Mestrado em Educação (FE)

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“1, 2, feijão com arroz...”: o conhecimento matemático na educação infantil
(Universidade Federal de Goiás, 2017-08-28) Gomes, Joana D’Arc dos Santos; Alves, Nancy Nonato de Lima; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708302A5; Alves, Nancy Nonato de Lima; Barbosa, Ivone Garcia; Soares, Marcos Antônio; Silveira, Telma Aparecida Teles Martins
The present research, entitled "1, 2, beans and rice ...": the mathematical knowledge in Infantile Education, is linked to the research line "Training, Teaching Professionalization and Educational Work", of the Graduate Program in Education, Faculty of Education of the Federal University of Goiás (FE/UFG). It also includes the project "Public Policies and Education of Children in Goiás: history, conceptions, projects and practices", developed by the Center for Studies and Research of Childhood and its Education in Different Contexts (Nepiec) of FE/UFG. It was understood that mathematics is a human and cultural production present in the life of children since its birth and also in the institutions of Infantile Education, which are configured as a privileged locus of human formation, enabling the insertion of children in culture through scientific instruments and knowledge. Based on these premises, the way mathematical knowledge is present in Infantile Education was investigated, in order to understand the conceptions around this knowledge, and the situations in which it is approached in the institutions. Based on historical-dialectical materialism, a theoretical and empirical research was carried out involving teachers, educational agents and children of the municipal education network of Senador Canedo/GO. For the empirical realization of the research, different methodological procedures were used, such as: questionnaires, observations, dialogues, records in photographic field journals and with recorders. It was observed that mathematics is present in the institutions of Infantile Education in various situations, passing through pedagogical practice, through the actions and interactions of children and teachers. However, it was considered that these situations did not involve children in significant moments of mathematical learning, limiting them to everyday experiences and actions with mathematics. It was understood that situations with mathematical knowledge in Infantile need to enable children to understand the relationships, uses and social functions of this knowledge, expanding and systematizing it. In this sense, mathematical knowledge, in the pedagogical practice of the first stage of Basic Education, must go beyond everyday experiences and contacts, considering that, limited to this, it can lead the child to the instrumental and utilitarian knowledge of mathematics. Thus, it is fundamental to involve children in situations that lead them to reflect theoretically on mathematics, so that they can form concepts.
“A Coprec me ensinou a viver” dimensões educativas e libertadoras do trabalho de catadores e catadoras de materiais de reciclagens em Goiânia
(Universidade Federal de Goiás, 2023-04-19) Oliveira, Emanuell Lopes Barros; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Machado, Maria Izabel; Almeida, Rosivaldo Pereira de
This academic work is research from the Postgraduate Program in Education at the Faculty of Education at UFG – PPGE/FE whose Research Line is Work, Education and Social Movements. Restoration work has a socio-environmental function of great relevance for the population of Goiânia, therefore, the city of Goiânia has a significant number of groups of recyclable material collectors who work directly in collection, but still face difficulties in carrying out their tasks. activities. In this sense, the research focused on the Dom Fernando Recycling Cooperative – Cooprec, focusing on the process of training waste pickers involved in collective work, taking into account learning and work as a social function. During the research, in the field of education and work, we relied on Adorno, Castel, Durkheim, Freire, Marx, Schwart, Teixeira, Vatin, from the perspective of cooperativism, collective organizations and social movements, we anchored ourselves on Caldart, Gohn, Kuenzer, Schneider, Singer, Valadares, Warren among others. The investigation was carried out with the aim of understanding how members and cooperative members are trained in their work, from a perspective of work as an educational principle. Furthermore, research has turned its attention to aspects of precarious work and education (formal, informal, non-formal). During the research, two semi-structured interviews were carried out with two cooperative founders of Cooprec, in addition to visits and observations of the collectors in their work environment. Given this, it was possible to identify learning characteristics acquired through carrying out the work itself, through techniques, postures, handling machines and coexistence and collective interaction between collectors, knowledge that is not exactly acquired in formal educational establishments. The research also showed us particularities of Cooprec's collectors, which differs from other collector cooperatives, as it does not have former street or landfill collectors on its staff. With this, it was possible to reflect on the characteristics and profile of the collectors, the complexities of the work, the subjectivities and the way in which activities and learning take place from collective and precarious work.
