Doutorado em Educação em Ciências e Matemática (PRPG)

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O jogo das posições sociais: educação em ciências e a formação do cidadão
(Universidade Federal de Goiás, 2020-12-21) Ataide, Jefferson Fagundes; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Oliveira, Dijaci David de; Genovese, Luiz Gonzaga Roversi; Shuvartz, Marilda; Prata, Rita Vilanova
In this research, citizenship occupied the position of analytical category, on which the objective of investigating its interconnections with curricular, conceptual, and historical elements was proposed under the foundation of Pierre Bourdieu's sociology. It is a qualitative investigation developed through an association between bibliographic and documentary research. On the first, a review of the literature of the narrative type was developed in consideration of events that are preponderant for western and Brazilian citizenship. Then, a systematic review was structured about the same concept present in scientific articles that articulated the idea with Science Education. For this, three databases were selected: Education Resources Information Center (ERIC), Scientific Electronic Library Online (SciELO); Digital Library of Theses and Dissertations of the Federal University of Goiás (BDTD / UFG). The stage characterized as documentary research followed the directions of the Discursive Textual Analysis (methodological framework). Interpretations were based on the assumptions of Pierre Bourdieu's praxiological method (analytical framework). Conceptions of citizenship have historically been linked to struggles in social fields. In the case of the Brazilian Educational Field, even before its formal existence, one perceives the strategic character of the monopolization of cultural capital by an elite minority, as well as the need for a minimum perpetuation of some knowledge and rights to follow the rise of a new worldview, that of capitalism. It was found that Science Education has a fundamental role in promoting dialogues about the formation of the agent / citizen. However, there are still few studies of a conceptual nature on citizenship in this area of knowledge. National curriculum documents, such as the BNCC, have a strong impact on the definition of the direction of a nation, but they must not hide the foundations that produce and maintain social inequalities. The movement to produce knowledge about the relationship between citizenship and education is an essential step for decision-making under the critical-reflexive bias. Movement that nourishes the minority categories to remain in (re) existence.
“Eu não sou tarefeira!” - tarefas de articulação didática para a organização histórico-crítica do ensino de biologia com a Educação de Jovens e Adultos
(Universidade Federal de Goiás, 2023-07-03) Avelar, Lucas Martins de; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Paranhos, Rones de Deus; Costa, Cláudia Borges; Messeder Neto, Hélio da Silva; Silva, Graziela Lucchesi Rosa da; Guimarães, Simone Sendin Moreira
Este estudio está vinculado a la Red de Investigación en Enseñanza de las Ciencias en la Educación de Jóvenes y Adultos y al Centro Memoria Viva - Documentación y Referencia en Educación de Jóvenes y Adultos, Educación Popular y Movimientos Sociales en Goiás (CMV-GO). La tesis problematiza la necesidad de discutir la Enseñanza de la Biología en la Educación de Jóvenes y Adultos más allá del concepto de marketing de la tarea docente. La investigación tiene como método el Materialismo Histórico-Dialéctico y tiene como objetivo comprender la relación entre la enseñanza del saber biológico y la enseñanza, en el movimiento hacia la constitución de la educación de adultos, para explicar qué tareas de articulación didáctica son necesarias para la organización de la enseñanza de la Biología. con la modalidad desde la perspectiva histórico-crítica. La investigación es de carácter bibliográfico, basada en enfoques historiográficos y teóricos. Se utilizaron fuentes de texto e imagen de contenido verbal y no verbal. Para la historiografía, fueron seleccionados materiales didácticos, informes y documentos de orientación didáctica de iniciativas de educación de adultos disponibles en el Portal de los Foros de EJA do Brasil. También se analizaron dos ediciones del libro Biología Educativa: nociones fundamentales, de Antônio Almeida Júnior, obra de gran influencia en la enseñanza del saber biológico en Brasil, a lo largo del siglo XX. La investigación teórica recurrió a la sistematización de elementos históricos en relación sintética con la Psicología Histórico-Cultural, la Pedagogía Histórico-Crítica y Gramsci. Los análisis se realizaron a partir de la cadena singular-particular-universal y consideraron dos relaciones: valorización y sistematización del saber biológico en la educación de adultos y enseñanza, aprendizaje y desarrollo en sentido histórico-crítico. Los resultados indican que la organización de la enseñanza del saber biológico en la educación de jóvenes y adultos ha estado marcada por conceptos en disputa, de los cuales se destacan los siguientes: Higienista-civilizadora, Técnico-instrumental y Educación Popular Crítica. Se defiende la tesis que: la organización histórico-crítica de la enseñanza de la Biología con la Educación de Jóvenes y Adultos implica el aporte teórico a la superación de la concepción burguesa del maestro cambiador de tareas, con la sistematización de tareas de articulación que fundamentan el quehacer didáctico. Como aporte, se esbozan dos tareas de articulación con miras a orientar el trabajo didáctico, a saber: 1) Responder a los interrogantes de la materialidad de la organización de la enseñanza de la Biología con la EJA en el momento histórico actual y 2) Elaborar, a partir de las respuestas, objetivos generales de organización docente que dan lugar a acciones de estudio docente para la actividad de enseñanza del saber biológico con la modalidad. En cuanto a la primera tarea, las preguntas se responden desde lo entendido estratégicamente, a la luz de los escritos de Gramsci, como elementos de posición (¿Por qué enseñar? - ¿Para qué enseñar? - ¿Cuándo enseñar?) y movimiento (¿Qué enseñar? - ¿Con quién enseñar? - ¿Cómo enseñar?). La segunda tarea se despliega a partir de la primera y permitió la elaboración de dos objetivos generales de organización docente: Posicionalmente - Enseñar Biología con la EJA porque es necesario engendrar medios colectivos de lucha por el derecho, por la formación de un mundo materialista histórico-dialéctico concepción y superación de ideas naturalizadoras sobre los jóvenes y adultos y sus posibilidades de desarrollo; Sobre el movimiento - Enseñanza de los fundamentos de los sistemas conceptuales biológicos, mediados por las relaciones sociales concretas que constituyen los sujetos de la EJA, a partir de la elaboración de tareas de estudio problematizadoras, para aprendizajes instructivos que enriquezcan el trabajo creador.
