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Item Da formação humana à instrumentalização da literatura nos documentos que orientam os anos iniciais do ensino fundamental(Universidade Federal de Goiás, 2024-12-16) Jesus, Simone Aparecida de; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Chaves; Chaves, Juliana de Castro; Resende, Anita Cristina Azevedo; Faria, Gina Glaydes Guimarães de; Vaz, Alexandre Fernandez; Silva, Pedro Fernando daLinked to the research line "Fundamentals of Educational Processes" at the Faculty of Education, Federal University of Goiás, this study aims to uncover the rationale behind Literature in the regulatory documents guiding education in Brazil and Goiás, specifically concerning the early years of Elementary Education. The central question addressed is: What is the rationale for Literature in the documents that guide education in the early years of Elementary Education? This is a bibliographic and documentary research study that considers as primary sources the guides "História e Histórias" (2001b) and the second volume of "PNBE na Escola: Literatura Fora da Caixa" (PNBE) (2014) from the National School Library Program (PNBE); the National Common Curricular Base (NCB) (2018); the Curricular Guidelines for Goiás (CGG) (2019); and the Reading, Writing, and Interpretation in Literacy (2021) books from the Alfamais Goiás Program. The theoretical references include, among others, Antônio Cândido, Theodor Adorno, Walter Benjamin, Herbert Marcuse, and Karl Marx. The study reveals that academic research investigating Literature highlights its relationship with Brazilian schools since their inception, often leaning toward an instrumentalized perspective, treating Literature as a model for language or a source of information. However, our analyses demonstrate two distinct perspectives in the current documents reviewed. Literature is approached both as a means of human development and as an instrumentalized tool. Notably, the document with the most intense instrumentalization is also the one closest to students, specifically the LEIA books, used by teachers and students in Goiás municipalities. Consequently, the study concludes that it is essential to reflect on how these documents address Literature, as a narrowing of focus becomes more pronounced in localized documents compared to national ones. It proposes the perspective of critical theory as an alternative, viewing Literature as an art form capable of fostering human development and considering it as an incompressive asset.Item A relação entre tendências autoritárias, identificação com grupos e irracionalidade em estudantes universitários(Universidade Federal de Goiás, 2024-10-31) Soares, Tatyane Pereira de Morais; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Chaves, Juliana de Castro; Resende, Anita Cristina Azevedo; Teixeira, Ricardo Antônio Gonçalves; Silva, Maria Isabel Formoso Cardoso e; Silva, Pedro Fernando daThis study, “The Relationship Between authoritarian Trends, Group Identification, and Irrationality among University Students”, investigates whether there are authoritarian tendencies among university students, if these tendencies are related to group identification, and what their rationality is. The justification lies in the growing contemporary political and social polarization, which makes it relevant to understand the factors that promote identification with authoritarianism. The theoretical framework is based on authors such as Theodor Adorno, Max Horkheimer, and Sigmund Freud, who discuss the psychic and social foundations of authoritarianism. This is a quantitative-qualitative study, utilizing a questionnaire and the Fscale (Fascism) developed by Adorno, with some modifications, applied to 340 university students from the Pedagogy and Medicine courses at the Federal University of Goiás. The research reveals four types of authoritarian tendencies among university students: High, Medium-High, Medium-Low, and Low. Those with high and medium-high authoritarian tendencies demonstrate a greater predisposition to authoritarianism. In the medium-high and medium-low authoritarian tendencies, a conservative rationality can be identified, which tends to reinforce irrational behaviors. The groups where this identification occurs include “Catholics” and “Evangelicals”, the “Liberal Party”, “the Social Christian Party”, the social network “Brasil Acima de Tudo, Deus Acima de Todos”, and “Brasil Paralelo”. However, when analyzing the majority of students with medium-low and low authoritarian tendencies, a non-conservative rationality is evident, indicating a lower predisposition to authoritarianism and a greater concern for equality and diversity through groups such as the “Workers' “Party, “Feminist”, “Anti-Racist”, and Student movements, and social networks like “Mídia Ninja” and “Rita Von Hunt – Estudos e Debates”. The results highlight the importance of understanding how the dynamics of identification and rationality influence the predisposition to authoritarianism.Item Os processos educacionais no contexto da cultura digital: um estudo de caso do