A permanência na educação superior: trajetórias de jovens universitários do curso de Filosofia da UFG
(Universidade Federal de Goiás, 2023-10-26) Rocha, Rubianny Maria Sales; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Alves, Amone Inácia; Schulz, Almiro; Queiroz, Fabrício David de
Este trabajo tuvo como objetivo comprender cómo algunos jóvenes estudiantes de filosofía de la Universidad Federal de Goiás (UFG) permanecen en una institución pública de Educación Superior y se apropian de ese campo a través del desarrollo de estrategias, teniendo en cuenta la realidad social del estudiante y las exigencias del curso. La discusión sobre las condiciones de los estudiantes de clases populares cobró mayor relevancia en el contexto global de la pandemia, durante el cual las universidades se vieron obligadas a adoptar la enseñanza remota para mantener sus actividades académicas. En este escenario, las limitaciones de recursos de los jóvenes universitarios en desventaja económica para realizar las tareas que exige la carrera ganaron protagonismo en los medios de comunicación, así como la voluntad de desarrollar acciones para permanecer en la Educación Superior y progresar en el ámbito universitario a través de la formulación de estrategias. Este trabajo tiene tres capítulos. En el primer capítulo se aborda el proceso histórico de desarrollo universitario desde la fundación de las primeras instituciones, destacando las características estructurantes, el contexto y las transformaciones que se han producido en el ámbito universitario a lo largo de los últimos siete siglos. El segundo capítulo se centra en analizar, a la luz de las ideas formuladas por el sociólogo francés Pierre Bourdieu, la estructura del campo universitario organizado a través de una red de relaciones objetivas entre posiciones de poder, prácticas, adquisición de capital y estrategias desarrolladas por los agentes recién llegados. o no, de acuerdo con las normas y leyes propias del campo en la búsqueda de la permanencia en este espacio de disputa. En el tercer capítulo, se destacan los desafíos que enfrentaron los jóvenes estudiantes de la Facultad de Filosofía (FAFIL/UFG) durante su trayectoria universitaria y las estrategias que desarrollaron para enfrentar las adversidades. El estudio demostró que las estrategias desarrolladas por los jóvenes participantes de la investigación buscan llenar un vacío de capital cultural que comienza con la precaria enseñanza de la filosofía en la Educación Básica como medio para permanecer en la universidad. Además, se abordaron las dificultades y desafíos que se enfrentan al ingresar a la universidad, incluida la adaptación a la carga académica y las materias. Además, se discutieron los desafíos y estrategias para conciliar la vida estudiantil con la laboral, así como los motivos para elegir la carrera y la institución, así como las perspectivas de futuro luego de finalizar la carrera. Esta investigación es de carácter cualitativo, bibliográfica y documental, con investigación de campo utilizando un cuestionario virtual y entrevistas semiestructuradas como fuentes de recolección de datos a cuatro jóvenes estudiantes de el Bachiller en Filosofía. Este trabajo forma parte de la línea de investigación Cultura y Procesos Educativos del Programa de Posgrado en Educación (PPGE/FE/UFG) y fue desarrollado durante el período en que la investigadora fue becaria de la FAPEG.
O (a) Professor da educação infantil e sua formação: contribuições das produções acadêmicas do centro-oeste
(Universidade Federal de Goiás, 2013-09-29) Ferreira, Ione Mendes Silva; Magalhães, Solange Martins Oliveira; http://lattes.cnpq.br/2611615064976822; Magalhães, Solange Martins Oliveira; Sousa, Sônia Margarida Gomes; Souza, Ruth Catarina C. R. de
This study is linked to the Formation, Teacher Professionalization and Educational Practice line of research in the Postgraduate Program in Education, at the Federal University of Goiás and also to the Network of Researchers on Teachers of the Brazilian Midwest (REDECENTRO). This paper analyzes the research on preschool teachers carried out in the Brazilian Midwest between 1999 and 2007. The underlying theoretical methodological framework is a materialistic historical dialectical one (MHD). It was assumed that analyzes based on this theoretical framework could point towards certain transformations for the field of childhood, early childhood education and the formation of teachers for this field. Using the materialistic historical dialectical method, a documentary research and a literature review were drawn up which set out to understand the concrete and contradictory movement of our object in its socio-historic totality. A critical analysis was undertaken of possible contributions for the field of childhood, early childhood education and the formation of teachers in the field offered by research on Midwestern preschool teachers. When the inherent potential of this theoretical framework for clarifying what is real and for proposing a new transforming synthesis was considered, it was found that the research on Midwestern preschool teachers indicated the need to think out proposals for the formation of teachers involved with this educational phase with a view to overcoming the historical reductionism and determinism still included in the understanding of the child, childhood and early childhood education in this region.
Abordagem crítico-superadora: pesquisa bibliográfica em periódicos da área da educação física
(Universidade Federal de Goiás, 2019-05-30) Lima, Wanderson Pereira; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Garcia, Lênin Tomazett; Queiroz, Edna Mendonça Oliveira de
This study, carried out within the research area Foundations of Educational Processes, addresses the critical-overcoming approach in Physical Education and its developments as regards critical education and political engagement with public schools. Since its formulation in the early 1990s, this approach has become a major reference in Physical Education teacher education courses, in public exams on the topic, and as a recurrent object of study in research. By means of bibliographic research, this study focuses on the ways the critical- overcoming approach has been referred to in scientific articles published in Physical Education journals. The time frame spans from 1992, year in which the approach’s landmark book Metodologia do Ensino de Educação Física [Methodology of Physical Education Teaching] was published, to 2018, so as to identify how its theoretical and methodological premises, as well as its implications for the understanding of schools, have since developed. The study is grounded on works by Castellani Filho (1988), Vários Autores (2012), Ghiraldelli Júnior (1991), Góis Júnior (2003), Justo (2012), Silva (2013), and Saviani (2013a, 2013b). Results suggest that most articles reaffirm the principles of the critical-overcoming approach as far as commitment to critical education and public schools is concerned. Moreover, in addition to the approach’s endorsement, results indicate the need for an in-depth analysis of its theoretical framework and of the challenges facing the implementation of critical educational projects aimed at inherently contradictory relations between school and society.
