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Item Literatura infantil e formação de leitores: novos horizontes para a abordagem do texto literário nos anos iniciais do ensino fundamental(Universidade Federal de Goiás, 2021-03-26) Almeida, Débora Rodrigues de; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Vieira, Ilma Socorro Gonçalves; Suanno, Marilza Vanessa RosaThis dissertation is the result of a research developed in the Stricto 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).The literary text and its approach in the early years of elementary school has become a concern among teachers and researchers in education. In addition, ideological aspects and social demands related to the training of young readers have been increasingly taking place within discussions about the teaching of literature. Thus, the objectives of this dissertation are: to promote debates and reflections with teachers who work in teaching literature, in order to encompass all aspects of the literary text; extend the reflections made to other professionals working in the early years of elementary school, as well as in other stages of basic education; providing new aesthetic experiences to the students, through the reading of works that are outside the cultural / social and racial patterns of children's narratives; contribute to a reading formation within a humanizing perspective. Therefore, the theoretical part of this study "carries" the voices of authorities in literature and education, such as: Boto (2017), Zilberman (1984;2012),Magalhães(1984),Coêlho(2009,2013),Colomer(2003,2007),RubemAlves (2002), Morin (2002, 2009, 2015) and Suanno (2009, 2015, 2017), Thompson (1990), Candido (2009, 2011), Fittipaldi (2005) and other authors. In the practical part, we opted for a qualitative research with an intervention proposal, in which literary reading activities were developed with a multiserial class from the first phase of fundamental education based on the Reception Method, systematized by Aguiar and Bordini (1993). The research originated two educational products: a didactic sequence, which is found in the appendices of this dissertation; and a short video, which shows in a playful way the experiences lived with the children of E.M.S.R.C. Titled “Obax: between stone, rain and elephant”, they will be made available on the PPGEEB website and on the EduCapes portal.Item Leitura de poesia e formação do leitor literário na educação básica: a produção poética de Cora Coralina em sala de aula(Universidade Federal de Goiás, 2022-07-08) Almeida, Edina Faria de; Silva, Célia Sebastiana; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Faria, Vivianne Fleury de; Souza, Enivalda Nunes Freitas eThis dissertation concludes an investigation of the process of formation of the poetry reader at school and how the reader, text and author relationship is constituted, with special emphasis on the young adolescent reader of the poetry of the writer Cora Coralina. The corpus of analysis is composed of the book Poemas dos Becos de Goiás e Estórias Mais, the set of the poet's work and the sample data obtained from the pedagogical-methodological intervention carried out in a group of students from the 8th year of Elementary School of a school public in the city of Goiás. The objective was to investigate how the reading of Cora Coralina's poetry, from the perspective of memory and identity, can contribute to the reading formation of young students in the final years of elementary school and awaken in them a taste for poetry. The study was based on, among other authors, Antônio Cândido (1965), Annie Rouxel et. al. (2013), Regina Zilberman and Magalhães (1987), Rildo Cosson (2019), Tzvetan Todorov (2010), Vicent Jouve (2012) and Maria Tereza Andruetto (2017). To achieve the proposed objective, bibliographic research and action research with pedagogical intervention were carried out. Direct mediation with the young student and reader aimed, as a result, at the end of the process, at an educational product - a documentary - entitled Cora Coralina: between poems and memories, which sought to merge academic, pedagogical and poetic languages, with a view to to evidence the composition of the poems and experiences of Cora Coralina in the creation and in the subjective perspective of the student in the midst of poetized places in the city of Goiás. The educational product was developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, based on the records made during the application of the didactic sequences. The product is available in the appendices and on the You Tube channel at the following address https://youtu.be/fYUQXF4tiVc. During the application of the Didactic Sequences (DS), with the mediation and intervention of the researcher, the students improved their poetic reading and writing. They produced videos with the reading of poems from Becos de Goiás and Estórias Mais, which motivated the final product. The videos that mediated the constitution of the product are available at https://youtu.be/80YNMdv5bcU. In this way, the results were expressive regarding the development process of reading Cora Coralina's poetry in the classroom.Item Permanência e êxito no ensino médio integrado do IFG Uruaçu: orientações para qualificação e acompanhamento de estudantes(Universidade Federal de Goiás, 2019-03-20) Almeida, Marcilene Dias Bruno de; Lyra-Silva, Gene Maria Vieira; http://lattes.cnpq.br/7513171694112749; Lyra-Silva, Gene Maria Vieira; Bastos, Rachel Benta Messias; Schulz, AlmiroThe research is part of the Master's Program in Teaching in Basic Education PPGEEB - Cepae / UFG and had as objectives to construct a Pedagogical Form of Diagnosis and Student Follow- up, as well as to establish a profile of the concluding student and to identify the aspects that contribute to the permanence and success of the students in the High School Integrated to Professional Education. The locus was the Campus Uruaçu of the Federal Institute of Education, Science and Technology of Goiás. It was based on a bibliographical review on the failure and school success based on Bourdieu, Miguel Arroyo, Patto, Charlot and Bernard Lahire and on training for the world of work by Frigotto, Ciavatta, Ramos, Dore, Moura, and other authors who contribute to the debate on the theme. The case study was adopted as a research strategy and the procedures of a qualitative and quantitative nature, based on the inductive approach. It was noticed that the consolidation of the Integrated Higher Education (EMI) crosses paths that go beyond the parallel offer of the curricular