Evidências de diálogos entre a educação do campo e educação ambiental em um curso de licenciatura
(Universidade Federal de Goiás, 2022-09-02) Borges, Patricia Spinassé; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Rosa, Dalva Eterna Gonçalves; Mesquita, Nyuara Araújo da Silva; Kato, Danilo Seithi; Araújo, Maria Cristina Pansera de
In Brazil, Public Policies on Environmental Education (EE) are planned for formal education covering basic and higher education. However, for the latter, they are still not adequately implemented. Thus, the research question is as follows: what is the evidence of the contributions of Environmental Education to the training of teachers of Natural Sciences at LEdoC UFG/Câmpus Goiás? The general objective of the thesis is to investigate the contributions of Environmental Education to the training of teachers of the degree course in Rural Education (LEdoC) - Natural Sciences, enabling a critical awareness of the socio-environmental problems present in the field. The specific objectives are: a) to identify the presence of Environmental Education and the relationship between the Environment and Sustainability in the Pedagogical Project of the Course (PPC); b) elaborate, develop, discuss and evaluate, in a participatory way, the proposal of an EE discipline for the LEdoC that considers the Alternation regime. For this, a qualitative approach research was carried out, in the participative research modality. The methodological procedures involved bibliographic surveys, document analyses, application of exploratory questionnaires and the elaboration, execution and participatory evaluation of the discipline “Environmental Education in Rural Education”. The data were submitted to content analysis, based on the markers: planning, historicity, environment, nature, sustainability, reflection, interdisciplinarity, dialogue, collectivity, culture, values, attitudes, participation, scientific knowledge, popular or traditional knowledge, educator environmental, constituting registration units generating the final categories: 1) Environmental Education and the training the Natural Sciences teacher in the field; 2) The importance of Alternation in teacher training in Natural Sciences. It was observed that the PPC provides for EE, in a transversal character, in the LEdoC curricular matrix, converging to the work of environmental issues associated with field phenomena; however this is partially effective in the proposal. It is noteworthy that the course “Environmental Education in Rural Education” confirmed the importance of EE in the training of Natural Science teachers through the identification and discussion of socio-environmental issues associated with field knowledge. Alternation, during Community Time, enables reflection, training and action in the development of EE activities and actions in rural schools and in the community, since the student will be able to experience the socio-environmental issues present in the field in locus. It is hoped that this thesis can contribute to the discussions and dialogue between EA and EC, aiming at training Natural Science teachers for schools and the rural community.
Aprendizagem da docência no clube de matemática
(Universidade Federal de Goiás, 2023-12-20) Caetano, Danilo Borges; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Lopes, Anemari Roesler Luersen Vieira; Oliveira, Daniela Cristina de; Borowsky, Halana Garcez; Silva, Sandra Aparecida Fraga da
In light of the theoretical references of Historical-Cultural Theory (Leontiev; Vigotski) and Teaching Guiding Activity (Moura), this work aims to identify the constituent elements of teaching learning, to analyze and understand the training of teachers and future teachers at the Math Club. The Math Club is a learning space that encourages the training of teachers and future teachers. This research sought to answer the following question: how do the constitutive elements of teaching learning impact the teachers’ formation and future Mathematics teachers in the Math Club? Historical-dialectical materialism guides this study as a method and in the understanding of social relations. For the investigation, focus groups were held with participants from Clubs in the states of Goiás, Rio Grande do Norte and Rio Grande do Sul. The meetings took place remotely, with the help of digital platforms, and were recorded, for the purpose of data collection. The path chosen to analyze the data was through the method of analysis in units, since the singular can be understood in its essence when seen as a part that makes up the whole, revealing the relationships between the parts and the fundamental characteristics of the totality. In these studies, the elements that constitute the learning of teaching at the Math Club involve the dimensions of the person, knowledge and teaching work, showing that the organization of teaching is a formative process and that the people involved in the Mathematics Club project develop a collectivist personality, humanizing themselves through the human, teaching and learning mathematics. Furthermore, the training actions at the Club enable people in training to develop a general way of organizing teaching, and students a general way of learning scientific knowledge. The thesis defended was that teachers and future teachers, in the Math Club, appropriate a general way of organizing teaching when they become aware of the actions they develop in pedagogical activity, and their motives coincide with the group's objective. From this, the training movement and the relationships established in the collective provide the production of knowledge that constitutes the learning of teaching in the Math Club, contributing to the humanization of their peers.
O uso do contexto do surgimento do Fundamental Fysiks Group para o debate sobre a natureza da ciência na formação de professores
(Universidade Federal de Goiás, 2022-09-14) Campos, Raul Isaias; Ferraria, Paulo Celso; http://lattes.cnpq.br/7343208770093029; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Rocha, Gustavo Rodrigues; Resende, Anita Cristina Azevedo; Queiroz, José Rildo de Oliveira; Adúriz-Bravo, Agustín
The purpose of this thesis is to investigate the potentiality of the studying the events that occurred in the emergence of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. With this aim, and based on the historical materialism method, the work begins by presenting the concrete to be researched as the relevance of studying the origin of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. In its appearance, this broad object presents itself as a complex and chaotic reality, being necessary at first, in order to understand it, to reach the simplest determinations through analytical processes. In a movement of coming and going that is particular to the method, the simplest determinations were being abstracted, without forgetting to always return to the concrete. Initially, it seeks to present which history and philosophy of science are of interest to science teaching and what history and the philosophy of science understand as the nature of science, to then conclude that for educational purposes, certain consensuses about the nature of scientific knowledge can be admitted. Then, the events that occurred during the emergence of the Fundamental Fysiks Group are exposed, choosing to carry out the debate on the nature of science from this study in a didactic intervention. This intervention took place in the discipline of Teaching Practice III, of the night course of Licentiate in Physics at UFG, and, through this activity, an attempt was made to appropriate the reality that was presented. In this process, three categories were extracted: difficulties with the classification and definition of deformed views of science; possibilities of deconstructing the deformed views of science; relationship between science and other forms of knowledge. Finally, it is concluded that understanding the origin of the Fundamental Fysiks Group allows an expanded and critical view of the nature of science in the process of training physics teachers, most notably in the deconstruction of deformed views of science and that this study provides historical and philosophical material for teachers and future physics teachers so that, in the face of questions from their students about “quantum mysticism”, they can position themselves on the subject.