canal do Youtuber Felipe Neto(Universidade Federal de Goiás, 2024-05-06) Lobato, Iolene Mesquita; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Lima, Daniela da Costa Britto Pereira; Pereira, Márcia Ferreira Torres; Gomide, Cristina Helou; Cunha, Fernanda Pereira daThe present research aims to analyze the educational processes generated within the scope of digital culture, especially those promoted and constituted by the YouTuber Felipe Neto. The investigation was guided by the following question: How can YouTube impact the process of socialization and human formation, given that this platform presents itself as a media device focused on entertainment content committed to market engagement metrics? The sample corpus was made up of the persona Felipe Neto, as a businessman and digital influencer, and the audiovisual material published, between 2018 and 2020, on his YouTube channel. In the study sample, 370 videos were inspected (138 related to the Minecraft game and 232 entertainment), with 05 of these videos (1 Minecraft game and 4 entertainment) selected and subjected to statistical analysis of engagement metrics (views, likes, comments and running time) from YouTube. The results of the study demonstrate that Felipe Neto, a digital influencer, has an extreme ability to convince the public that follows him, using a narrative strategy that establishes trust and provides a sense of belonging. Behind the scenes, this internet professional has a specialized team, made up of several qualified professionals - from scriptwriters to editors - who provide support and guarantee audience and monetization metrics, producing videos, managing channel engagement, using strategies of marketing to ensure the adhesion of sponsors, brands, advertisers, among others. The study shows that businessman Felipe Neto charted a professional path not limited only to monetizing his channel and gaining millions of followers. When dealing with controversial topics, with a political and/or ideological bias, his channel began to be accompanied by disaffection, legal proceedings, criminal complaints, fake news, and threats. Content generated by the influencer's channel is characterized as merchandise that instrumentalizes the imagination of men and women. It is a technical product that, through entertainment, produces representative images of a persona that uses various resources from the cultural industry to guarantee the visibility of itself, because it is from its existence, verified by the other who sees it, that its persona becomes a desirable object, a profitable commodity. By producing consumer goods, the channel satisfies its users who, in a way, are at the mercy of this persona. Such dependence is crossed by affections, personal preferences and sympathies, however, in such a context, the user is just a consumer who appropriates produced content, since he ignores his own subjectivity and clings to that of others. Therefore, it is clear that businessman Felipe Neto's main objective on his channel is not to educate, but rather to entertain his audience, following the logic of the market and capital. This finding suggests that the educational content produced there does not encourage its followers to react critically to the problematic social issues they face in their lives and witness in their surroundings.Item O Cinema nas Frestas da Formação no Curso de Pedagogia(Universidade Federal de Goiás, 2024-01-30) Ribeiro, Pollyanna Rosa; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Valdez, Diane; Real, Márcio Penna Corte; Ostetto, Luciana Esmeralda; Rocha, Maria Alice de Sousa CarvalhoThe thesis "Cinema in the Intervals of Formation in the Pedagogy Course" aims to analyze the influence of cinema in the formation of pedagogues in two universities in Goiás: the Federal University of Goiás and the Pontifical Catholic University of Goiás. The methodology adopted combines bibliographic and empirical elements, using digital questionnaires to listen to the research participants, namely, the students of the pedagogical course at the end of their undergraduate studies. The focus of the research is on the investigation of the sociocultural implications of the presence of cinema throughout the formation, including the analysis of the cinematographic works involved in this process. Cinema is considered a central element to discuss aesthetic education, especially in the formation of the teacher. Based on the phenomenological approach, the importance of aesthetics as an essential part of teacher formation is highlighted, with sensitivity and dialogue as basic components in the course of construction of pedagogical knowledge. The data collected, both quantitative and qualitative, allowed us to understand the nuances present in the generation of graduated pedagogues in the year 2022. As a result of the research, it was possible to identify that most of the participants usually watch movies in their daily lives, especially with the use of streaming platforms, but the frequency to movie theaters reached very low rates. With regard to the exhibition of films in the context of the university, a