components for the integration and structuring of the curriculum in an interdisciplinary way, of rethinking the evaluation only as a measurement of acquired knowledge and training of teachers for the performance, according to the principles of Professional Technological Education (EPT), extrapolating the limits of pedagogical complementation. The results of the data collection are presented through an electronic questionnaire applied to the students, their parents and teachers, at the end of 2017. About the profile, the results show that the student completing the EMI: I - does not present age / series distortion; II - joined the IFG through the universal selection system; III - has a good affinity with the technical area of the course; IV – does not expressed an intention to leave the course, although a significant number said to have occurred in the first year; V - belongs to the lower middle class; VI - resides in the same city that studies; VII - parents' schooling level are high school and university graduation. The analysis of the indicators of permanence and success, constituted under the individual, socio-cultural and economic aspects, showed a preponderance of the institutional factors on the individual and socio- cultural and economic factors, showing the strength of the teaching quality for the students' success. It was also sought the identification of the elements that present themselves as "difficulties" for the conclusion of the course, being verified as main problem the organization of the course in full time. Knowing the characteristics of the student that remains and the main reasons that contribute to this decision can help in the strategies implemented so that the success be the reality of the students who enter these educational institutions. In this way, took place the construction and application of the Pedagogical Form of Diagnosis and Student Follow-up, through a web system, for the entering groups of 2018. The data collection results were organized, disseminated and discussed in student performance evaluation meetings, and used by the Student Pedagogical Support team to follow up the students and the classes.Item Memória e formação de professores leitores: imaginário, subjetividades e afetividades literárias(Universidade Federal de Goiás, 2019-09-12) Almeida, Nadja Karoliny Lucas de Jesus; Oliveira, Ilse Leone Borges Chaves de; http://lattes.cnpq.br/2436302774611112; Oliveira, Ilse Leone Borges Chaves de; Cruvinel, Larissa Warzocha Fernandes; Vieira, Ilma Socorro GonçalvesThis research aims to investigate subjective and affective components of literary reading, as a way of contributing to the theoretical and methodological studies in the formation of reading teachers, through the subjectivities and affectivities that involve their memories and memories of literary readings. I have worked with the perspective of mythical, symbolic and scientific studies about memory and its relevance in the training of readers teachers of different areas of knowledge. The subjects that participated in this research are six teachers, four from the Basic Education of the Municipal Department of Education and Sports of Goiânia (SME) and two from the State Department of Education of Goiás (SEDUCE). The objectives of this research were: 1) To investigate how the memories of literary readings and the mediators of readings still involve the participants of the research in the affective and symbolic fields and in their professional choices; 2) Analyze, through the narratives of the participants' memories, their literary reading practices in the classroom and how they manage to involve their students in these practices; 3) To investigate if the literary memories of the teachers surpass the experience of the sensible to arrive at the linguistic enunciation, and how this process occurs. In order to collect data, I focused on the qualitative methodologies of the Focus Group, Cultural History and Oral History, working with some functions that memory can play, among them, memory as work, memory as a possibility to change the present moment and the future, and memory as oblivion. In addition, I worked with analysis of the narrative categories from the studies of the Aesthetics of Verbal Creation of Bakhtin (1997), regarding the discourses and processes of dialogue, interaction and literary literacy of the teachers participating in the research through the "aesthetic event ". The results obtained in this research proved my hypothesis that the literary readings of these teachers and the remembrances made by them contributed and still contribute to their professional training and their work in the classroom. This fact further reinforced my interest in sharing this work on social networks in the form of blog and video and with a didactic sequence of workshops that could allow reaching a larger and more publicized audience.Item O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA(Universidade Federal de Goiás, 2019-09-27) Almeida, Rosângela Pereira de; Santos, Elismar Alves dos; http://lattes.cnpq.br/1094724490436663; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, aqueline Araújo; Moraes, Moema Gomes; Faria, Elisabeth Cristina de; Sá, Ana Cláudia Antônio MaranhãoThe present work is the presentation of a research, whose objective was, fron the perspective of Inclusive Mathematical Education, to develop mediations and teaching strategies of geometric concepts defined by the Common National Curriculum Base (BNCC) for the 2nd Year of Elementary School in the class in participating a student whit Autistic Spectrum Disorder (ASD). In field work at school, we planned teaching resources that were applied to the students, contemplating, during the operationalization period of our intervention project, the student ASD duly enrolled in the regular school. This research aims to verify what mediations and pedagogical resources the teacher can use in teaching geometry to students with Autism Spectrum Disorder (ASD) in literacy phase. We use Vygotsky's (1994), (1995), (1997), Historical-Cultural Theory, especially the concept of mediation, as one of the theoretical assumptions that support the investigation research and pedagogical actions based on Inclusive Education (MANTOAN, 1997a, 1997b). The research used, participant observation, instruments and techniques, field diary, semi-structured interview, audio recording with the student's mother with ASD and the conducting and supportive teachers in order to know the characteristics of the student with ASD and the teacher. context in which it fits. We plan the