ideas, apparently harmonics. In the idealized conciliation between theory and practice, the knowledge adapt on the objectives of social administered reality and risks strengthen a sense of authority governed by the rule of domination, thereby, distancing the education of critical thinking. In this context, this research report that the relationship between authority and training is permeated by the denial of its historical contradictions, leading to a thoughtless education, which tends to favor an instrumented training, technological justification for the implementation of a cultural industry sectors targeted for training, above all, to the school, its curriculum and theories. The objective to raise this discussion does not exhaust the possibilities of extending the reflection, but rather, tackle the contradictions inherent to the object as an aid to a truly emancipated and humane education.Item Arte/vida/trabalho e experiência docente: Produção de sentidos de hiphoppers da Vila Pedroso(Universidade Federal de Goiás, 2010-03-22) PEREIRA, Vânia Olária; GUIMARÃES, Leda Maria de Barros; http://lattes.cnpq.br/1491866271915819This research falls within the area of Education and Visuality of the Post-Graduate Visual Culture and discusses the meanings produced by social actors participating in the hip hop movement. The instrumental framework of support for the interpretations is composed of theoretical notions and postmodern research which is inserted in the Field of Cultural Studies. The work field rescues experiments that are carried out, in addition to those undertaken teaching experience before the masters, presented in the classroom reports, interviews and records imagistic. I adopt methodological quality/ reflexive principals for the research. Starting from a baseline of intent and ignorance, I expose the motivation and the origins of this study: I reflect on my teacher training and the Hip Hop Project, held at the Municipal School Madre Francisca in 2005. I follow the trajectory of the members of the Madre Hip Hop group, already outside the school, seeking to contextualize the neighborhood where they live and where the school is located - Village Pedroso, in the eastern region of Goiania. I seek an approach with the culture of the research subjects, discussing its conditions and social situations, political and aesthetic, through testing interpretive summaries. I attempt to identify how the analysts classify and understand their artistic productions, in contrast to some general arguments of the critique of popular art.Item Visualidades educacionais:imagem, cultura visual e trabalho pedagógico(Universidade Federal de Goiás, 2008-11-20) PINTO, Carla Gioconda Alves; SILVA FILHO, Raimundo Martins da; http://lattes.cnpq.br/1270126774554014This study is focused on manifestations and meanings that Elementary School teachers construct about images they choose to work in their visual arts classes. Five teachers with more than two years of teaching professional experience in the public educational system of Goiânia, Goiás, were invited to participate in this investigation. Interactive interviews were developed with the participants in order to gather information, questions and ideas about motivations that guide their images choice for pedagogical practice in the classroom. Two sessions of focal group interviews complement the methodological procedures in order to register and discuss conceptions and opinions about image and cultural manifestations. As symbolic systems, image and culture are interweaved through practices, concepts and values, defining educational and ideological positioning and creating points of view and versions of social reality. Subject positioning, ideas, actions and affections are dimensions that reveal the way human beings relate to themselves and to the world around them.Item Proformação e a construção da identidade profissional docente(Universidade Federal de Goiás, 2008-12-27) PRADO, Marineuza Caldeira de Sousa; TOSCHI, Mirza Seabra; http://lattes.cnpq.br/3959962750556696Proformação and the building of the teacher´s professional identity is the result of a study developed according to the research line Teacher‟s Education and Profissionalization of the Post-graduation Program on Education of Universidade Federal de Goiás. The focus of this study is the in-service teachers‟ education program Proformação . This program was created by the Ministry of Education in partnership with states and municipalities, which professionalized lay teachers who taught the first grades of primary school, literacy classes and pre-school groups. It was a secondary education level program which was carried out in the distance education mode. This study aims at understanding teachers‟ perceptions about Proformação . These teachers are from Rio Verde and took part of this program during 2000 and 2001. In order to do this, it was necessary to know how Proformação influenced the teachers‟ professional relations; to verify the current evaluation those teachers have of the program; to verify how the journals written by teachers during the course contributed to the building of their professional identity and to analyze if the teachers‟ discourse points to changes in their pedagogical practice. The theoretical reference used in this study was based on the analysis of teacher education, distance education and informative and instructional materials about Proformação . The methodology used a qualitative approach, considering the particular aspects of the investigated theme. We chose this methodology because it made possible to describe teachers‟ perceptions about Proformação and its meaning for the building of their professional identity. A case study was carried out to understand, analyze