significant number of screenings in various disciplines and extension activities was pointed out, with emphasis on the recognition of the importance of film appreciation and elaboration from this artistic material, considered essential for formation. In the documental analysis of the Course Projects, it was observed that the idea of an aesthetic education is present in shallow and textually punctual way in some disciplines, especially of an optional nature. Therefore, empirical data reveal that cinema is more present in everyday life than in the documentary field, especially through what Barreto and Pelbart (2023) call "floating micro-strategies", as ways of facing and resisting the market pace that advances on education. In this sense, the purposes and nature of aesthetic education are seen as basic elements in the entire formation process, aiming to value humanization and collective interest. Therefore, the possibility of cinematographic literacy is highlighted as a relevant aspect in pedagogical formation and a way to provide aesthetic education in the educational context.Item Gestão democrática nos sistemas de ensino tocantinenses: condições político-institucionais, indicadores e resultados(Universidade Federal de Goiás, 2024-02-21) Silva, Meire Lúcia Andrade da; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Silva, Luís Gustavo Alexandre da; Dourado, Luiz Fernandes; Gomes, Marcilene Pelegrine; Lagares, RosileneDemocratic management is a political and social process that includes participation, decentralization of power, transparency, plurality, dialogue, consensus and the search for equality and social justice. Democratic management strengthens the participation of political society and civil society in educational planning, as well as in collective decision-making. This study aims to analyze compliance with the goal of democratic management in the municipal education plans of eight municipalities with their own education systems in the state of Tocantins. The research also analyzes the progress and challenges in implementing Target 19 of the PNE 2014-2024. In terms of methodological assumptions, the research uses a historicalcritical approach, a bibliographic review on Democratic Management, document analysis to understand conceptions of democratic management, principles, spaces and mechanisms for participation, as well as using field research procedures, using data collection instruments such as observation and interviews with subjects who work in the management of municipal education in education systems. The analysis method was based on thematic analysis of content, based on recording units (words and statements). The data was grouped into categories and analyzed using the theoretical contribution of authors who address the issues identified in them. The education plans of the municipalities surveyed were examined, as were their consonance, dissonance with democratic management, mechanisms, instruments, strategies, actions and indicators. The main theoretical foundations deal with the principles, concepts, spaces and mechanisms for participation in democratic management, as well as focusing on laws, normative documents and national conferences on Democratic Management. The main results highlight the fact that a large part of the Democratic Management strategies in the Municipal Education Plans have not been complied with within the established timeframe; they point to the importance of municipalities moving forward from the perspective of Democratic Management, both in terms of the connection between the text expressed and the subjects involved, and in terms of participation, reflection and action in the formulation of municipal education policies based on the local reality; ratify the importance of creating and implementing ongoing training programs that address the principles of Democratic Management; point out the need to strengthen collegiate bodies as tools for social control, which involves the participation of school councils, student groups, parent and guardian associations, municipal education councils, as well as the Fundeb council, among others. In order to effectively materialize Democratic Management in the municipalities investigated, as a way of contributing to the municipalities of Tocantins, the Thesis defends the understanding and importance of approving specific laws for their education systems, regulating the Democratic Management of public education in the respective spheres of action, as guaranteed by Article 9 of the National Education Plan - Law No. 13.005/2014, articulated with goal 19 and its strategies.Item A complexidade do trabalho docente em alfabetização: tessituras de um coletivo de alfabetizadoras(Universidade Federal de Goiás, 2024-06-05) Souza, Odiliana Ribeiro de; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Barros, Maria Elizabeth Barros de; Fernandes, Eliane Marquez da Fonseca; Toassa, Gisele; Limonta, Sandra ValériaThis thesis examines the teaching practices of literacy teachers, with a focus on the dimensions of activity identified by Yves Clot: personal, interpersonal, transpersonal, and