actions to be taken in order to fulfill the proposal. The pedagogical instruments (dynamics, elaborate tasks and manipulable materials) used were fundamental in the reach of the students of that classroom, whose main focus was the student with ASD. Through the application of these resources, it was possible to understand from the data analysis, how the mediations proposed by the teacher can provide significant advances in the knowledge of the concepts to these students. Finally, we built a pedagogical proposal as an educational product, containing the actions performed during the intervention, in order to contribute to teachers of Inclusive Mathematical Education to posterity.Item Representações docentes sobre educação para as relações étnico-raciais em um CMEI de Goiânia: entre a teoria e práxis(Universidade Federal de Goiás, 2015-10-21) Alvarenga, Hilda Maria de; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Siqueira, Romilson Martins; Vreeswijk, Anna Maria DiasThis study, enrolled in the search line School Practice and Knowledge Application, had as its central objective: to understand the professionals of teaching representations of early childhood education in relation to the educational process of ethnic and race relations, in a Municipal Center of Goiania. We treat both analyze how to propose growth alternatives in the discussion regarding the effectiveness of teaching practices possibilities involving ethnic-racial relations in kindergarten. This study was based on the following specific objectives: approach the discussions for the education of ethnic-racial relations in early childhood education from the perspective of human rights; understand the fundamentals of education for racial ethnic relations in the context of research; investigate how the elements that constitute the identity of reverberate professionals in their pedagogical practices with respect to education for ethnicracial relations of children in its educational context. This case study has provided us with the all of the elements that constitute the identities of professions as well as possibilities in the perception of the senses and meanings that involve teaching practice from the perspective of the subjects participating in the research. These senses and meanings were linked articulately to the historical and socio-cultural context which they operate. As for the instruments and procedures we use, they document, analyze, and carry out observations, semi-structured interviews and questionnaires to listen to the professionals. Our theoretical perspective for the Education of Racial-Ethnic Relations is based on contributions from Nilma Lino Gomes (2003.2005, 2006b, 2007, 2011), Kabengele Munanga (1999, 2003, 2005, 2006, 2010) and Petronilla Beatriz Gonçalves and Silva (2003a, 2006, 2007, 2008). In the field of human rights contributed studies of authors such as Santos (2009) and Candau (2012). For Early Childhood Education were utilized Gomes's studies (2006a), Cerisara (2004), Kramer (2003), Rosenberg (2012) and Sarmento (2003), which also address the training. In this way the systematization of the results of this work is among of one the purposes we contribute to discussions about the effectiveness of teaching practices based on the thematic approach covering education for ethnic-racial relations in everyday childhood education institution, as it is from a systematic work that ensures they feel actually represented in context and they promise a right to know the cultural elements from every forming hues of Brazilian culture.Item O ensino colaborativo nas práticas pedagógicas: possibilidades para a efetivação de uma escola para todos na educação básica(Universidade Federal de Goiás, 2022-01-28) Alves, Denizia Rosa Ferreira; Mesquita, Deise Nanci de Castro; http://lattes.cnpq.br/4043217912376564; Mesquita, Deise Nanci de Castro; Rocha, Maria Alice de Sousa Carvalho; Silva, Josias Pereira da; Souza, Aline Gomes; Freire, Silvana MatiasThe theme of this study is "Collaborative teaching in pedagogical practices: all the possibilities for carrying out basic education for basic education", which has as main objective to investigate the possibilities of action of several students involved in school education through practical practices. The educational product elaborated was a "Collection of Short Films", in the context of the Stricto 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). The interest in developing an in-depth study on this subject from the experiences in the classroom and the perception that the inclusion of all students in the school comes more than ever. To guide the investigation, this project has the following question as a problem: To include, through collaborative actions, all students in the teaching-learning process, without there being/class/exclusion of subjects?”. To support this work, we chose as the theoretical basis of the research the authors Jacques Rancière (2010), Maria José Esteve de Vasconcellos (2006), Maria Teresa Eglér Mantoan (2015) and Paulo Freire (2021), in addition to the Sparse Legislation and the Federal Constitution. Brazilian (1988). The professional methodological path traced by action research outlines with the participation of their projects, managers, parents, in general and different areas of knowledge, who, voluntarily, added personal and experiences to our project. Finally, we developed a collaborative network with these participants, with a view to systemic thinking. The development of the research with the students of Colégio Estadual Olavo Bilac led us to verify that each subject there can experience an emancipation and autonomy in the construction of knowledge. The production of short films educandos was a demonstration of how far can go when seen as having the ability not only to learn, but to teach, to contribute with all their creative potential.Item A organização do trabalho pedagógico da Educação Física e a pedagogia histórico-crítica: limites e possibilidades(Universidade Federal de Goiás, 2018-11-12) Alves, Naiá Márjore Marrone; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Ventura, Paulo Roberto Veloso; Silva, Efrain Maciel e; Vilarinho Neto, SissiliaThis work has as object of study the organization of the pedagogical work of Physical Education in the light of historical-critical pedagogy. The central question that guided the whole realization of this research was: "What are the limits and possibilities for the implementation of a pedagogical proposal of Physical Education from the historical-critical pedagogy in the organization of the pedagogical