and rebuild educational situations which were experienced by the social group that was part of this study. Questionnaires were used, a focus group was carried out and the teachers‟ journals were analyzed. The study revealed that programs like Proformação , which offered hasty education, are part of a Brazilian educational policy financed by international institutions, especially the World Bank, which has strong influence on educational, political and economic decisions of Brazilian education. Proformação brought meaningful changes to the group of lay teachers who took part in it. In general, the group was very motivated and with high self-esteem; teachers‟ discourse reveals improvement in their pedagogical practice and 82% of them proceeded to higher education. With their degree, they have broken the lay teacher stigma . However, many of them were not able to overcome the barriers which prevent them from having a critical and reflexive attitude about themselves and their profession. These teachers‟ professional identity, like the identity of any other teacher, is not complete. While they are professionally active, it will be in constructionItem Ética, justiça e educação no pensamento de Paul Ricoeur(Universidade Federal de Goiás, 2011-07-15) RIBEIRO, Lúcia de Fátima; PEIXOTO, Adão José; lattes.cnpq.br/6113087861690446The aim of this work is to examine in Paul Ricoeur the notions of ethics and justice and their pedagogical implications. The theoretical referential is the phenomenological hermeneutic and the methodology is basead on the bibliographic research of the author work and his commentors. Initially, it seeks to explain what ethics is for the author, the principles that guide it and its applicability and present. This work was prepared on the basis of reflection on the human act, wondering if this is an essential way of being and trying to understand the man in the world today. Then, the theme of justice was discussed that, for Ricoeur, is part of the desire to live well. The fair is no longer good, nor even legal, but equitable. To mark where question of justice can be found, it was made a distinction between the notion of another and another. Ricoeur takes the Aristotelian definition of friendship in order to specify the vality and scope of solicitude. For him, the friendship anticipates the solicitude, facilitating good perspective on good life, rooted in self-esteem; the justice is taken at the institutional level as a political virtue. These discussions evidence the many implications of ricoeuriana ethics and justice in the field of education. Finally, it seeks to explain these implications. Education as enriches itself and promotes a sensible human action in the sense the person reaches the self knowledge truth and of self identity recognition. So, it can be said that the Ricoeur‟s ethical proposal because of a good and in harmony life for everyone, also guided by justice is possible and can be the way of the today world for a fair distribution of goods in short and long times. And, yet, it may be the pillar which warrants the discussion progress about the occidental ethics and the gaps, in the advance of discussion, that are still breakpoints to search for a humanitarian and egalitarian society and overall a man more humanizedItem Livros didáticos para o ensino de arte: diálogos, práticas e (des)caminhos(Universidade Federal de Goiás, 2009-01-23) SILVA, Gisele Costa Ferreira da; TOURINHO, Irene; http://lattes.cnpq.br/0199098726098947This work presents issues related to the study of textbooks, pointing out its relevance and comprehensiveness. It highlights the conception about the textbook as a cultural artifact that mediates and transforms our relations with the cultural and symbolic world. It also discusses the implications for the quality, quantity, cost and update of the textbook and signalizes elements and dimensions that must guide the research. A review of the textbook history lies the most common approaches of this line of investigation and highlights the trends that have built the object of interest in this study.mmmmmmmmmmmm Based on the assumption that the matter should be handled in a dialoguebased, arguing with a group of students, questions about how text and images are presented, arranged and sequenced by this educational support. Taking as the guiding principles of action-research and visual culture, the study discusses, as well, perceptions, interpretations and reactions of students in front of the selected parts of the textbook.Item Filosofia e política: o sentido da educação e da cultura(Universidade Federal de Goiás, 2007-08-06) SILVA, Lázaro Aparecido; COELHO, Ildeu Moreira; http://lattes.cnpq.br/4116924347437078Culture and educational process, reflections about the education meaning, I ask about the reality. Theoretical issue in Hannah Arendt s thinking and others philosophers which she refers, I examine the vita contemplative and the vita active whit its implications in the culture. So, my conclusion is that the means of education isn t to demonstrate how reality is, but how it would became, affirming the metaphysic s merit.Item A VIOLÊNCIA FÍSICA INTRAFAMILIAR COMO MÉTODO EDUCATIVO PUNITIVO-DISCIPLINAR E OS SABERES DOCENTES(Universidade Federal de Goiás, 2008-10-19) Silva, Maria Aparecida Alves da; SOUZA, Ruth Catarina Cerqueira Ribeiro de; http://lattes.cnpq.br/4438908621740299This work has the goal to search the Training and Professional Teacher. The objective of research is to know the knowledge that they relate to the teachers understand and cope with situations of physical violence inflicted by their students, from the environment intrafamily. To achieve this purpose, it is important to identify where these knowledges were built. To