impersonal. The thesis presented is that the challenges observed in a group of literacy teachers reflect and relate to issues and problems that are specific to the macro-level organization of work. This organization hinders the profession and acts as a barrier to the development of the teachers' own activities. To comprehend this movement, a case study was conducted in 2023, which focused on the work of a group of literacy teachers teaching 1st and 2nd grade in a Full-Time School (EMTI) that serves the initial years of elementary school in the Rede Municipal de Educação de Goiânia (RME). The objective of this study is to gain a better understanding of the work of literacy teachers, based on the studies of the Activity Clinic. The focus is on the work of Yves Clot, and this perspective, in dialogue with authors from the Clinics of Work, can lead to a deeper understanding of the working conditions and the individual and collective engagements involved in the activity of literacy teachers. In methodological terms, we conducted a literature review and analyzed the guidelines provided to literacy teachers for their work. We also utilized semi-structured interviews, coaching, simple self-confrontation, and observation of teaching practices to analyze the work experience of the members of this collective. The study highlights the various aspects of a literacy teacher's work, including the rules of the trade, tool production, instrument and resource utilization for children's writing acquisition, the teacher's language, prudent know-how, pedagogical values and meanings, appreciation for work, recognition of a job well done, team self-regulation, and the importance of working relationships. However, there were contradictions and challenges regarding the organization of pedagogical work within the educational institution and the management of the school network. Such issues have an impact on the teaching activity, constituting either a source of impediment, or a source of development of the activity, materializing as a resource for literacy teachers to overcome the challenges imposed by the profession.Item Formação docente para os anos iniciais do ensino fundamental da educação de jovens e adultos: tendências e perspectivas da produção acadêmica(Universidade Federal de Goiás, 2022-09-05) Camargo, Sandra Almeida Ferreira; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Machado, Maria Margarida; Faria, Edite Maria da Silva de; Alves, Miriam Fábia; Silva, Fernanda Aparecida Oliveira RodriguesThe thesis presented here has as its theme teacher training for the Initial Years of Elementary Education in Youth and Adult Education (EJA). The object of the research is the academic production on the subject. We start from the assumption that investigating the specific theme of teacher training for the Initial Years/First Segment can greatly contribute to the advancement of scientific and pedagogical knowledge about teacher training and will possibly impact pedagogical work, necessary bases for future teachers and teachers future teachers who will work in this modality, as well as for those who are already in the classroom. This is a bibliographic research, whose general objective was to identify and analyze trends, conceptions and propositions of teacher training for the Initial Years of Elementary Education of EJA in the Brazilian academic-scientific production, from 2011 to 2020. The bibliographic survey covers a total of 19 works, being 17 dissertations and two theses, collected in the Digital Bank of Theses and Dissertations (BDTD) and in the Theses and Dissertations Portal of the Higher Education Personnel Improvement Coordination (CA-PES). As specific objectives, we seek to understand and critically reflect on the current context of educational policies for EJA in Brazil, which required us to consider the historical and political developments of Brazilian school education within a broader social and economic reality; another specific objective was to theoretically reflect on the relationships and contradictions between teacher training and pedagogical work in EJA. The research carried out reveals that the theoretical, political and pedagogical knowledge related to EJA are invisible or marginalized in the curricula of Pedagogy courses, in most of the courses investigated by the researches that constitute our bibliographic material, there are no specific disciplines with a workload destined to the EJA, which in our understanding compromises teacher training for the Early Years of Elementary School of the modality. It is also noted that EJA continues to occupy a marginal place in research projects, in study groups and in reflections on school teaching developed in the context of the subjects of the Pedagogy course. Also as a result of the investigation carried out, we understand that EJA as a modality of Basic Education still seems not to be inserted in the curricula of Pedagogy courses nor to be understood by the trainers of teachers of these courses, when it is approached by the training teachers it is discussed. as a theme and in a transdisciplinary way during the