O acesso da população negra à graduação da UFG: um estudo sobre a Lei 12.711/2012
(Universidade Federal de Goiás, 2021-09-28) Pacheco, Jakeline de Andrade; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Alves, Amone Inácia; Vilasboas, Jaqueline Pereira de Oliveira
The essay circumscribes aspects of the Research Line “State, Policies and History of Education”, of the Graduate Program in Education, in the Faculty of Education - Federal University of Goiás (UFG). This study designates as a broad objective to know the repercussions of the Law nº 12.711/2012 regarding the inclusion of black people in the most competitive careers at UFG, in each of the major areas of the Brazilian National Council for Scientific and Technological Development (CNPq). As specific objectives: discuss the myth of racial democracy in Brazil; discuss the process of miscegenation in the country; present the process of adherence to affirmative actions by Higher Education Institutions in Brazil (IES); portray the academic profile of students in terms of skin color and race, seeking to examine the trajectory of black quota students regarding performance, fulfillment, and permanence in the University. As for the methodological aspects, qualitative and quantitative approaches (quali-quantitative) were used, since it seeks to express a quantitative relationship, but also to compose an object plus results broad analysis of the UFG research case study. As for the theoretical foundations, the following mainly authors and essays were used to assist in the study analysis: Kabengele Munanga, Nilma Lino Gomes, Jessé de Souza (A elite do atraso), Florestan Fernandes, Thomas Skidmore (Preto no Branco), Silvio Almeida in contrast with the studies of Gilberto Freyre in the book “Casa Grande e Senzala” (1933). This work pursues to be relevant according to academic and social perspectives, as it sheds light on certain issues that were denied for a long time, which, as a matter of fact, made it impossible to create strategies for their solving and overcoming, since the existence of these problems was not even recognized. Thus, this dissertation contributes to the evaluation of an affirmative action public policy, the Law nº 12.711/2012, through a diagnosis regarded to access of the black population to UFG's high competition careers, hence building a series of important indicators that the Institution can evaluate and use for their decision making. In the first part of the study, the myth of racial democracy in Brazil will be addressed; in the second part, affirmative actions and their repercussions on Higher Education; and, finally, a historical and Institutional contextualization of the UFG is presented, about the implementation of affirmative actions and the Quota Policy (Law nº 12,711/2012). Considering the developed analysis, it will be concluded that the previously mentioned Law contributed to the access of students from public schools, and also to the access of black people to the analyzed careers. Since, before this, the occupation of spots by students of this profile was low or even non-existent during the period of 2010 to 2012. This fact contributes to the support of the thesis that the Quota Law was and is being of great importance for the access of black and "pardo" students to the high-demand careers at UFG. However, this access – when compared to the size of the black population and its educational deficit in Higher Education – can still be considered not very expressive on a regional scale. Given the timidness expressed by the inclusion of this group in the UFG, it is detected a need for renewing and continuing the Law nº 12.711/2012, besides the adoption of other actions that contribute to the decrease of racial inequalities, such as the access of black people to socially privileged places.
O acesso da população negra à graduação da UFG: um estudo sobre a Lei 12.711/2012
(Universidade Federal de Goiás, 2021-09-28) Pacheco, Jakeline de Andrade; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Vilasboas, Jaqueline Pereira de Oliveira; Alves, Amone Inácia
The essay circumscribes aspects of the Research Line “State, Policies and History of Education”, of the Graduate Program in Education, in the Faculty of Education - Federal University of Goiás (UFG). This study designates as a broad objective to know the repercussions of the Law nº 12.711/2012 regarding the inclusion of black people in the most competitive careers at UFG, in each of the major areas of the Brazilian National Council for Scientific and Technological Development (CNPq). As specific objectives: discuss the myth of racial democracy in Brazil; discuss the process of miscegenation in the country; present the process of adherence to affirmative actions by Higher Education Institutions in Brazil (IES); portray the academic profile of students in terms of skin color and race, seeking to examine the trajectory of black quota students regarding performance, fulfillment, and permanence in the University. As for the methodological aspects, qualitative and quantitative approaches (quali-quantitative) were used, since it seeks to express a quantitative relationship, but also to compose an object plus results broad analysis of the UFG research case study. As for the theoretical foundations, the following mainly authors and essays were used to assist in the study analysis: Kabengele Munanga, Nilma Lino Gomes, Jessé de Souza (A elite do atraso), Florestan Fernandes, Thomas Skidmore (Preto no Branco), Silvio Almeida in contrast with the studies of Gilberto Freyre in the book “Casa Grande e Senzala” (1933). This work pursues to be relevant according to academic and social perspectives, as it sheds light on certain issues that were denied for a long time, which, as a matter of fact, made it impossible to create strategies for their solving and overcoming, since the existence of these problems was not even recognized. Thus, this dissertation contributes to the evaluation of an affirmative action public policy, the Law nº 12.711/2012, through a diagnosis regarded to access of the black population to UFG's high competition careers, hence building a series of important indicators that the Institution can evaluate and use for their decision making. In the first part of the study, the myth of racial democracy in Brazil will be addressed; in the second part, affirmative actions and their repercussions on Higher Education; and, finally, a historical and Institutional contextualization of the UFG is presented, about the implementation of affirmative actions and the Quota Policy (Law nº 12,711/2012). Considering the developed analysis, it will be concluded that the previously mentioned Law contributed to the access of students from public schools, and also to the access of black people to the analyzed careers. Since, before this, the occupation of spots by students of this profile was low or even non-existent during the period of 2010 to 2012. This fact contributes to the support of the thesis that the Quota Law was and is being of great importance for the access of black and "pardo" students to the high-demand careers at UFG. However, this access – when compared to the size of the black population and its educational deficit in Higher Education – can still be considered not very expressive on a regional scale. Given the timidness expressed by the inclusion of this group in the UFG, it is detected a need for renewing and continuing the Law nº 12.711/2012, besides the adoption of other actions that contribute to the decrease of racial inequalities, such as the access of black people to socially privileged places.