understand the phenomenon of physical violence against children in family education and school was used as the theoretical framework developed by the research scholars of historiography theme. Some educational proposals are highlighted in the discussion, considering that they launch concepts and methods which contribute to overcoming the use of violent practices in the education of children. The discussion made on the training of teachers has focused specifically on the teachers. To understand how it is the knowledge teachers, trying to support the theories that address the needs. The empirical research done into two schools of basic education in the city of Goiania. It was used as instruments to collect data for the development focus groups, the application of questionnaires and conducting semi-structured. Through the data found, we find that the teachers surveyed recognize and know diagnose the physical violence suffered by their students, but only when it took a severe expression, immoderate. Regarding the referral given to cases of violence, two trends dominate: trying to solve or minimize the effects or the occurrence of physical violence suffered by its students, seeking rapprochement of the family and official complaint in the Regional Education and the Guardianship Councils when the violence afflicting the student is kind of sexual. According to the testimonies of teachers, the academic training hasn t contribute ,theoretically and practically, so that teachers understand and deal in the classroom with the phenomenon of physical violence suffered by their students. To address this situation in the classroom, teachers use the knowledge from their family history and socio-cultural.Item EDUCAÇÃO E POLÍTICA EM ROUSSEAU, CAMINHOS PARA A CONSTRUÇÃO DA LIBERDADE: UM ESTUDO SOBRE O SENTIDO POLÍTICO DO PROJETO PEDAGÓGICO DO EMÍLIO DE ROUSSEAU(Universidade Federal de Goiás, 2008-11-03) SILVA, Natal Esteves da; REIS, Helena Esser dos; http://lattes.cnpq.br/1045681574037243The social context described in the Discourse on the origin and the bases of inequality between humans corresponds to the thought of Rousseau on the social-politicial aspect of his contemporaneousness. On the other side, the intention of thinker genebrino of having in Emílio a foretelling element of the Social Contract demonstrates clearly his political engagement. This practical preoccupation considers, not only in this work, but, in his theoretical production in general. So, underlying to the emphasis given to the abstract aspects in his politics writings, there is noticed the sketch of a plan of political action. It s on this presupposition that we ask: what it means to form for the citizenship in the social context described in the Second Speech? How does Emílio respond to that? The treatment of this problem of the education of Rousseau presupposes an analytical movement including three mentioned works. What for its time, demands that it has in hands a compatible connecting thread with them. This connecting thread might not be another but the problematic of the freedom. Since it sets itself up as the point of convergence of antropologic, politically and education of Rousseau thought. In the analysis of relation between freedom and human, we saw that it sets itself up as its difference specific, so essential to its existence and what consists of principal attribute of natural human. While leaving the state of nature this freedom is lost, since the social established relations of inconsistent form have a tendency to abolish it. Being the condition of freedom, essential to his existence, there is imposed on a civil human the necessity of rescuing it, now in a compatible format with social life, in other words, what sets a moral or political freedom up. Although freedom is now demanded, one theats of a convention, it s not in human so natural arrangements to his effectuation. Then, it is necessary build them, and this task falls to the education. While moving by Rousseau s theories, indirectly we reaffirm the theory of the unity of his works. And, straightly, we defend the theory of which, the reason of being of Jean-Jacques Rousseau s educational-philosophic work, Emílio or of the education, it is about building necessary arrangements to society according to Social Contract prescriptions.Item Pedagogia queer, cultura visual e discursos sobre (homo sexualidades em dois cursos de extensão online(Universidade Federal de Goiás, 2012-05-28) VAZ, Tales Gubes; GUIMARÃES, Leda Maria de Barros; http://lattes.cnpq.br/1491866271915819In this dissertation, I explore discourses about (homo)sexualities, informed by the perspective of visual culture studies and queer theory, in particular when addressing issues of education. The locus of investigation is situated in the experience of two online extension courses and one discussion group organized under the premise of reflecting on those themes. Based on dialogues with participants of the courses and the group, constituted mostly with students of an Art Education online undergrad course, I construct queries about the perceived discourses, and also the process of making and living the research. I tell this narrative from the point of view of an apprentice of investigator, bringing my personal experiences and connecting them with the theoretical framework, positioning myself as a subject affected by those studied discourses. Among them, the growing visibility of sexuality and the taboo that keeps up with it; the understanding that (male) homosexuality is essentially bound to gender; the difficulty in dealing with the theme on the classroom, for fear of influencing the students; and the existence of contextual factors that challenge subjects into discussing those issues.