work of a state school in Itaberaí"? The general objective of the research was to investigate and analyze the limits and possibilities for the implementation of a pedagogical proposal of Physical Education from the historical-critical pedagogy in the organization of the pedagogical work in a state school of Itaberaí-GO. As specific objectives, we highlight: a) to investigate the role and the insertion of Physical Education in the organization of the pedagogical work of the Honestino Monteiro Guimarães Center for Integral Teaching; b) identify and analyze the conceptions of Physical Education used in the discourses of the school community (teachers, students and management team); c) systematize a proposal of Physical Education from the historical-critical pedagogy and apply it to the students of the 3rd year of high school of this school; d) to identify and analyze, from the proposed systematization, the limits and possibilities for working with the contents of Physical Education from the Pedagogy of History in this school. We work with the hypothesis that it is possible to implement a pedagogical proposal for Physical Education from the historical-critical pedagogy in the organization of the pedagogical work of the school, even in spite of the inherent limits to the contradictions found in an institution that is a driving force dominant mode of production. The group chosen for the implementation of the proposal was the 3rd year of high school. The content was football. Semi-structured questionnaires, semi-structured interviews, documentary analysis, free observation and field diary were used as research instruments. As a data collection technique, we use content analysis. The theoretical framework of this research is historical-critical pedagogy, critical-overcoming pedagogy and historical-cultural psychology, whose references are found in Dermeval Saviani, Newton Duarte, Lígia Márcia Martins, Micheli Ortega Escobar, among others. It is a study and case of a critical-dialectical and qualitative approach. The product of this research will be a didactic sequence elaborated from the intervention proposal that was developed. Our provisional synthesis allows us to affirm that the organization of the pedagogical work of Physical Education in the researched school has reflected the designs of the capitalist school. However, through the intervention carried out, it was found that it is possible to promote ruptures from a pedagogical work guided by historical-critical pedagogy.Item O protagonismo do professor de língua inglesa por meio da experiência com o PIBID(Universidade Federal de Goiás, 2019-03-18) Amaral, Patrícia Maria Ferreira; Gonçalves, Letícia de Souza; http://lattes.cnpq.br/0857546056795502; Amaral, Patrícia Maria Ferreira; Freire, Silvana Matias; Freitas, Carla Conti deThis work aims to conduct a study on the continuing education of English - speaking teachers through the Institutional Program of Teaching Initiation - PIBID. This program is coordinated by CAPES - Coordination for the Improvement of Higher Education Personnel - and is one of the initiatives created by the Ministry of Education to integrate the national policy of teacher training at the higher level. Therefore, the research will seek to answer the following question: To what extent does the PIBID favor or not the continuing education of English Language teachers in a city in the interior of the state of Goiás? As one of the objectives of the program is to enable a relationship between theory and practice from initial training to continuing teacher training. In order to reach the proposed objectives, the present work has as general: To understand the role of PIBID in the continuous formation of ESL teachers. This work is a case study with a qualitative approach, having as a research instrument questionnaires that sought to characterize the profile of four teachers, two linked to basic education (supervisors) and two to highereducation (coordinating teachers), as well as their participation in the program in order to identify the importance of PIBID for continuing education. The work was based on the considerations of Freire (1987), Kuenzer (1982), Lima (2001), Veiga (1998), Libâneo (2007), Dias (2009), Fávero (1992) and Severino (2007). others. In this way, it is relevant to understand the importance of the PIBID program, since it allows a relationship between theory and practice from the initial formation of the academics. Such a relationship is important to support a technical and practical knowledge, as well as to provide continuous training for teachers involved in the process.Item Malaika: criação de um livro literário para a temática das relações étnicas e raciais no ensino fundamental(Universidade Federal de Goiás, 2023-06-02) Araújo, Kênia Patrícia; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Vreeswijk, Anna Maria Dias; Garcia, Allysson FernandesThis dissertation, presented for obtaining the title of master’s in teaching in Basic Education, from the CEPAE/UFG Strictum Sensum Graduate Program, brings a pedagogical proposal for the study of Afro-Brazilian History and Culture, aiming to improve students' learning in ethnic racial theme, encourage self-esteem and self-acceptance of black students, promote respect for diversity in the classroom through its educational product. The educational product is an authorial para-didactic book entitled “MALAIKA”. The book's history includes information about Black culture, the history of personalities who contributed to the achievements of Black people, and some important concepts for understanding the proposed subject. For its application, a sixth-grade class of a municipal school in Goiania was chosen and the Portuguese language teacher of the class was invited to read and discuss in the classroom during her classes. The data obtained from conducting the activities suggested in the five chapters of the para-didactic book will be presented and discussed in this dissertation. Subjects such as diversity, black representation, anti-racist laws, racism and prejudice were presented to the class through the characters in the book. About the dissertation, the method chosen for the presentation of the study was action research, using qualitative and applied research in a case study and bibliographical research for theoretical support. The study was divided into three chapters. The first chapter narrates the arrival of Black people in Brazil through the slave trade, their resistance, their challenges, achievements with the Black Movement and the role of literature in filling the gaps