A adequação do currículo para alunos surdos em escolas comuns de Goiás: entre o prescrito e o realizado
(Universidade Federal de Goiás, 2014-08-29) Pereira, Glaucia Resende Marra; Araújo, Denise Silva; Roure, Susie Amâncio Gonçalves de; http://lattes.cnpq.br/2796807492405078; Roure, Susie Amâncio Gonçalves de; Araújo, Denise Silva; Limonta, Sandra Valéria; Bites, Maria Francisca de Souza Carvalho
In this paper, we assessed curricular adaptation for students with hearing impairment in common schools in the state of Goiás. Since the 1988 Federal Constitution, in Brazil began a movement of school democratization, which gained more expressivity with the introduction of especial education. The inclusion of impaired children in common school has provoked debates, both regarding advocates and opponents to this educational modality in regular schools. Several issues arose, such as: How to teach such students? Must the curriculum, the axis of the educational process, be the same for everyone? In the study, we made a documental analysis, based on publications of the Ministry of Education, having as theoretical reference Vigotski (1983) and his studies concerning the learning process of children with impairment. We also carried out a historical analysis of the education of children with hearing impairment in accordance with Goldfeld (2002). We understand that diversity is a reality that school longs for simplify each day. Thus, in order to analyze inclusive school, we looked for writers addressing this theme in literature, such as: Mantoan (2009); Raws (1981); Moreira, (2010); Dubet (2008); Esteve (2004). In a globalized world, it is undeniable the power of whatever is decided by international organizations, namely, the World Bank, UNESCO, UN, for the elaboration of educational public policies directing school actions. Globalization, with its implications in the educational process, is addressed here based on Sacristán (2007), besides the aforementioned authors. Other issues involving this topic were assessed in this paper, such as: teacher’s education, the prescribed curriculum, bilingual education, as well as concepts inherent to plurality constituting society, like difference and equal opportunities. Aiming at investigating how school articulates curriculum in the education of students with hearing impairment in Goiás, we considered necessary to research curriculum in Brazil from its very beginning and development to the understanding of diversity at the present. In this study, we based on Moreira (1990, 2010) and Sacristán’s assumptions (1998). In order to complement documental analysis, we investigated two inclusive schools in Goiânia. We verified whether what is expressed in the Pedagogical Political Project is contemplated in the teachers’ planning, according to governmental guidelines and theoretical foundations of inclusive education. We found out that since the beginning of inclusive education to the present days, curricular proposals have drastically been changed for students with hearing impairment and that the obstacles faced by the common educational systems also affect students with impairment. What is determined by the legislation is not always what happens in fact in common inclusive schools. Educational practice occurs under school material conditions and human resources, which concerning inclusive education, has gaps that hinder the quality of education. We verified that, the prescribed curriculum is often substituted by the hidden curriculum discussed in this paper.
A alienação do trabalho docente na Rede Municipal de Ensino de Goiânia
(Universidade Federal de Goiás, 2017-06-30) Carmo, Renato Regis do; Pietrafesa, José Paulo; http://lattes.cnpq.br/5325872034942622; Resende, Anita Cristina Azevedo; Maia, Claudio Lopes
This work is the result of master’s dissertation submitted to the Graduate Program in Education of the Federal University of Goiás, which aimed to investigate the alienation present in the teaching work of the Municipal Goiânia Education (RME). The starting point was the work of alienation conceptions formulated by Marx and Marxist authors to understand how the social relations of capitalist production limit the possibilities of full realization of the human being. The advance of capital in sectors previously considered unproductive, as public school, imposes the need for the organization of work according to the current regulations, involving the linking of teaching activity to the production and realization circuit of surplus value. In the field research, we tried to outline how the alienation process takes place and the way that teachers understand it.