A formação de professores de Ciências na licenciatura em Educação do Campo: tecendo tramas na Alternância
(Universidade Federal de Goiás, 2020-12-20) Cardoso, Elisandra Carneiro de Freitas; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Rosa, Dalva Eterna Goncalves; Ribeiro, Jose Pedro Machado; Kato, Danilo Seithi; Queiroz, João Batista Pereira de
The present work aims to understand how the UFG - Regional Goiás - Graduation in Education for Rural Schools promotes the formation of Science teachers that dialogue with the Alternation strategy in order to understand the positioning from the course in front of training teachers for Rural Schools. In order to achieve the general objective, we list as specific objectives: 1) to record the paths taken for the implementation of LEdoC at UFG; 2) to understand the principles of Rural Education and Alternation; 3) to report how the formation of Science teachers through Alternation occurs; 4) identify the strategies used in the course to achieve Alternation; and 5) to think about positioning of course in front of training teachers for Rural Schools. It is a qualitative research in which we adopt participative research as a form of investigation, as it is based on a personal commitment between the researcher and the object and is built from a humanizing perspective for reality. To collect of data, we adopted the analysis of the Pedagogical Project of the Course and the participation in planning meetings and activities developed during Time-Community (TC). We participated at eight collegiate meetings and five TC planning and evaluation meetings, totaling thirteen meetings recorded and transcribed. The activities developed at the TC included participation in the opening and closing, in the orientation meetings of the TC groups and activities in the communities, totaling a number of seventeen meetings. For the analysis we chose the following categories: Planning, Time, Alternation, Evaluation, Generating Theme, Interdisciplinarity, Dialogue, Contextualization, Collectivity, Culture and Praxis. The results showed that PPC lacks clarity in relation to the pedagogical proposal in Alternation, because although the document expresses the articulation between Time-University and Time-Community, it still seems that happens in a fragile way, which becomes an obstacle to the realization of an Integrative Alternation. Otherwise, planning, evaluation and co-work are elements of the pedagogical practice of teachers whose are fundamental trainers to articulate the integration between formative times. In this sense, it is necessary to break with practices and customs of non-involvement and not belonging to a formative process forged in social struggles, since the Rural Education movement requires a commitment to the community and to the integral and human formation of the peasantry, which it cannot be promoted without the attitude of listening to the other, of dialogue and collaboration. A transformative element in the Alternation of the course is the adoption of specific pedagogical instruments for LEdoC, allowing the dialogue of knowledge, the breaking of disciplinary barriers and the articulation between formative times, which is close to the Integrative Alternation. Despite UFG having built a trajectory with the peasantry issue, it does not have a locus for discussing an institutional policy that serves the subject of the field. Regional Goiás is still hostage to the lack of institutional support for the development of training processes that include the peasantry as subjects of law. In view of this, we understand that Alternation at LEdoC/UFG -Regional Goiás - has been built on the dialectic between breaking with practices embedded in education model that does not include the Rural area and its subjects and the structuring of paths that produce a human formation, critical and rooted in the reality of the countryside.
Saberes docentes e formação de professores(as) no curso de licenciatura em Educação do Campo da Universidade Federal de Goiás – Câmpus Goiás
(Universidade Federal de Goiás, 2022-06-21) Cruz, Bruna Cardoso; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Oliveira Neto, José Firmino de; Khidir, Kaled Sulaiman; Shuvartz, Marilda; Magalhães, Solange Martins Oliveira; Rosa, Dalva Eterna Gonçalves
The objective of the present work is to understand what is the necessary knowledge for the professional exercise of a future teacher of natural sciences who will work with subjects from and in the countryside, in basic education. For this, a qualitative research was carried out, in the form of a case study, based on the historical-dialectical materialism method, having as the locus of study and investigation the undergraduate course in Field Education at the Federal University of Goiás - Campus Goiás. The methodological procedures involved bibliographic survey, document analysis, questionnaire application and textual discourse analysis. The licentiate degree in Rural Education is a new graduation proposal in public universities, in which the main interlocutors are the rural subjects. In this sense, it is necessary to reflect on teacher knowledge and on the teaching of natural sciences, since the course proposes to train teachers to work in basic education, teaching chemistry, physics and biology. Throughout this work, we sought information about historicity, totality, apprehension and transformation of the life context of the participating subjects, as well as to discuss: the historical context of teacher education in our country, the importance of social movements for rural education, the emergence of undergraduate courses in rural education, and the appropriation of teaching knowledge for the teaching of natural sciences in the context of praxis. Thus, this research thesis is composed of an introduction, three chapters that contemplate several aspects of the proposed theme, and final considerations, that aim to answer the following question: What are the necessary knowledge for future teachers of natural sciences who will work with subjects from and in the field? Throughout the text, we recognize that it is essential that the praxis be materialized in the undergraduate courses on Rural Education, in order to enable the teachers in formation the appropriation of knowledge inherent to the teaching profession, since the professionals who work with rural and rural subjects need, besides school knowledge, the peasant knowledge. In this way, the popular knowledge and the sociocultural context of the students need to be valued and taken into consideration by the teacher when working with the scientific contents of the school subjects. We conclude that the work of teacher education based on the sociocultural context of the students and on the educational praxis will subsidize a transforming education in Rural Education, which will drive the appropriation of knowledge inherent to the professional exercise of the natural sciences teacher, who will work with the subjects from and in the countryside, in basic education.
Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico
(Universidade Federal de Goiás, 2020-09-30) Fernandes, Regina Alves Costa; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Rosa, Dalva Eterna Gonçalves; Pessoa, Jadir de Morais; Nacarato, Adair Mendes; Mesquita, Nyuara Araújo da Silva; Ribeiro, José Pedro Machado
This thesis approaches the Continuing Teacher Education in Mathematics according to the dissertations presented to the Graduate Program in Science and Mathematics Education at the Federal University of Goiás, between 2009 and 2015. The aim of the study is to comprehend the net of relations established in the Mathematics Education Field through the analysis of the academic productions of the Graduate Program regarding Continuing Teacher Education in Mathematics. The theoretical-methodological framework of the study is the praxiological knowledge of Pierre Bourdieu and his concept of habitus and field, considering the modus operandi of the author. These concepts have fundamental elements such as eidos and ethos which are related to habitus, and doxa, nomos e illusio linked to field, as a category of analysis. In order to deepen in the structures that structure and also the mutual relations among the objective positions of each significant event the following subcategories of analysis were distinguished: participation, relevance of the Continuing Teacher Education, realities of this teacher training, professional development and its challenges. The praxiological method enable to evidence that, besides the theoretical studies, in the Mathematics field, there are relations based on a structure that implies space for conflicts. Those conflicts tend to maintain or transform the forces, based on the relations and alliances that the groups, who dominate or not establish among themselves. The strategies used by those groups to maintain or transform the structures depend on their mathematical habitus as an individual scheme of the Math Teacher. This schema, which is social and cognitively constituted in/by the social practical experiences of the Math Teacher in the field, can be a source of renovation of the structures that structure. The structures, on the other hand, guide constantly the functions and actions of this agent.