left by official history. The second chapter discusses the need for teaching Afro-Brazilian history and culture for an anti-racist education that combats structural racism in the school and presents a proposal for the educational product under construction. The third chapter presents in more depth the educational product “Malaika”, the data obtained when working in the field and its considerations about the need to work on Afro-Brazilian History and Culture with Elementary School students. Rabelo (2008; 2013; 2015); Mattos (2012); Almeida (2019); Gomes (2019) were some of the theorists used in the dissertation to tell the history of black people not only from the point of view of the colonizer but rather, through the conquests and struggles of the enslaved, a subject little known and discussed in the classroom as seen by the PPP analysis of the public school chosen as a field. The studies of theorists Munanga (2005; 2012), Almeida (2020), Andrade (2005), Cavalleiro (2005; 2010), Gonzales (2020), and Hooks (2012) among others, were used for theoretical basis in the racial ethnic theme and the theories of Freire (1987; 1997), Fanon (2008), Geertz (2017), Vygotsky (2004) related to social interaction, culture, learning, and education. In the research, specific parts of the National Human Rights Program (PNDH II), of the National Curriculum Guidelines for the education of ethnic-racial relations and the Teaching of Afro-Brazilian and African History and Culture, Law 10.639/03, BNCC, and more were cited some official government documents are cited in the bibliographic references.Item Poesia moderna e contemporânea e formação do leitor: a produção poética de Heleno Godoy em sala de aula(Universidade Federal de Goiás, 2018-09-28) Assis, Renata Magalhães Vaz; Silva, Célia Sebastiana; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana; Faria, Vivianne Fleury de; Yokozawa, Solange Fiuza CardosoThe present work is based on the problematic 'How can reading modern and contemporary poetry contribute to the formation of the literary reader?' and aims to discuss the formation of literary readers in the school, from reading poetry. The choice of the corpus of analysis for the research arose from the interest of valuing the poetic production of the native of Goias Heleno Godoy, a poet considered one of the fundamental figures for the poetry produced in Goias, especially in the most recent works. Thus, poems were selected from the books A casa (2001) and Lugar comum e outros poemas (2005), among other poems. For the methodology, the qualitative treatment was given, with na action research carried out in a public school, in the outskirts of the city of Inhumas-GO. This methodology was characterized by an intervention in the classroom with the reading of poems from the books already mentioned, by Heleno Godoy, followed by debates, semistructured questionnaire and other pedagogical activities. As an educational product of the research, it was obtained the production of a documentary made with the natural poet of Goias with the pointers of possibilities for the reading of the poetry in the school.Item O ensino do lugar e o lugar do ensino: o conceito de lugar geográfico como dimensão de uma educação emancipadora no ciclo II do ensino fundamenta(Universidade Federal de Goiás, 2016-04-15) Azevedo, Mariângela Oliveira de; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Ribeiro, Miriam Bianca Amaral; Silva, Eunice Isaías daHuman sciences in general, and Geography, in particular, have characteristics that can contribute to the criticality of the subjects from the training concepts, indispensable to understanding the world and its transformation. The concept of place in Geography, may enable broad critical reflections of the world, therefore, because this globalized, conflicts and socio-spatial relations are not restricted the particularities of one or the other place. The place is articulated to the global total, characterized as a contradictory space of hegemonic domination and critical resistance and humanizing. From the foregoing, the present study sought to problematize the teaching of Geography, the relationship between the concept of place and possibility of an education that is proposed emancipating in the Second Cycle of the Fundamental Education. We tried to articulate the discussions of teaching of Geography and the concept of place, the visions of the world, the human being and the concept of Geography and its history. The method of analysis outlined in the historical dialectical materialism by considering the school education as a human and social activity. Still, we tried to show that Geography, since elementary school can be useful for reading and understanding the world in its complexity and that the concept of place is can configured itself as revealing the reality of the new demands of economic globalization. Objectifying praxis of the research, we conducted investigations and analysis of how the content of Geography that deals with the concept of place have been covered in the Second Cycle of Elementary School and what kind of knowledge can be created from the practices of pedagogical that are used for such practices.The reflections arising from the research, at the end , based us in the preparation of a didactic proposal approach to the concept of place, having the neighborhood as a content.Item A inquietante estranheza vivenciada por professores na inclusão de alunos com deficiência visual(Universidade Federal de Goiás, 2021-10-08) Azevedo, Tálita Serafim; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Murce Filho, Newton Freire; Santos, Maria Bethânia Sardeiro dosThis study was brought from the concerns arising from my experience as a blind student, teacher and researcher. It was produced in the Professional Master in Teaching in Basic Education - Graduate Program in Teaching in Basic Education, at the Center for Teaching and Research Applied to Education, at the Federal University of Goiás. The objective of this work is to analyze the relationship between the teacher and the visually impaired student, in a more specific way, to analyze the experience of professionals of Education in the state of Goiás and their reactions in relation to this situation. This is a research with a qualitative and descriptive method, through Life Story approach, using a semi-structured questionnaire and data and content analysis. In addition to the account of the researcher's history, there were 06 teachers (also participants) who were appointed by students with visual impairments. Guided by the semi-structured