“Amante não tem lar” – análise das relações entre o feminejo e a dominação masculina
(Universidade Federal de Goiás, 2021-04-29) Melo, Ana Flávia Tavares de; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Machado, Daniela Dotto; Resende, Anita Cristina Azevedo; Oliveira, João Ferreira de
This work investigated and analyzed the participation of women in the universe of country music and, more specifically, in the women's movement and the possible relationships with male domina tion, to discuss and reflect on the problem expressed by the question: the women's movement con tributes to new forms of women's participation in the universe of country music and/or strengthens male domination relationships, that is, would this be a space for overcoming and/or legitimizing this process? In this way, a historical overview from the colonization process and the arrival of the viola in Brazil was elaborated based on theoretical reference Freyre (2006), Holanda (2014), Tinhorão (2010), and Vilela (2017), for understanding that they significantly contribute to the presentation of this brief history, avoiding possible anachronisms in the presence of women in this process. A study of the universe of country music was carried out, supported by scholars of this theme, such as Alonso (2015); Antunes (2012); Caldas (1987), and Nepomuceno (1999), to understand the elements that contributed to the construction of the female movement. In this path, the work sought to highlight the pioneering social agents in each era of the country music scene and how they contributed to the dynamics in this social space. Finally, the current outline of the women's movement was evidenced. Both the historical trajectory and the data analysis were orchestrated by the theory of knowledge of the French sociologist Pierre Bourdieu (2019) through the book Male domination, which contributed to the understanding of the mechanisms inherent in a process of male domination. In this sense, after analyzing and discussing the data – which were captured through the lyrics and interviews given by pioneer female composers and singers Maiara and Maraísa; Marília Mendonça; Simone e Simaria and Naiara Azevedo – it was possible to verify that the women's movement, already in its origins, in 2014, had marked traces of male domination, and there were no significant changes over the course of 7 years. It is considered that there may have been changes in the forms of dissimulation of male domination devices. It concludes that, in addition to legitimizing, the women's movement also col laborates to disseminate the processes of male domination.
A ampliação do tempo escolar em propostas de educação pública integral
(Universidade Federal de Goiás, 2009-05-12) SANTOS, Soraya Vieira; MIRANDA, Marilia Gouvea de; http://lattes.cnpq.br/7051422864028373
The increase of classroom time by means of the enacting of the proposals of full-time school period has been growing in public schools in Brazil. This paper, inserted in the Line of Cultural Research and Education Processes, has as its supposition that the change in the understanding and organization of the period is an essential part of a proposal of full time school sessions. Therefore, the objective is to analyze how the increase in the school period has been conceived in distinct proposals in full-time school in formation in Brazil, beginning with the promulgation of the Law of Directives and Basis of National Education in 1996. Within it are the proposals for full-time school sessions in 2008 in the public school systems, both state and municipal, as the More Education Program is presented by the federal government. In order to understand the everyday routine of a full-time school period, a Full-time Municipal School in the Goiania school district in Goias was chosen as the locus of the investigation, where field research was carried out by means of the analysis of documents, interviews and observation. The empirical research revealed that the central characteristic of the organization of time in the municipal full-time school is improvisation. The results reveal four fundamental characteristic for understanding the school period in the proposals of full-time school, which are: 1) a certain lack of responsibility by the state for public education, even though the increase in the time that the student stays in the school produces an apparent perception that the state is increasing its participation; 2) emphasis on the social risk for children and teenagers, so that the function of social welfare becomes incorporated into the responsibilities of the educational institution; 3) a distinction between full-time period and full-time education, based on the idea that it is not enough to offer a school with a full schedule, but it is necessary to offer whole education, that surpasses the school environment; 4) a search for a new model of school to heed the new social demands. These characteristics were discussed from the theoretic reference point of Gramsci and the contributions of Meszaros, having two central themes as a base, which are: the relationship between the State and civilian society, and full-time education in the perspective of educational innovation. The study suggests the need for understanding school as a right, in the perspective of contributing to the achievement of complete equality. Possibilities for continuing the investigations about this problem of full-time school in Brazil are suggested, considering that it is a current theme for the understanding of public schools in this country
Ampliação do tempo escolar: o trabalho docente nas escolas públicas de tempo integral da rede municipal de educação de Goiânia
(Universidade Federal de Goiás, 2017-08-31) Vicente, Milene do Amaral Ferreira; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Alves, Miriam Fábia; Gomes, Marcilene Pelegrine; Rosa, Sandra Valéria Limonta
In 2015, the Municipal Department of Education changed the organization of the Municipal Full-time Schools from Goiânia, restructuring both form and content of the teaching work. Teachers start to do their full time work, in only one institution and with specific conditions. In this context, this research sought to understand the different meanings of the teaching work in this concrete reality. The chosen path for this apprehension was through data collection in field research; bibliographical review on the historicity of education and the full-time schools in Brazil and in the public education of Goiânia; appropriation of the contemporary movements of reorganization of the teaching work with a view to the productive restructuring of the capital and documentary analysis of the Municipal Office of Goiânia referring to the orientations and legal determinations in the pedagogical and organizational scope. The data analysis was developed by systematizing the data through Centers of Significance (AGUIAR, 2009; AGUIAR and OZZELA, 2006; 2013), which allowed us to understand that full-time teaching in an institution with full-time attendance reveals that the change of the activity of the teachers in their content and form implies in the formulation of discourses that point to integral and procedural relations of teaching and learning. Contradictory, the current condition of teaching work, on one hand, was described as propitious for the accomplishment of humanizing activities of teachers; on the other hand, revealed the imbalance between working time and nonworking time, typical of capitalist sociability, that hinder omnilateral ways of being and living.