Abordagem contextualizada e interdisciplinar nos capítulos de equilíbrio químico e eletroquímica em livros didáticos de química aprovados pelo PNLD/2008/2012/2015/2018
(Universidade Federal de Goiás, 2020-06-17) Leite, Maycon Batista; Soares, Márlon Herbert Flora Barbosa; http://lattes.cnpq.br/9698540158266610; Soares, Márlon Herbert Flora Barbosa; Echeverría, Agustina Rosa; Rosa, Dalva Eterna Gonçalves; Mello, Irene Cristina de; Rosa, Maria Inês de Freitas Petrucci dos Santos
The contextualization and interdisciplinarity in the teaching of chemistry imply the comprehension of social reality, through a critical-reflexive approach to the studied context, which circumscribes the very process of construction of scientific and technological knowledge as well as the appropriations and implications of this knowledge in the globalized world. The app are constitutive approaches of the epistemological action, inherent to the educational process, which result in the act of transposition from one context to another and to the internal structures of the learner, constituting knowledge. The Didactic Book is "the" didactic resource of greatest relevance in the teaching of chemistry in Brazil and the National Program of the Didactic Book, “Programa Nacional do Livro Didático (PNLD )”, presents as its main purpose to impose a minimum standard of quality to the didactic book offered in the Brazilian publishing market. This work was developed with the objective of investigating which are the concepts of interdisciplinary and contextualized approach that the authors of the chemistry didactic book, approved by the PNLD/2008/2012/2015/2018, present in the chapters of Chemical and Electrochemical Equilibrium of their respective works. And, also, to verify if the PNLD is promoting an inductive effect in the improvement of the quality of the chemistry didactic book, regarding the analyzed concepts. The research is eminently qualitative and documental, in which the documents analyzed were the 10 works of Chemistry approved in the respective PNLD, divided into 27 volumes. For that, we resorted to Bardin content analysis, which presents itself as an analytical method of supplementary information through new meanings "hidden" by a first reading of the text, concomitantly with the manipulation of messages to highlight the indicators that allow inference about a reality other than the immediate message. The method provided us with data that made it possible to create four categories of analysis from the perspective of contextualization and three categories from the perspective of interdisciplinarity. Those of contextualization were characterized from the different "context levels" presented, among which the one that came closest to the contextualized approach was the one that promoted greater approximation between school chemical knowledge and social reality, which went beyond the simple textual approach and the scientific description of daily life. The category that came closest to interdisciplinarity was the one that established the greatest degree of integration among the different disciplines, simultaneously to the capacity of relating interdisciplinary scientific knowledge to the understanding of contexts and problems inherent to social reality. The analysis revealed that six of the ten works analyzed presented contexts representative of contextualization as an approximation between chemical knowledge and social reality and only one of these six presented, simultaneously, conceptual integrations and contexts representative of interdisciplinarity as an understanding of problems inherent to social reality. Four works, the ones that did not get new approval in the last PNLDs, of 2015 and 2018, presented a reducing view of contextualization in their respective works. Nine of the ten works did not present a representative approach of interdisciplinarity as an understanding of contexts and problems inherent to social reality. In general, the didactic books are more focused on the scientific description of daily life as a perspective of contextualization and interdisciplinarity. The PNLD promoted an inductive effect in the improvement of the quality of chemistry idactic book, regarding the concepts analyzed in the chapters of Chemical and Electrochemical Equilibrium, in the movement that was configured in the ten years of the program. It is important to emphasize the dynamic "process" character of the work of the PNLD and of the authors and authors of the didactic book, which implies the continuity of the research that involves the analysis of the didactic book of Chemistry of the PNLD.
Formação etnomatemática no curso de educação intercultural da Universidade Federal de Goiás: reflexões de estudantes e egressos indígenas
(Universidade Federal de Goiás, 2023-08-30) Lucas, Marcello; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Baumann, Ana Paula Purcina; Souza, Roberto Barcelos; Nazareno, Elias; Ferreira, Rogério
The research described in this text aimed to scrutinize the reflections carried out by indigenous students and graduates mediated by higher education, the Intercultural Education course at the Federal University of Goiás, with the following investigative question: what are the reflections of indigenous students and graduates, based on the curricular mediation of the Intercultural Education course at the Federal University of Goiás, focusing on contextual themes that address non-indigenous mathematical knowledge? The theoretical framework for this research was based on Ethnomathematics, from the perspective of Decoloniality and Critical Interculturality, and adopted a qualitative research posture. The construction of data took place through dialogues with students in training and graduates of the Intercultural Education course who agreed to participate in the research. The organization of the data in units of meanings made it possible to carry out the analysis using the descriptive method, in the light of the chosen theoretical framework. The curricular mediation of the Intercultural Education course at the Federal University of Goiás raises different reflections from the indigenous participants of the research. The use they make of non-indigenous mathematics to validate indigenous ethnomathematics, a political-epistemic marking, and the use of nonindigenous knowledge as tools of struggle so that relations with non-indigenous people can be less unequal are some of of the reflections raised. Indigenous higher education can constitute a decolonial action. The way in which the Intercultural Education course at the Federal University of Goiás is structured creates favorable conditions for students to exercise decolonial actions of resistance and struggle, as well as propitiates the search for the resignification of the socio-political-economic-s
Formação do professor de Matemática: o lugar do cálculo diferencial e integral nas pesquisas acadêmicas
(Universidade Federal de Goiás, 2022-08-31) Machado, Jonatas Teixeira; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Malaquias, Arianny Grasielly Baião; Vaz, Duelci Aparecido De Freitas; Silva, Maria Marta da; Silva, Rafael Siqueira; Echalar, Adda Daniela Lima Figueiredo
University of Goiás (PPGECM/UFG). The research question is about: what do academic productions (dissertations and theses) reveal to us about the conception(s) of training Mathematics teachers in research on the teaching of CDI? Therefore, the main objective is to understand the conceptions of teacher training in Mathematics and in the integral differential calculus (CDI) resulting from academic productions that deal with these themes. We base our work on a critical and dialectical discussion about the phenomenon studied. The data collection procedure was based on the assumptions of Vosgerau and Romanowski (2014) and Saviani (2007) on theoretical research, of the State of Knowledge type. The research corpus was built from the productions (dissertations and theses) published in the CAPES Theses and Dissertations Bank, on the website of the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the digital repository of each Graduate Program, from the following descriptors: “CDI”, “Teacher training”, “Education”, “Teaching”, “Graduate” and “Mathematics”. The data collection matrix built for the present research contained the following axes: conceptions of teacher training, CDI purposes for Mathematics teacher training and the CDI and its applications. After selection and full reading of the productions, the corpus of this research is composed of 11 theses and 22 dissertations, published between the years 2006 and 2019. As a result and its analysis, we identified that the main themes discussed in the research were: 1. dichotomy between teaching and learning; 2. use of ICT; 3. teaching and learning unit and 4. theoretical study. To a large extent, the conception of teacher education is mainly centered on constructivism (89%), whose foundation is given in formal logic and in which there is CDI reductionism, as well as mathematical formalism. There is a preponderance of the dichotomy between teaching and learning in the CDI, as well as a discussion of the use of educational technologies. A gap was also observed in the publications regarding discussions on the conceptual domain of the CDI. The recurrence of formalist logic in the training of Mathematics teachers is latent and directed to the discussion of specific and isolated situations, in procedures focused on topics of content or practice. The discussion of human work as an ontological factor appears in only one of the works that made up the research corpus. After analyzing the academic productions, we reflect that Mathematics teacher training should oppose the practice of immediate and formalist training, and should allow the process of teacher training on a critical and emancipatory basis, thus in the direct relationship of conceptual appropriation of mathematical knowledge. To this end, from the assumptions of the formation of the intellectual-critical professional, a way is proposed to overcome the constructivist and formalist character, which may constitute initial subsidies for the constitution of an epistemology of praxis.