questionnaire, teachers addressed subjects such as: points that were important in the trajectory as a teacher, choice by the profession, information about initial and continuing education, significant pedagogical actions, perceptions about the visually impaired student in their class, concepts and prejudices in relation to students with disabilities and adopted pedagogical actions. The preliminary results indicate that the majority of the teachers,who took part in the survey, experienced, initially, a feeling of disturbing strangeness when identifying a student with visual impairment in their class, however, contact with these students was important to reduce prejudices and to identify efficiencies in each student. . This work is based on the concept of Uncanny,, as elaborated by Freud in an article, "The uncanny”, published in 1919, in the discussions on psychoanalysis, teacher training and school inclusion conducted by professor and psychoanalyst Rinaldo Voltolini et al. (2018 ), in the Brazilian Constitution (1988) and in the status ( official document ) of the disabled person of July 2015. The Educational Product originated from this research, entitled “Life stories: Teachers, their paths and their experience with the visually impaired student”, will be published as an electronic book. This product aims to be used as a support material for teacher training and as a contribution to discussions about the school inclusion of people with visual impairments.Item O ensino de espanhol por meio de lendas: uma perspectiva intercultural(Universidade Federal de Goiás, 2020-05-25) Bandeira, Lylian Nara Pires; Murce Filho, Newton Freire; http://lattes.cnpq.br/5565094134636720; Murce Filho , Newton Freire; Freire , Silvana Matias; Machado , Patrícia Roberta de Almeida CastroEn el proceso de enseñanza-aprendizaje de una lengua extranjera en una perspectiva intercultural tiene como objetivo propiciar comparaciones de los aspectos culturales referentes a la lengua-meta con la cultura del propio alumno, promoviendo el dialogo entre culturas y el respeto a las diferencias. Considerando la relevancia y la necesidad de la exposición de aspectos culturales en las clases de lengua española, esta investigación pretende sugerir medios para el desarrollo de una postura intercultural, contribuyendo para la constitución de una sociedad más tolerante con el otro. Se pretende, por medio de la selección de leyendas brasileñas y leyendas hispánicas que presentan temáticas similares, promover el contacto el contacto con la lengua-cultura extranjera, reflexionando sobre como el género leyenda puede contribuir para desarrollar en el alumno una perspectiva intercultural y cuáles actividades didácticas podrán ser aplicadas para este fin. La pesquisa es una investigación acción con abordaje cualitativa, teniendo como instrumentos de colecta de datos la escritura de diarios semanales observacionales y descriptivos de las clases impartidas, producción escrita de los alumnos y aplicación de cuestionarios, inicial y final. Los participantes de esta investigación son alumnos de la enseñanza media de una escuela pública de Goiânia. La investigación se fundamenta en estudios de autores como Casal (1999), Walsh (2005), Cascudo (2002), Jolles (1932)y documentos oficiales para la enseñanza de lenguas extranjeras. Los resultados revelan que la selección y el uso de las leyendas hispánicas en comparación con leyendas brasileñas ayudaran a despertar en los alumnos una reflexión sobre cuestiones de su realidad a partir de la aproximación con aspectos culturales hispánicos, proporcionando una reflexión intercultural. Por medio de esta investigación, se pretende poner a disposición de profesores de lenguas extranjeras una herramienta de trabajo para la presencia de contenidos culturales en sus clases, más específicamente, un producto educacional, constituido de una secuencia didáctica. Esa secuencia didáctica, con prácticas pedagógicas basadas en el género leyenda, permite la relación entre ciudadanía, identidad y cultura, desarrollando en los alumnos valores basados en el respeto, aceptación, solidaridad y en la empatía por diferentes culturas.Item Jornal Folhinha Aplicada on-line: um exercício de autoria(Universidade Federal de Goiás, 2018-10-01) Barbosa, Leonarlley Rodrigo Silva; Rocha, Maria Alice de Sousa Carvalho; Rocha , Maria Alice de Sousa Carvalho; Rodrigues, Cleide Aparecida Carvalho; Murce Filho, Newton FreireIt is widely known that most of the reading and writing practices at school occur based on the idea of language as communication, which significantly reduces the opportunity for students to fulfill reading and writing experiences in a more active and authorial way. To discuss this issue and present a proposal that would contribute to Portuguese language teaching at school, especially in the initial grades, encouraging student protagonism, were the objectives of this dissertation. Hence, it was decided to approach conceptions derived from the hypothesis of the Unconscious theoretically, as done by Freud and Lacan, in order to broaden the ideas of subject and language, as well as to defend an exercise of authorship. After all, a text, oral and/or written, carries the marks and effects of how each subject elaborates their encounter with the world. Thus, after a bibliographic study and usage of the digital technologies, it was possible to transform a printed student newspaper into a website, the Folhinha Aplicada. The result of this work is linked to the Departmento de Pedagogia of the Centro de Ensino e Pesquisa Aplicada à Educação of the Universidade Federal de Goiás as an extension project and to the research project Arte, psicanálise e educação: os procedimentos estéticos do cinema e as vicissitudes da infância. In the website format, the student newspaper became more accessible, interactive and obtained an official record. It is hoped that, in this way, it will contribute to promote more inclusive teaching experiences with possibilities to expand a student's self-assessment process, valuing its course through the school, not only regarding Portuguese language teaching, but other subjects as well. In addition, the exercise of acceptions it presents is valued, not as a final product, but as a process, so that the student can experience and discover. Finally, it is believed that the Folhinha Aplicada can contribute to further experiences with knowledge, with the other and with the world.Item A formação em contexto nas instituições de educação infantil: em busca da práxis(Universidade Federal de Goiás, 