Aprendizagem escolar e busca pelo direito à igualdade de resultados: um estudo sobre grupos interativos no ensino fundamental
(Universidade Federal de Goiás, 2019-09-30) Assis, Janaina Silva de; Gabassa, Vanessa; http://lattes.cnpq.br/5396825135338274; Gabassa, Vanessa; Rodrigues, Eglen Pipi; Melo, Keila Matida de; Suanno, Marilza Vanessa Rosa
Diversity, heterogeneity, interaction, dialogue, and better results are some of the elements of the Interactive Group proposal, one of the successful educational activities developed in Learning Communities, which has as one of its objectives to reinforce and accelerate learning. contemplating the diversity of students who make up a classroom Given this dimension, this dissertation starts from the following question: What are the contributions and limitations of Interactive Groups for improving school learning and greater equality in learning outcomes among elementary school children? Outlining the following objectives: a) to identify, describe and analyze the contributions and limits of the Interactive Group to improve the school learning of students from an elementary school class in Goiânia and b) to identify, describe and analyze the contributions and limits Interactive Groups for the equality of results among the students, considering the learning of school contents. As a theoretical basis, it uses references from different scientific areas, which underlie the concept of dialogic learning, deepening in the concepts of Interaction and Mediation by the author Lev Semionovich Vigotski and in the conception of dialogue of the author Paulo Freire. It is inspired by the Communicative Methodology from a qualitative approach, configuring itself in a case study with an elementary school class in one of the municipal public schools of the city of Goiânia / Goiás, involving techniques of data collection of the Communicative Methodology. as Communicative Observations, Communicative Life Report, and Focus Group. This paper will present the text prepared for the defense of this dissertation, which is organized in three sections beyond the introduction and the final considerations. Presenting as results the analysis of subjective and objective data on the contributions of Interactive Groups to improve learning of school content in the early years of elementary school, ascertaining with the analysis of subjective data, transforming elements, exclusion and recommendation of speech of subjects. ascertaining the GI as an action that promotes the learning potential of the instrumental dimension. Besides improving the coexistence between the subjects, it provides the motivation, raising the interest of the students to continue learning more. Through the objective data it is possible to verify that the GI is contributive and motivating to the instrumental learning, because the school content gains a different aspect, is deeply worked, each theme / activity is performed by all collaboratively and in a more agile time, promoted through mediation. In the categories of different content it was found that not all children in the class achieved equal results. But they all advanced. Noting that this educational performance improves students' learning, however, it is an additional practice of pedagogical work, which faces challenges and needs an organization to make it effective. In addition, it is not enough to have G.I. one must also make the activity happen and make it contributory. The student has a crucial role in improving their learning, it takes effort and dedication. It is each participant who modifies and enriches the performance of the Interactive Group in the classroom.
A apropriação da teoria de Jean Piaget no ensino de Ciências
(Universidade Federal de Goiás, 2017-08-30) Moraes, Carmen Júlia Carvalho; Chaves, Juliana de Castro; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708611P5; Faria, Gina Glaydes Guimarães de; Soares, Marlón Herbert Flora Barbosa; Chaves, Juliana de Castro
This work is linked to the research line Principles on Educational Processes of the Graduate Program in Education of the Federal University of Goiás and aims to understand the main elements of Jean Piaget's theory; discuss some concepts of this theory in its relations with Genetic Epistemology and piagetian constructivism; and reveal how their appropriation occurs in Science Teaching. To achieve this, it performs a study of the state of knowledge on the subject, analyzing 39 complete articles, in order to pick up the elements that point the trends of the productions in relation to the theory of Piaget in Science Teaching, in online periodicals of Education and Teaching, qualis A1, in Portuguese, from 1990 to 2014. In the analysis frame, the research is based on Jean Piaget (1972, 1973, 1975a, 1975b, 1976, 1977, 1980, 1998, 2012) and on the Critical Theory of Society, especially in Horkheimer (2002). He notes that Piaget's theory of science teaching used in articles serves mainly to highlight the importance of teaching strategies, (ie, experiments, activities, methodologies with children and adolescents to lead to a rich and meaningful learning). The fragmentation of the theory or the diffusion of pedagogical constructivism are not questioned. Should not the instrumentality of Piaget's theory be questioned if we think about its method and its GeneticEpistemology? This study seeks to reflect on the discussions that involve this theory in Science Teaching, noting, in its appropriation, a great emphasis on the discussion of teaching strategies.