education process of the pedagogue/pedagogue. Therefore, EJA in Brazil remains invisible and marginalized as a teaching modality in the training of teachers in the Pedagogy course and as a field of knowledge in the academic environment.Item O campo, para mim, me define quem eu sou”: escolas famílias agrícolas e suas contribuições para a vida de jovens do campo no médio Jequitinhonha – MG(Universidade Federal de Goiás, 2024-08-09) Freitas, Gilmar Vieira; Pietrafesa, José Paulo; http://lattes.cnpq.br/5325872034942622; Pietrafesa, José Paulo; Alves, Amone Inácia; Alves, Miriam Fábia; Queiroz, João Batista Pereira de; Santos, Terciana Vidal Moura dosEsta tesis trata de las trayectorias de vida de los egresados de las Escuelas Familiares Agrarias (EFAs) de la región del Médio Jequitinhonha, en Minas Gerais. Buscó investigar y analizar las contribuciones de esas escuelas a la promoción de la vida de los egresados, destacando los desafíos y las posibilidades de esa práctica educativa, basada en la Pedagogía de la Alternancia. El estudio se basó en un enfoque cualitativo, utilizando cuestionarios y entrevistas semiestructuradas, además de analizar Proyectos Político-Pedagógicos (PPPs). Los sujetos de investigación fueron graduados del Curso Técnico Agropecuario Integrado de Enseñanza Media, así como profesores, coordinadores, miembros de las asociaciones patrocinadoras y representantes de instituciones asociadas. El estudio también presentó reflexiones sobre el Vale do Jequitinhonha, basadas en la cuestión agraria; la juventud rural; y las interfaces entre la EFA y la Educación Rural. En la investigación, se destacan algunos resultados, tales como: a) Antes de ingresar en la EFA, los graduados habían vivido una escolaridad precaria. La EFA les proporcionó acceso, permanencia y conclusión de la educación básica. La incorporación significó una reducción de la deserción escolar; una alternativa a la migración estacional para los jóvenes; y una mayor adaptación para los indígenas. b) Durante su formación, los egresados mejoraron su rendimiento escolar. El proceso de formación a través de la Pedagogía de la Alternancia (PA) los llevó a conocer y fortalecer sus vínculos con el campo. c) La convivencia colectiva con sus pares les aportó experiencias y conocimientos como sujetos sociales y políticos. d) La elaboración de los Proyectos Profesionales Juveniles (PPJS) en las EFAs reveló retos en la experiencia estudiantil de los egresados. El alto índice de proyectos no realizados, la falta de autonomía material y la dificultad de acceso a las políticas públicas generan desaliento y descrédito en la relación con esa mediación didáctica. Los PPJS que se llevaron a cabo contaron con apoyo material externo (institucional/familiar); algunos proyectos se retomaron alrededor de una década después de su formación, tras cumplir condiciones mínimas de inversión. e) La mayoría de los egresados entrevistados trabaja profesionalmente en el campo, en la agricultura familiar o a través de otros servicios, considerando también el uso de actividades polivalentes. En general, fue un desafío para los jóvenes establecerse profesionalmente en el área en la que se formaron (agricultura) y en la región de Jequitinhonha, debido a la falta de oportunidades de trabajo y a las dificultades en la agricultura familiar. La mayoría de los egresados vivieron procesos de migración, alternando entre el campo y la ciudad; f) En cuanto a la continuidad de sus estudios, se destacó la falta de oferta de cursos en la región y la carencia de recursos para ello. La mayoría de ellos recurrió a la educación a distancia y a la formación alternativa para conciliar la educación superior y la actividad profesional; g) La mayor parte de la participación social de los graduados tiene lugar en asociaciones comunitarias locales, generalmente en sus comunidades de origen; h) Por último, es necesario estrechar la relación entre la EFA y los graduados para apoyar el proceso de integración social de los graduados, proporcionar formación continua y fomentar iniciativas de trabajo e ingresos solidarios. Los datos muestran lo fundamental que es el trabajo de las EFAs como espacio de formación de la juventud rural en el Vale do Jequitinhonha, contribuyendo al fortalecimiento de la educación rural y de la agroecología por medio de la agricultura familiar campesina, sin dejar de lado los límites y desafíos.Item "Da infância longínqua à ancianidade presente": tempos e vivências de Cora Coralina (séculos XIX - XX)(Universidade Federal de Goiás, 2023-12-19) Oliveira, Elis Regina da Silva; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Andrade, Ludmila Santos; Vieira , Ilma Socorro Gonçalves Vieira; Siqueira, Ebe Maria de Lima; Furtado, Rita Márcia MagalhãesThis thesis is linked to the State, Policies and History of Education research line of the Postgraduate Program in Education at the Federal University of Goiás. Sedimented in this field, the guiding threads intertwine literature, history and education with the purpose of bringing to light experiences socio-historical aspects of formal and informal education in the state of