2016-10-04) Batista, Luciene; Araújo, Denise Silva; http://lattes.cnpq.br/2754806857545880; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Silva, Luelí Nogueira Duarte e; Costa, Sônia Santana daThis study sought to examine the proposal of training in context of two Early Child Education Municipal Public Centers (CMEI) in the City of Goiania (RME). The Policy of Extended Education in the Municipal Bureau of Education and Sports in Goiania materializes through Projects and Training Activities in which insets the training in context, consisting on training activities carried out in the workplace, from the problematics of pedagogical practice of the staff. Such problematics intend to boost speculation on teaching function through the light of a theoretical framework aimed at rethinking the pedagogical praxis. The research focuses on the understanding of the process of articulated training in context with the pedagogical praxis; analyzing how teachers investigate their own pedagogical practice and identifying how research permeates the training context in order to boost professional development. Also, it sought to further analyze the final reports on the effectiveness of the Training Plans of the two Early Child Educational Institutions in Goiania which have taken part in the survey in order to learn how the actions implemented in the training context contributed to cause the link between theory and practice, their chances of promotion of reflective practice and reframing teaching activity. Thus, craving to learn the peculiarities of a social phenomenon that presents complex and unique situations, taking as object of study the extended education in the context of CMEIs. In order for that to occur, the qualitative approach was used with the adhibition of diverse procedures and tools for collecting information such as: bibliographical and documentary analysis, semi structured collective interview and questionnaire. It was intended to not only carry out a description of the information gathered during the research, but also to contribute to the debate about the teacher training through detailed analysis of the information collected, making connections and correlations that drove explanations and interpretations in the production of new knowledge about the extended education and professional development of teachers. It was evinced that professionals, in the working conditions that are offered to them, have sought and modify pedagogical practice by questioning the reality experienced in the contexts of early child educational institutions. However, a development of public policies to promote functionary appreciation is necessary, professional and above all improve the working conditions in order actualize the training in context with the premise of transforming social and educational reality.Item Ensino de dança: uma trajetória de re-existência na escola pública(Universidade Federal de Goiás, 2019-10-01) Blotta, Ana Paula Mello; Silva, Rusvenia Luiza Batista Rodrigues da; http://lattes.cnpq.br/5592804472499475; Silva, Rusvenia Luiza Batista Rodrigues da; Pelllegrin, Ana de; Santos, Wanderley Alves dosTo understand that the teaching of Dance in the school can play an important role in the education of the bodies in the formative and creative process, giving subsidies so that the adolescents understand it, unravel it, deconstruct, transforming the relations that establish between Dance, Body, and Society is the role of the teacher having it trained in Physical Education or Dance. The aim of this research was to identify and map the organization of the pedagogical work of Dance teachers approved in the 2005 contest that work in the public schools of the State of Goiás. The methodological approach for its development, since it is a qualitative research that defines taking into account the historical complexity of the field, the context of the object searched and the experience lived by the subjects, will be of cartographic character. We also proposed, from our experience as a dance teacher, a didactic sequence that we developed in 2018 and was the scenic product of this work. The recording of a pedagogical process resulting from this didactic sequence was presented as a scenic product and at the same time, as a result of the approach of the cartographic method, it was able to analyze the production process of its result, the spectacle, developed at Colemar Natal e Silva State College in the city of Goiania, demonstrating the field of possibilities and knowledge built specifically with students of Elementary School II. The initial results indicated the need and importance of constructing opportunities for regular training meetings that specifically meet the teachers with the objective of promotingdialogues about the teaching of Dance in the school, its challenges and its possibilities. In addition, we realize the creative power that the work has brought by providing the experience of fruition by taking the school to the theater scene as well as significantly contributing to the audience formation both for students, families and school.Item Recalcamento e sistematização da escrita escolar(Universidade Federal de Goiás, 2019-12-19) Bonfanti, Virgínia da Silva Camargo; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Carvalho, Maria Alice de Sousa; Burgarelli, Cristóvão GiovaniI present a research about the acquisition of writing in a school environment based on the theoretical conceptions of language and subject as formulated by Psychoanalysis, especially in the works of Freud, Lacan and Pommier. I begin with a question to the graphophonic system that, because supposing that writing reproduces orality, writing is reduced to a technique whose assimilation depends on the development of motor skills. We realize, as teachers who deal with children of literacy age, that the distress experienced by most students when asked to write is not only linked to immature motor skills, as they are able to perform other motor activities that require more skill. than putting letter-like strokes together. What then would be at stake in the affliction that usually afflicts schoolchildren? In reflecting on this question, I could come up with another formulation: not only children, but also youth and adults who master the technique of writing, show suffering in front of a blank sheet of paper or a computer screen. This finding, also supported by theoretical readings in the field of psychoanalysis, led me to want to better understand the psychic events that are implicated in the act of writing. According to our observations, one of these events is