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática
(Universidade Federal de Goiás, 2021-01-27) Magalhães, Ana Paula de Almeida Saraiva; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Freitas, Raquel Aparecida Marra da Madeira; Rosa, Dalva Eterna Gonçalves; Echeverría, Agustina Rosa; Silva, Maria Marta da; Moura, Manoel Oriosvaldo de
This study aims to investigate the process of meaning assigned to the history of the Math teaching, which can emerge during the action of teacher training of future teachers, enrolled in the History of Math subject, in the undergraduate Math program at the University of Goiás, located in the city of Anápolis. During the initial teacher training, conceptual meanings are presented in order to be acquired by the participants of this research. This appropriation occurs through the relation stablished by the participants with the actions in the activities organized. Thus, the initial point is that there is a relation among the actions provided during the teacher training and the process of meaning regarding the history of Math teaching, resulting in a movement where the students can revise their reasons related to their education and they can also give new senses to the constitutive elements of the teacher training. Hence, the thesis defended here is that there is a potential in the history of Math that contributes to the teacher training regarding the understanding of Math concepts in a perspective of the logical-history development. The aim of this study is the process of meaning which the students give to the history of Math teaching. In this prerogative, we sought to present the historical aspects related to the teacher training and the history of Math as a subject and also the specificity of the object in its constitution process, apprehended by the didactic formative experiment. Being aware that the method is the conducting wire of every research and it is based on it that the analysis, which will highlight the evidences of the intra relations of the elements, will be defined, this inquiry was conducted by the Dialectical Historical Materialism as the research method. In order to answer the inquiry question, the analysis was reasoned on principles of the historical-cultural theory, activity theory and developmental teaching. The results highlight the way an activity in the initial teacher training can be structured, so that the students can give meaning to the teaching work as an object of their formation; they also give evidence of how the students mobilized themselves and, in the development of their tasks, they acted guided by the theoretical fundamentals of the oriented activity of formation, having as essential element the theoretical Math knowledge. In this process, it was possible to learn a movement of meaning of the students regarding the History of Math teaching. From the moment they developed a collaborative work and get in the study of activity, they start to acquire conceptual nexuses of the History of Math and Math concepts. Thus, they give new senses to this subject, in order that these meanings are reflected on the meanings they transfer to their formation.
A experimentação investigativa na sondagem de indicadores de altas habilidades ou superdotação e na potencialização no ensino de química
(Universidade Federal de Goiás, 2022-07-26) Nóbrega, Lorrana Nara Naves; Benite, Cláudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Cláudio Roberto Machado; Echeverría, Agustina Rosa; Sá, Ana Claudia Antônio Maranhão; Delou, Cristina Maria Carvalho; Negrini, Tatiane
The Law on Guidelines and Bases of Education from 1996 ensured the giftedness students to receive the specialized educational services at the school, however, data collected in the last school census showed that these students were not being adequately identified and contemplated in a pedagogical dimension. One of the emerging problems is the lack of specialized teachers for screening the giftedness indicators and to promote the learning students potentializing. In the chemistry teaching, we defend a teacher education based on the approach of the Inquiry-based Science, such as investigative experimentation. Thus, our central question is formulated from the following question: What are the formative needs of the Science/Chemistry teacher´s for screening the giftedness indicators and to promote their learning potentializing? Supported by the Research-Action we propose other three oriented questions: What conception has an educator teacher of Núcleo de Atividades de Altas Habilidades/Superdotação de Goiás about the screening of giftedness indicators and the specialized educational services in the Science/Chemistry areas? How investigative experimentation can contribute for screening giftedness students and to promote cognitive and metacognitive mental development in the Science/Chemistry teaching? Finally, given the impossibility of using investigative experimentation, as in the period of emergency remote teaching of the COVID-19 pandemic, what other teaching strategies anchored by Inquiry-based Science could be used by Science/Chemistry teachers to curriculum enrichment with giftedness students? Our main objective was contributing to the Science/Chemistry teacher´s education for offer specialized educational services to giftedness students. Under this approach, our research anchored in Science/Chemistry teaching references (Carvalho, Sasseron, Marcondes, Rocha, Hartwig, Malheiros, Locatelli) and the giftedness theories of the researcher and psychologist Joseph S. Renzulli (1977,1978,1986, 2004, 2014). In this research we defend investigative experimentation, first, as analytical tool (pedagogical instrument) for screening giftedness indicators in the area of Science/Chemistry, especially cognitive and metacognitive abilities (corroborating for giftedness identification), and second, as a teaching strategy to learning potentializing in Science/Chemistry (corroborating for specialized educational service). The human subjects of this investigation were an educational teacher from Núcleo de Atividades de Altas Habilidades/Superdotação de Goiás, a teacher in continuing education, two students from the technical course of Chemistry and two giftedness students in the basic educational degree. Our main results pointed out the investigative experimentation in the chemistry teaching as a potential pedagogical tool for screening cognitive and metacognitive abilities and the Inquiry-based science approach as teaching strategy for potentializing giftedness students.