Goiás at the end of the 19th century, as well as female performance in the limitless society of Goiás in the 20th century. For this exercise of crossing knowledge and perspectives, we took the set of poetic works by Cora Coralina (1889-1985), published during her lifetime, as an object of study revealed from a historical time that unites ‘distant childhood with present age’. Cora Coralina, in her literary writing, demystified the romantic vision of childhood and portrayed a panorama of all the lives she carried within herself. In this mosaic of experiences, we find several images of the ways of instructing and educating children, youth and other stages of life. In view of this, we record the poet's writing state as a 'place of memory' and memories of an adult, distant in time, about her childhood and other times. With her reminiscences, Cora Coralina presents us with different ways of thinking about history, of reviving memory, of reconstituting space. This means that through the pages of the literary text a certain historical reality can be read and interpreted. The investigation has a bibliographic and documentary character, based on cultural history, articulated with the aesthetic elements of literary studies and the educational field. In this way, we understand literature as a problematizing art that transcends the temporal line and reveals everyday forms of life in the most diverse social groups, including childhood within this context. The research results demonstrated that the Coraliniano text, through representations, constitutes a significant source for analyzing facts and events in the City of Goiás during the defined period (end of the 19th century and part of the 20th). We also highlight Cora Coralina's sing as another voice that problematized the history of diverse experiences: childhood, ways of educating them, youth and female action in the face of patriarchal commands and excesses.Item Biografias de mulheres na história da educação: Benedicta Stahl Sodré, Branca Alves de Lima e Iracema Furtado Soares de Meireles (século XX)(Universidade Federal de Goiás, 2023-10-11) Dias, Ana Raquel Costa; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; ; Valdez, Diane; Panizzolo , Claudia; Rocha, Juliano Guerra; Fialho, Lia Machado Fiuza; Nicolini, CristianoLes vies et les noms des femmes sont importants, et les histoires des enseignantes sont des thèmes fondamentaux pour problématiser l'histoire de l'éducation brésilienne. À cet égard, cette thèse repousse les mécanismes de production et de reproduction qui ont historiquement tenté de réduire au silence les actions et les discours des femmes, en affrontant les dispositifs patriarcaux soutenus par une société représentée par des écrits historiques non pluriels. À cette fin, les noms et les vies de Benedicta Stahl Sodré (1900-1972), Branca Alves de Lima (1910-2001) et Iracema Furtado Soares de Meireles (1907-1982) ont été mis en évidence, en les biographiant historiquement au milieu de la proéminence des documents sur leurs écrits pédagogiques: Cartilha Sodré (1939/1940), Caminho Suave (1948) et A Casinha Feliz (1970). Il s'agit de femmes brésiliennes, blanches, de l'élite, enseignantes, normaliennes, femmes d'affaires et auteures de ces abécédaires et autres matériels pédagogiques. Des femmes, dont les histoires se rapprochent et s'éloignent, éminemment révélatrices d'émancipation, de confrontation et de résistance. La conscience féministe a soustendu cette thèse, nous permettant de comprendre l'importance de l'appartenance, de la prise de décision, des relations et des engagements qui entourent les vies biographiées. Le choix de la biographie historique comme méthode, compte tenu de son statut scientifique propre, repose sur un choix politique, privilégiant la construction d'une histoire diversifiée et articulée. L'objectif était de formuler, de comparer et d'analyser leurs biographies afin de comprendre les espaces qu'elles ont occupés et les époques dans lesquelles elles ont vécu. Benedicta, Branca et Iracema sont devenues le sujet de cette thèse lorsque nous avons trouvé des silences sur leurs histoires de vie, surtout si l'on considère que les abécédaires qu'elles ont écrits ont été largement diffusés, annoncés, propagés, adoptés et vendus avec le soutien du monde complexe des maisons d'édition, de la presse, des actions du gouvernement, des avis publics et d'autres moyens. Ils ont également fait l'objet de recherches universitaires et sont considérés par l'historiographie de l'éducation comme les manuels les plus populaires, les plus vendus et les plus adoptés du XXe siècle. Nous réalisons donc que les stigmates liés au genre peuvent être les principaux responsables des tentatives d'invisibilité, tout en spéculant sur la manière dont d'autres questions ont pu soutenir l'effacement, y compris les attentes de la famille, les choix éditoriaux, les relations de pouvoir et d'autres facteurs. Nous comprenons également l'importance des forces coercitives en place, ainsi que des choix, impositions et décisions individuels. Les chemins que nous avons parcourus nous ont permis de réfléchir aux