Aproximações entre psicanálise e escrita de rua
(Universidade Federal de Goiás, 2018-03-15) Nunes, Rafael José Triches; Burgarelli, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177; Burgarelli, Cristóvão Giovani; Kunze, Nádia Cuiabano; Furtado, Rita Márcia Magalhães
It is arduous to determine the reasons that led to the conception of psychoanalysis, but it is possible to affirm that since the conception of the concept of the unconscious, psychoanalysis shows great affinity with the world of Art. The object of this study is street writing, an urban art form that includes several styles such as graffiti and street art, initially seen as vandalism, it undergoes a process of social acceptance in which the inscriptions are authorized or even commissioned. In the course developed in this dissertation, it is possible to problematize the relationship between these two areas of knowledge by taking artistic creation as a product of sublimation, one of the destinies of the drives and, therefore, a witness to the way the unconscious operates. Freud's writings, such as The Interpretation of Dreams and Malaise in Culture, were mainly consulted and also authors outside the psychoanalytic field, such as Rancière. It is worth emphasizing that the concepts of desire, drive and sublimation are placed as the central point of the unconscious creative act. Finally, from a critical analysis of street writing, it is possible to reflect on the relevance of urban inscriptions for the formation of subjectivity, as well as for the formal and informal means of education, especially emancipatory practices.
Arte e psicanálise: um estudo sobre o pathos em Édipo e Hamlet
(Universidade Federal de Goiás, 2015-02-20) Ferreira, Ezequiel Martins; Burgarelli, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177; Burgarelli, Cristóvão Giovani; Vorcaro, Ângela Maria Resende; Resende, Anita C. Azevedo; Almeida, Marcela Toledo França de
The relationship between art and psychoanalysis is established since the emergence of the latter, throwing the concept of the unconscious world. On the way done in this dissertation is possible to question this relationship, following it from the following points: taking art as the biographical and autobiographical scheme, taking it as connected to sublimate and finally looking set it as the outline of the empty. In the latter sense has the art as a testimony of how the unconscious operates. To explain the unconscious manifestation in the art were used two tragedies that occupy a privileged place in very theoretical construction of psychoanalysis: Oedipus and Hamlet. For this, the authors were consulted from inside and outside the psychoanalytic field as Freud, Lacan, Rancière and Brecht. Note that the concept of pathos emerges as a nodal point, able to see through the plays, the unconscious operation. In addition to the parts, appear at the end of this dissertation, in order to continue the discussion of a "beyond the Oedipus complex," the four fundamental discourses as a third example of the unconscious functioning.
Arte, educação e literatura: o regionalismo universal de Eli brasiliense e frei confaloni
(Universidade Federal de Goiás, 2012-04-29) ROSA, Denilson Pereira; NOGUEIRA, Monique Andries; lattes.cnpq.br/7560951448803509
This dissertation, developed at the Research Line: Culture and Educational Processes Program of Graduate Studies in Education of the Federal University of Goias, addresses the issue of intrinsic relations between education, visual arts and literature. To develop it we chose a qualitative approach, similar to bibliographic research using methodological assumptions of the historical survey of art and culture of Goias in an aesthetic standpoint and also local. We analyzed Eli Brasiliense novels and works of Frei Nazareno Confaloni, looking for ideas about man and nature, the world of school, modern art, the popular religion, work and courage of the frontiersman and his connection to the land. For this analysis, we used the references of Barbosa, Candido, Palacin, Olives, Borges, Cavalcanti and Sabino Junior. In conclusion, it was realized that the culture, like possibility of education, goes beyond the art education of formal teaching, and yet the languages of literature and the visual arts are interrelated and are essential in human development.
As relações de gênero na educação do corpo
(Universidade Federal de Goiás, 2018-04-02) Evangelista, Kelly Cristiny Martins; Baptista, Tadeu João Ribeiro; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708305H7; Pinto, Rubia-Mar Nunes; Nicolino, Aline da Silva
This paper deals with the mediations between body and gender in Physical Education as an argumentative study inserted into Culture and Educational Processes research field. The theoretical basis is comprised by authors with critical points of view. The issue that led the research involves the way gender relations appear on Physical Education Bachelor’s courses, aiming to understand how students perceive the differences between men and women in general and inserted into corporal practices, since other studies indicate the existence of a body sexist education in which there is still a distinguishment in women and men participation in corporal practices, occupancy of spaces and behavioral expectations. Therefore, this study aims to analyze how the gender relations have been discussed by Physical Education bachelor student from public institutions in Goiânia. The specific objectives are: analyze students’ understanding about the differences between men and women; and identify how gender issues permeate the body and corporal practices education. The work was built by the bias of the Historical Dialectical Materialism method with quantitative and qualitative approach to the analysis of searched data. For the data collection, the technique used was a questionnaire applied to 214 students enrolled from the first to the eight period of the graduation course. The first synthesis says about the naturalization of the differences related to the participation in Physical Education course. Thereby, students quote the culture as the main argument to this reality, especially when it involves practical lessons, as they realize that men make the use of the sports areas with greater freedom as a proper and legitimate male territory. The speech practised on the courses takes two poles: the resistance, not accepting the reality; and, naturalization and immutability of the cultural context. The perception of the differences between male and female revealed a dual and opposite perception as students expressed criticality and perception about the subject. However, there are still continuities, such as the interpretation of behaviors and expectations that announce the preservation of rigid and opposite notions about masculinity and femininity,observing a certain tendency to reinforce the heteronormativity. From several surveys, it is concluded that the genre is still a boundary to the body expression, participation in sports practises, dance and gymnastics in Physical Education graduation courses in Goiânia. In addition, it became visible that it is configured in the subjectivity the desires to approach the media body standard that reiterates. At last, the body practices carried out within and outside the institution are also subject to gender differences, reflecting a body education culturally directed by scientific and cultural conceptions of male and female subjects.