Práxis docente: as tramas que envolvem o saber-fazer dos professores universitários de licenciatura em Ciências Biológicas
(Universidade Federal de Goiás, 2020-12-18) Oliveira Neto, José Firmino de; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Oliveira, Leandro Gonçalves; http://lattes.cnpq.br/4995825091971711; Mesquita, Nyuara Araújo da Silva; Magalhães, Solange Martins Oliveira; Araújo, Maria Cristina Pansera de; Furtado, Wagner Wilson; Oliveira, Leandro Gonçalves
This work is linked to the line of research “Education on Science and Math and Environmental Education”, from the Post-Graduate Program in Education on Science and Math/UFG. In this research, we intended to apprehend the answers to the following question: how is the teaching knowledge constituted in the work of university professors from the bachelor courses in Biological Science? Thus we aim at understanding how the teaching knowledge is formed in the work of university professors from the bachelor courses in Biological Science of two higher education institutions in Goiânia (GO). This is a survey of a qualitative nature, led by a collective case study, built upon the Dialectical and Historical Materialism. The investigative context encompasses the bachelor courses in Biological Science of two higher education institutions in Goiânia, where the data collection was conducted through class observation of seven university professors, followed by an interview and the analysis of the Political Pedagogical Projects of the courses (PPCs) and the Teaching Plans of these professors. The examination of data is backed by the Dialogic Analysis, according to Bakhtin’s propositions, therefore comprehending that the results which were found make up meanings that are derived from the interaction between the subject who was interviewed and the re-elaboration of the researcher, who analyzes a set of theoretical and social determinations posed on the construction path of scientific production. Throughout the chapters we discussed the shades that (re)figure the teaching work in University, in order to defend a formation of university professors, as well as the movements they undertake in the context of university class, where the praxis epistemology is deeply rooted, that is to say, the constitution of a teaching identity interwoven in its technical, aesthetical, ethical and political dimensions. Finally, on the search for the thought concrete, we noticed that the work of the investigated university professors is underpinned between the technical epistemology and praxis epistemology, marking the contradiction that surrounds the University and the university class, between practice and praxis.
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural
(Universidade Federal de Goiás, 2022-05-12) Oliveira, Daniela Cristina de; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Damazio, Ademir; Longarezi, Andrea Maturano; Sousa, Maria do Carmo de; Silva, Sandra Aparecida Fraga da
Assuming the historical-dialectical materialist method as a conception of the world, a research method and as a praxis, this research was developed in a public school in Goiânia, with children from the early years, in an attempt not only to understand the educational reality, but to transform it to a new quality. This work is materialized in an investigation into the process of appropriation of geometric knowledge, in the early years of elementary school, based on Historical-Cultural Theory, Activity Theory and theoretical and methodological assumptions of Teaching Guiding Activity. To this end, a didactic-formative experiment was organized, composed of a set of Tasks, developed in the years 2018 and 2019, in the municipal education network of Goiânia, with children in the fourth year and, later, in the fifth year of Elementary School. The guiding question of the investigation was: What are the formative movements of transformation of students, from the early years, in the process of appropriation of the concept of form, in a teaching organization supported by the Historical-Cultural Theory? Associated with this, we aimed to investigate the formative movements of qualitative transformation in students in the process of appropriation of the concept of form, based on Historical-Cultural Theory, Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. Therefore, the analysis by units was the chosen path to apprehend the object of study in its movement, materializing in two units of analysis, namely: Formative movements revealing the development of collective activity; and The process of appropriation of the concept of form: the formative movements of qualitative transformations in the students. Relating the stages of development of geometric knowledge, the students showed greater ease in the appropriation process when the nexuses involved aspects of practical and sensorial geometry, however, in manifesting the attributions of meaning referring to formal geometry, the subjects explained difficulty in the abstraction process and generalization, operating with general representations of the object or verbalizing conceptual mistakes. Conclusively, this research allows us to defend the following thesis: in a proposal for the organization of geometry teaching for the early years, supported by Historical-Cultural Theory, the transformation of subjects takes place through their collective experiences in the process of conceptual appropriation.
A física apropriada: realismo ingênuo e obstáculos epistemológicos
(Universidade Federal de Goiás, 2020-07-02) Oliveira, Stênio Gonçalves de; Genovese, Luiz Gonzaga Roversi; http://lattes.cnpq.br/6558932652149049; Genovese, Luiz Gonzaga Roversi; Ternes, José; Gurgel, Ivã; Queirós, Welligton Pereira de; Guimarães, Simone Sendin Moreira
Inter-epistemic trends in the production of knowledge are currently strong and present themselves as an attempt to overcome major problems that affect both scientific production and society in general. These production activities among specific areas of knowledge often result in inter-epistemic appropriation, a process in which elements constructed in a particular field of knowledge are appropriated by other fields. Due to its historical projection as a science and to its revolutionary productions since the beginning of the twentieth century, Physics has become one of the main sources of elements, especially the Quantum and the Relativity theories, under appropriation in these inter-epistemic activities. The elements produced by contemporary Physics were thus appropriated by different fields of knowledge, such as Psychology and Business Administration. These appropriations are used either to confirm knowledge of these fields or to subsidize the creation of theories and knowledge in such fields. The present work analyzes these inter-epistemic appropriations of the elements derived from contemporary Physics through an epistemological point of view, pointing out the foundation of the thought that undertakes the appropriations. The explanation is built through the elucidation of the knowledge construction characteristics of contemporary Physics, such characteristics are referred to as “epistemic scope of production of the elements of Physics”. This study also analyzes, in the background, a questionable tendency of considering Physics as a foundation for the construction of other fields of knowledge, as a guiding and model science for scientific and academic productions. The epistemological investigation reveals a characteristic of inter-epistemic activities: they are based on a naive realism towards the interpretation of the elements of Physics, considering these elements as existent (in the simplest sense of the term), disregarding all the epistemological complexity of the constitution of current Physics. Therefore, the intention here is to formulate epistemological conditions to make an important denunciation: academic and scientific activities are sometimes grounded on an epistemologically erroneous basis as they take elements of contemporary Physics under appropriation, a naively realistic basis. The consequence, or the symptom, of this epistemological flaw in academic and scientific activities is that, frequently, inter-epistemic appropriations, derived from contemporary Physics, revive epistemological obstacles, such as verbalism and tendencies to generalizations, in the fields of knowledge which appropriate the elements of Physics. Consequently, the essential statement of this research is that interepistemic appropriations derived from contemporary Physics cause the revival of epistemological obstacles in scientific and academic fields that are either already consolidated or in the process of consolidation. As a conclusive part of the work, the implications of these inter-epistemic appropriation activities derived from contemporary Physics for the legitimacy of academic and scientific activity, especially in Brazil, are discussed. In addition, the demystification of Physics itself and its removal from the theoretical background that supports the production of other fields of knowledge are proposed. Finally, the importance of awareness of epistemological restrictions of these appropriations and of the epistemic characteristics of scientific productions for the formation of science teachers and for the field of Science Teaching is also discussed, placing the question of their autonomy in the context of appropriations of elements derived from contemporary Physics.