linked to repression, one of the psychic operations that defines the way the subject confronts culture and stands before the principle of pleasure and reality. The objective of this research was to elaborate hypotheses about the writing of the elementary school students, following the repression action in their textual productions, considering the moment of appearance and disappearance of traces and drawings that are not under the symbolic order of the writing. standard taught at school and at the same time the installation of signifiers under the symbolic pact. By observing how the movement of writing acquisition occurs in the school, I was able to experience with students and their texts, ways in which movement towards writing occurs, this observation is only possible from the reactions presented by the children at the moment when Writing activities are requested, what we see appearing are manifestations ranging from standing still looking at the blank sheet of paper, to the situation of writing and then tearing the sheet so that the Other does not see what was written. There is no way to measure or say that psychic operations are being performed at that very moment, which we suppose is like the presence of a subject in the construction of the signifier who, despite the stumbling blocks, marks of his uniqueness is captured by language. This research was conducted as an educational product for the Professional Master's Degree Program in Basic Education Teaching at the Federal University of Goiás. (PPGEEB-CEPAE-UFG) 2017 to 2019.Item A história, a cultura negra e as relações raciais na escola: da percepção dos docentes às possibilidades de trabalho com a temática racial(Universidade Federal de Goiás, 2016-08-19) Bonifácio, Welberg Vinicius Gomes; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Reis, Marlene Barbosa de Freitas; Rabelo, DaniloLately, it has been each time more evident the importance of lectures regarding racial topics when it comes to different social fields, mostly educational ones, fact based on Brazilian Law 10,639/03, which establishes the obligatoriness of the insertion of “História e Cultura Afro-Brasileira” (Afro-Brazilian History and Culture) in the official national educational curriculum. This law came as a complement of Lei de Diretrizes e Bases da Educação Nacional – Lei 9.394/96 (Law of National Education Instructions and Base – Law 9,394/96) and brings up the importance of the history and traditions of African origins and the study of racial relations to human formation of Brazilian youngsters and children. Therefore, having the school as geographic cutout reference, and understanding the aforementioned as locus of production, reproduction, and development of social and cultural relations; whereas this environment is loaded of subjectivity in human relations, being a place of co-living, and result of the collectivity of its composing groups, exceeding the boundaries of teaching/learning; and that it is essential to the intellectual, moral, social, and cultural improvement. Thus, by exploring the particularities of school environment, it was possible to reach comprehension and contributions of such spaces to the development of social relations that are historically constituted. Through case study, this research was directed to a public school, member of Rede Estadual de Ensino de Goiás, at the city of Goiânia, which is the capital of the State of Goiás and has an approximate population of 1.3 million inhabitants, of which 49% are of black people and pardos1 (both considered negroes2 by IBGE, the Brazilian institute of Geography and Statistics), 48% are white (Caucasians) and 3% are yellow3 and indigenous. The school is located at the Northwest region of the city, which aggregates 13% of the municipal’s population and that presents the worst indicators of social infrastructure, besides the biggest violence ratio and a history marked by socio-spatial segregation. The reflections that motivated this investigation are related to the measures that have been adopted at the city of Goiânia to enforce the Law 10,639/03, having us think if and how schools have executed specific projects that embrace this theme; if schools and teachers are prepared to approach, in the classroom and outside, topics related to racial issues; and which initiatives are being adopted by Secretaria Estadual de Educação (the State Educational Agenda) that allows the law enforcement. Hence, this research analyzed, in Goiânia, based on the inquiries, what is the perception of teachers regarding tasks with the racial question, and presented a proposal that may contribute to the teaching proceeding and that it may provide an education to the racial matters at the school.Item Racismo e educação de jovens e adultos: análise do ensino para as relações étnico-raciais em uma escola EJA(Universidade Federal de Goiás, 2018-11-28) Borges, Thâmara Nayara Alves Pereira; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Souza, Lorena Francisco deThe thematic of this research is the racism in the school space of the modality of Education of Young and Adults (EJA). We understand that this theme is related to the very history of the EJA and its subjects, as stated by Gomes (2005). It is developed in a municipal school in Goiânia, in which questionnaires were applied to students and teachers of the EJA and the school routine and the classes were observed in order to satisfy the research objectives. These are: to identify and to understand the theoretical conception and the practical action of the teachers in the theme of the racism; to analyze the presence or not of racism in school social relations; to identify the teaching of ethno-racial relations in school and to relate racism to the teaching of History. Because it is a theoretical - practical study, the methodology is the bibliographical research and the empirical research. A theoretical study on the subject of research, racism and the delimitation of racism in the Education of Young and Adults was carried out. The main theorists used were Gomes (2007), Munanga (2005) and Shwarcz (1996, 2001, 2011 e 2012). The questionnaires are analyzed qualitatively, interpreting the meaning of the answers provided by the participants, as well as the sense of the interviewees' statements and relating them as soon as possible with the bibliography studied .From this, a didactic sequence based on previous activities and with the needs of teachers and students will be elaborated as an educational product, seeking a better adaptation to the racial and public theme of the EJA.