Ascoralinas: mulheres em movimentos
(Universidade Federal de Goiás, 2023-05-30) Paiva, Joana de Oliveira Ferreira; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Suanno, Marilza Vanessa Rosa; Almeida, Rosivaldo Gomes de
This dissertation, derived from the research line Trabalho, Educação e Movimentos Sociais, analyzes the relationship between the social movement and the organization of the women's association ASCORALINAS, understanding how this collective group contributed to changing the lives of women associated. This study takes place under assumptions about social movements, work relations and work It is known that associations are organizations of people who come together with common interests and goals (GEHLEN E MOCELIN, 2018). To better understand the motivations for bringing together this collective of women, we resumed, through documentary consultation, the project Mulheres Coralinas, which was developed from a parliamentary amendment by former deputy Marina Santana in partnership with the Municipality of Cidade Goiás (in that administration there was a woman mayor) and the Secretariat for Policies for Women. This project was carried out in 2014 and 2015, training 150 women from the city and its surroundings in different areas of knowledge and training for work. The project Mulheres Coralinas enabled a preliminary collective work, so that in 2016 this non-profit Association under study was founded. Therefore, we adopted as our goal the understanding of the female organization around the association of women ASCORALINAS and, from this object, we analyze: how the association Mulheres Coralinas – ASCORALINAS, CNPJ 26.512.804/0001-63, was constituted, how people organized themselves as an association based on the movements, and, mainly, how this association has contributed to the work of women and the change in the way and style of life, in the conditions of collective work, in the access to cultural goods and in the shared fruition of the literature of Cora Coralina among other authors. As a methodological path for this research, we used bibliographical and documental research, based on studies of Siqueira and Camargo (2016), that trace the entire course of the Mulheres Coralinas, from the idealization of the project, from its development, to the founding of the Association; It is Alonso (2009), Barker (2014), Gohn (2015), Scherer-Warrern (1987) and Touraine (2006) for analyzing from the perspective of the History of Sociology, the theory of social movements and their changes throughout history. As the subject of this research is an association of female workers, we scrutinized Tiriba (2015), Marx (2009), Harvey (2016) and Teles and Caldas (2019) to talk about working relationships and Santos (2011) and Scott (1995) to clarify gender. Since the origin of the association ASCORALINAS is closely related to the history of the City of Goiás and the poet Cora Coralina, we also resort to Passos (2018) and Palacín (1975). Data analysis showed that women members, even having achieved significant social emancipation, still face challenges in the field of work outside the domestic environment. Even though they are still producing merchandise, they have not yet gained financial independence from this work.
Aspectos semiformativos do romeiro: linha tênue entre o capital e a fé
(Universidade Federal de Goiás, 2018-04-02) Braga, Daiana Rodrigues de Lima; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Vilarinho Neto, Sissilia; Real, Márcio Penna Corte
This dissertation intends to understand which are the semiformative processes that motivate the pilgrims to carry out the faith journey, between Goiânia and Trindade. Specific objectives are: a) to identify body conceptions that approach religiosity, contemplating it in the current history, by the capitalist perspective; b) reflect on the motivations that lead the subjects to perform this pilgrimage; c) analyze possible relations between the walk, sacrifice and capitalist mode of production; d) analyze the elements that involve semi-formation, leading the person to submit the body to great efforts in the name of faith. This research is based on dialectical materialism, has a quantitative-qualitative aspect and uses the observation and questionnaire application as an instrument to 182 pilgrims, of whom 40 were interviewed during the walk and 142 through the Google form. We have identified some categories of analysis that have become indispensable for the understanding of the complex relationship between capitalist society, possible religious markets, the influences of institutions, and the semiformation processes involving these subjects. From the analyzed data we were able to identify a profile of the pilgrim composed by 90% of people with some religious link, we identified important categories, among them man, body, religion and history, analyzing the possible motivations of the pilgrim for the realization of the walk to understand this phenomenon. Finally, we seek to reflect on the semiformation and its reflection in this human activity, from the culture, semicultural, as well as the concept of experience and experience in the realization of this pilgrimage. As a conclusion, we raise possibilities for education, seeking to make explicit the concealments that can substantiate or mask the semiformative processes of this religious practice.

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