A formação pedagógico-didática de professores de biologia na perspectiva da didática desenvolvimental
(Universidade Federal de Goiás, 2024-03-28) Pinheiro, Regiane Machado de Sousa; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Sousa, Daniela Rodrigues de; Oliveira, Natalia Carvalhaes de; Rosa, Sandra Valéria Limonta; Libâneo, José Carlos
Teacher formation is a dynamically constituted field of knowledge and practice that is linked to other fields and dimensions of society, such as the economic, political, social and professional. When organizing teaching, teachers need to go through an education process (initial and continuing) that allows them to become aware of pedagogical-didactic work as praxis and as an emancipatory possibility, and therefore intentional. This teaching also aims to provide students with a critical and creative appropriation of scientific knowledge, historically constructed by humanity and transposed into school knowledge. However, it is a great challenge to think about and carry out a pedagogical-didactic education process that allows for content-form unity between the ways of teaching and learning scientific knowledge. Given the complexity of teacher education, the aim of this research was to understand the ways of organizing teaching in didactic-pedagogical education for Biological Sciences undergraduates, based on the perspective of Developmental Didactics, which promotes the process of conceptual appropriation of the content-form unity of Biology. Using historicaldialectical materialism (HDM) as a research method, an empirical investigation was carried out through a didactic-formative experiment in the optional curricular component “Topics in Biology II: Varied Themes - The teaching of Biology thought biologically and pedagogically”, in the academic semester of 2022, at a Brazilian federal public university. The data analysis was based on the dynamics of Developmental Didactics and the categories of the DHM. It emerged that the students were engaged in study activities during the course and that organizing and developing the teaching and learning process, from this theoretical perspective, makes a significant contribution to teacher formation. The thesis was put forward that in the formation of biology teachers, didactic-pedagogical work, organized from the perspective of Developmental Didactics, makes it possible to problematize the content-form unity between the ways of teaching and learning biological knowledge and the pedagogical activities intended for this purpose. The research carried out showed that in the actions developed by the students during their didactic-pedagogical formation, there is evidence of the conceptual appropriation of the content-form unit by the undergraduates, enabling them to have a more comprehensive and critical education. It also contributes to rethinking didactics in higher education and the pedagogical work of teacher education in undergraduate courses.
Narrativas inspiradoras e utopias nebulosas: um estudo da relação com o saber de sujeitos da EJA-EPT do Instituto Federal de Goiás.
(Universidade Federal de Goiás, 2022-05-23) Ribeiro Júnior, Ramon Marcelino; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Soares, Marlon Herbert Flora Barbosa; Santos, Maria Bethânia Sardeiro dos; Flores, José Ignácio Rivas; Lopes, Marcos Carvalho
There is no knowledge without relationship with knowledge. The theorization surrounding Bernard Charlot’s notion of relationship with knowledge includes, among its structuring concepts, the reciprocal constitution between the meaning and the effectiveness of the study activity. Given this, our research problem may be stated as follows: how can the understanding of the relationship between the meaning and the effectiveness of the study activity contribute to the reconstruction of specific pedagogical practices? The main objective of this research is: i) the general formulation: to understand the processes of constitution of the study activity; ii) the specific formulation: to understand the processes of constitution of the study activity involving science and mathematics knowledge of high school students who are integrated to vocational education in the Youth and Adult Education modality (in Portuguese, Educação de Jovens e Adultos – Proeja / EJA-EPT) of the Federal Institute of Goias (IFG). The specific objectives are: a) to understand the processes of production of meanings and their identity effects; b) to understand the processes of production of effectiveness and their epistemological normativity; c) to produce or improve didactic-pedagogical instruments for reconstructing specific pedagogical practices related to the teaching of scientific knowledge in focus. Such investigations are fundamental to address the intertwining issues produced between students and knowledge, and without which there is no possibility of understanding the situations of success or failure at school, in all their complexity and multiplicity. The theoretical-methodological framework is based on the articulation of different traditions of thought, specifically: Richard Rorty's pragmatism; Bernard Charlot's theory of the relationship with knowledge; and the life narratives, especially mostly by Daniel Bertaux’s and José Ignacio Rivas’s works. Due to this articulation, a narrative investigation of the relationship with knowledge under the light of philosophical pragmatism has been developed. Seven students who were enrolled in the eighth period of an Integrated Technical Nursing program and who had attended Chemistry I and Chemistry II courses, respectively, in their first and second period of this program have collaborated with the data production. In order to produce data, we have employed two procedures: i) narrative interviewing, recorded in audio, focusing on the dimension of activity meaning; and ii) a system of problems, recorded in audio and video, focusing on the 17 effectiveness dimension, that is, the epistemological normativity of the knowledge learning that comprises the investigation. The analysis was carried out by means of comparison and contrast of narratives and other discursive interactions, based on a pragmatic philosophy of the processes of meaning and on theoretical texts regarding the general or specific issues. Through this analysis, we intend to understand processes by means of the articulation of aspects arising from the subjects and their propositional attitudes in close relationship with the social practice contexts that produce and are produced by these same subjects. We have concluded that (a), in the sense sphere, the students' main reason for studying is to be a good nursing technician, which results in an appreciation of the curricular components and contents related to their future professional activity and a depreciation of the contents related to their high school education; throughout the program they undergo a process of establishing new reasons for the study activity, in particular the project to pursue studies in specializations in the nursing field and the dream of obtaining a degree in nursing, and (b) in the effectiveness sphere, students have demonstrated a solid mastery of the cross-multiplication and that certain difficulties have persisted when modeling/translating the information in the statement of the problems on the elations that constitute the framework of a conventional cross-multiplication. Moreover, the notions of quantities and measures have presented a challenge for the teacher and the students as regards the establishment of their structures of generality. It is important to use schemas and maps to support the understanding of generality relationships in order to offer the student an overview of the network of concepts. The use of the general idea of proportional reasoning holds the potential to restructure all the concepts that occur in the courses, with gains in meaning and systematicity. We have highlighted some samples of how these conclusions have let to a reconstruction of our own pedagogical practice.