contextes éducatifs, aux intentions et aux exigences dans les contextes politiques et sociaux. Nous avons voulu explorer la relation singulière des auteurs avec les univers dans lesquels ils se trouvaient, en observant leurs processus d'origine et d'action, en tant qu'êtres sociaux qui donnaient forme à leurs expériences et donnaient sens aux situations et aux actions qui conditionnaient leur existence. En réfléchissant à leurs trois vies, nous nous sommes concentrés sur leur éducation, leurs relations familiales, leur militantisme, leur enseignement, leurs productions scolaires et d'autres aspects. Le processus méthodologique a montré qu'au cours des dernières décennies, les travaux académiques sur la vie des femmes ont connu une augmentation notable, révélant des données sur les trajectoires qui sont précieuses pour comprendre les places occupées par les femmes qui ont travaillé dans l'éducation et leurs exigences. À cette fin, des recherches bibliographiques, de la littérature, des lettres, des invitations, des lois sur l'éducation, des comptes de médias sociaux, des registres du cadastre, des annonces posthumes, des entretiens, du matériel pédagogique produit par les biographes, des recherches universitaires et des sources provenant de la presse périodique nationale ont été utilisés par mesure de précaution, compte tenu de la période qui s'est écoulée entre la naissance et le décès des trois auteurs. Le traitement des collections numériques et des dépôts d'archives s'est avéré essentiel, car ils offraient une variété d'indices. Nous nous sommes appuyés sur la base théorique des discussions sur l'histoire de l'éducation brésilienne, l'histoire biographique et l'histoire des femmes, en donnant la priorité aux femmes auteurs de productions et de conceptions. Nous avons inscrit leurs noms et leurs vies dans l'histoire, sans délégitimer le prestige de leurs productions, mais en affirmant que Benedicta, Branca et Iracema sont plus grandes qu'elles. Ce sont des protagonistes de l'éducation brésilienne, comme tant d'autres femmes qui méritent que leur histoire soit révélée. Crayon en main, elles ont brisé le patriarcat dans les groupes scolaires, les écoles normales, les organisations sociales et politiques et la famille. Nous concluons que les temps sombres qui entourent la vie et les noms de Benedicta, Branca, Iracema et d'innombrables autres éducatrices et écrivaines ne sont plus, parce que les femmes écrivent sur les femmes et les dévoilent dans l'histoire.Item A Educação Física para além do capital(Universidade Federal de Goiás, 2023-05-30) Kirsten, Milena de Lourdes Gomes; Ribeiro, Tadeu João Baptista; http://lattes.cnpq.br/9002864045147738; Ribeiro, Tadeu João Baptista; Pietrafesa, José Paulo; Ventura, Paulo Roberto Veloso; Resende, Anita Cristina Azevedo; Taffarel, Celi Nelz ZulkeThis thesis investigates body movement as work in general. It starts from the assumption that bodily movement, through corporality, constituted the human essence and, under the capitalist mode of production, is alienated, distancing human beings from what brings them closer to their totality. Therefore, the body is understood as part of this totality without the fragmentation of body and mind. To support these considerations, we resorted to the theme of work, considering it as an ontological condition, just as human body movement is. The concept developed around corporality is understood as the manifestation and expression that is proper to the body in its expression of life. The theoretical perspectives investigated were, in particular, the implications of alienated body movement in the formation of men and women and the perspectives present in Physical Education of acting in a counter-hegemonic way in the spaces where it manifests itself, through qualitatively different pedagogical practices. In this sense, there is a centrality on Physical Education as an area of knowledge. Finally, the debate revolved around the possibilities of transforming the alienated bodily practices present in the educational proposals of the Landless Workers Movement (MST). The propositions present in this text were supported by authors such as Marx, Lukács, Adorno, Mészáros, among others.Item Os sentidos da unidade teoria e prática constituídos no estágio supervisionado em educação infantil(Universidade Federal de Goiás, 2022-08-16) Batista, Luciene; Araújo, Denise Silva; http://lattes.cnpq.br/2754806857545880; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Suanno, Marilza Vanessa Rosa; Souza, Rosiris Pereira de; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Cruz, Shirleide Pereira da SilvaThe present investigation is part of the line of research Teacher Training and Professionalization and Educational Work. It proposes as a theme the unit theory and practice in supervised internship in Early Childhood Education. The guiding axis of the investigation presents the following problem: what meanings do students of the Pedagogy course attribute to the theory and practice unit in the perspective of supervised internship in Early Childhood Education? The general objective was to apprehend and