Entre diálogos silenciados e o pseudodiálogo: denúncias e anúncios no processo de construção do currículo de Biologia nos centros de educação de jovens e adultos de Goiás
(Universidade Federal de Goiás, 2022-12-21) Ribeiro, Renato Antônio; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; Machado, Maria Margarida; Torres, Mariana Cassab; Paranhos, Rones de Deus; Coelho, Leandro Jorge
Having as theoretical support the work of Paulo Freire and its assumptions, this thesis aimed to understand how the process of curricular construction in the EJA offered in the EJA (Centers of Youth and Adult Education of Goiás) of Goiás, problematizing the dialogue that is established in this process in order to provide curricularization subsidies in the modality. The empirical part of the research took place in institutions that offer the EJA as a priority in the state of Goiás (the JaSC), based on interviews with 12 biology professors working in these institutions and with 23 students. The research problem that guides this thesis started from the following question: What is the perspective of dialogue in the curricularization process of the EJA offered in the JaSC of Goiás? The EJA in Brazil faces its limit situations and the Freiriana hope – of collective struggle and resistance, not waiting – is necessary, especially to rethink curricular organizations in the modality that yearn to meet the interests of the oppressed – the student working class. These students dream and see in the EJA an engine of hope and history as a possibility, thus revealing a hidden conception: the modality is an engine of transformation of society, nourishing dreams and hope. It is important to rethink a formative model – and in it the curricular organization – that directs this conception towards liberation, emancipation and humanization of the subjects. Thus, this research designed to point out some proposal for change, some possible dream, some unpublished-feasible for the EJA curriculum, without, however, methodologicalizing Paulo Freire, contrary to its principles. There is also the defense of biology teaching based on a political act based on the dialogue between the "knowledge of experience made" of students of the EJA and the systematized biological knowledge, here considered those that make up the conceptual status of the structuring theories of Biology presented by Nascimento Jr. (2010) – cellular theory, theory of internal balance (homeotase), gene theory (inheritance), ecosystem theory and theory of evolution – but without disregarding the other statutes – the ontological, the epistemological and the social history. The discussions undertaken in this study point out that the process of biology curricularization in the EJA in the state of Goiás is between the use of authentic Freiriano dialogue, which is critical, democratic, seeks transformation and believes in men, and pseudodialogue, which is mute, unbelieving, alienated and uncritical. We admit as a valid and possible way to freireanear the curricula of the EJA from the reinvention and recontextualization of the Freriano assumptions and their dialogical pedagogy in the individual scope of the EJA institutions, contributing to the humanization of the subjects who do the modality. It is necessary to seek true dialogue from freiriana radicality in the curricular construction of biology in the EJA.
Denúncias e anúncios: possibilidades escolares no contexto da socioeducação
(Universidade Federal de Goiás, 2020-08-25) Santana, Aline Neves Vieira de; Oliveira, Dijaci David de; http://lattes.cnpq.br/9145111011143886; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Silva, Haroldo Caetano da; Gabassa, Vanessa; Mesquita, Nyuara Araújo da Silva; Shuvartz, Marilda; Oliveira, Dijaci David de
The present study intends to answer the following question: which pedagogical possibilities does the State School Vida Nova - Goiânia/GO present in order to contribute and promote some life change to teenagers undergoing a social-educational internment measure? For this purpose, the overall aim of this paper is to identify how is the School structured inside the Social-educational Assistance Center of Goiânia, and the specific aims are to comprehend the role of school education (in the social-educational sphere) to the Chief juvenile court Judge of Goiânia, the Public Defenders Office of Childhood and Adolescence of Goiânia, the Social-Education Manager of the Executive Group of Support to Children and Youth, the Special Manager of Social-Education of the State Secretariat for Education, Culture and Sports and the Science teacher staff of the School; as well as to analyse the school reality of teenagers before, during and after the fulfilment of the social-educational measure of internment. This is a qualitative research, in which the Communicative Method was used, which led to data collection through Communicative Observation with the research subjects. The influence of national educational policies and everyday practices in social-education is considered through a bibliographical survey and documental analysis. It becomes clear that the infractional act leads to imprisonment in social-educational institutions and is based on legal, political, cultural, socioeconomic and racial factors, whose goal is to control and create stigma upon transgressor adolescents. By examining the reality of the State School Vida Nova, it turns out explicit that there are elements which sway and affect the structuring process of pedagogical activities developed at the School, which is headquartered in Case-Goiânia: the acknowledgement of teenagers as subjects of law; the schooling of youngsters before and during deprivation of liberty; their expectations of present and future. Some hindering elements arise: the tough life path of these teenagers; the lack of specific training and ambiance of the teachers; the curtailment of rights in the internment unit; the limits of public policies and legislation; the underperformance of the Case-Goiânia staff; the familiar routine before internment; the family’s poor level of schooling; the absence of interest for School; the precariousness of the execution of lessons in class; the redefinition and redimensioning of School and of teaching. On the other hand, some transforming elements appear too: the belief in the teenager’s life change; the commitment of the teacher towards the teenager; the understanding of the School’s relevance; the dreams that the youngster wishes to attain after the completion of the social-educational measure and the future that the teenager desires for his/her family. While society and this school paradigm in an internment institution do not change, the main proposition is to secure the teenager’s rights during the fulfillment of the social-educational measure, with special emphasis on school education. Whether it is impossible to offer schooling outside the internment unit, may the School based on this social-education system contain internal practices which humanize the human subjects and provide basic possibilities, such as reading, writing, storytelling and interpreting; and support the continuation in school after the completion of the internment measure. Current data reveal that handling the infractional act and social-education are limit situations that youngsters and their families do not want to experience again. As a product of that, there is a permission of adolescents to open up to lifechanging possibilities. However, this subject will only see new situations of inventing, creating and re-reading reality if another subject perceives him as a subject of law. It is recommended that the School redefines itself and is redefined by its peers with the further development of the Freirian methodological proposal. It encompasses the switch of conceptions about the rough life trajectories of teenagers, a new schooling curriculum and specific training of the teachers and local staff. Thus youngsters can be active in power relations that run across the in-house entrapment of this disciplinary institution and then take place within society.

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