analyze the meanings of the theory and practice unit constituted, in the supervised internship in Early Childhood Education, by students of the Pedagogy course at the Faculty of Education of the Federal University of Goiás. The specific objectives include: Discussing the relationships and contradictions between the supervised internship in EI and the theory and practice unit in teacher training; identify how the supervised internship constitutes a privileged space and time for teacher training for Early Childhood Education; apprehend and analyze how Pedagogy students at the Faculty of Education at the Federal University of Goiás (UFG) understand the theory and practice unit from their experiences in the supervised internship; understand the meanings of the theory and practice unit constituted in the experiences of the supervised internship in early childhood education, elaborated by the students. The research participants were students who were undergoing the internship or had already completed the supervised internship in Early Childhood Education of the Pedagogy Course at the Faculty of Education of the Federal University of Goiás. We base the research theoretically and methodologically on historical-dialectical materialism, since the epistemology of praxis is the category of analysis of teacher training, investigated in this thesis in its concrete totality, one of the fundamental principles of the research's theoretical-methodological framework. We understand that concrete reality is constituted by complex social phenomena that are configured as antagonistic and contradictory and such phenomena are located in a certain historical time, therefore they have a transitory character, that is, they are not inert, they have a movement that generates transformations. We adopted as the main theoretical contributions of the research authors such as Antunes (2004; 2015), Curado Silva (2008; 2019), Dourado (2015; 2016; 2019), Gatti (2010; 2019), Harvey (1992); Kuenzer (2010), Lukács (1079), Marx (2011; 2017; 2001; 2004; 1978; 1984; 1980), Marx; Engels (2001), Mészáros (2011), Pimenta (2020); Saviani (1984; 2013), Shiroma (2003; 2017); Vazquez (2011). For the analysis of research data, we started from the theoretical-methodological categories meanings and senses, and based the discussion on Vygotsky (1996; 2009); Leontiev (2004); Aguiar (2006); Aguiar; Ozella (2006; 2013); Aguiar; Soares; Machado (2015); Aguiar; Machado (2016). Based on the adopted methodology, five core meanings were elaborated, constituted as explanatory categories of the meanings and senses of the theory and practice unit established in the supervised internship in Early Childhood Education, namely: 1) Ambiguities and contradictions in the identification with the Pedagogy course; 2) Meanings of teaching – contradictions between theory and practice; 3) Learning through practice: the contradictory movement of the teacher training process; 4) Meetings and Disagreements between the Institution of Early Childhood Education (EI) and the University in the supervised internship; 5) Relationships and Contradictions of the meanings of the theory and practice unit in the supervised internship. The contradictions observed in relation to the meanings and meanings indicated two fundamental categories for their understanding: pragmatism and praxis. The analysis of the frequency of these categories allowed us to infer that they are mediated, concomitantly, by pragmatic processes, by the emphasis given to practice in the formative process, an aspect that is strongly disseminated and present in current hegemonic policies and at the same time by praxis, due to the awareness regarding the importance of theory to support practice. In this investigation, we defend the importance of praxis and work as an educational and formative principle in the entire formation of professionals in Early Childhood Education and in the particularity of the supervised internship at this level of education, as we understand that theory and practice need to be understood dialectically as inseparable dimensions, although they are different. From this perspective, we understand that, in order to promote teacher training and bring about changes in pedagogical practices, it is fundamental to support theory, in order to achieve a transformed and transforming praxis.Item Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste(Universidade Federal de Goiás, 2023-06-06) Marques, Danielle Araújo Ferreira; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Oliveira, João Ferreira de; Assis, Lúcia Maria de; Alves, Miriam Fábia; Oliveira, Valdirene Alves de; Gouveia, Andréa BarbosaThis thesis, entitled High School Curriculum, Governmentality and Neoliberal Subjectivation: Brazil’s Midwest Case, is part of the research group State, Policies and History of Education, of the Graduate Program in Education, at the Federal University of Goiás. Among the mechanisms for materializing the reform of Secondary Education, put into practice through Provisional Measure No. 746, in September 2016, later converted into Law No. 13.415, in February 2017, there is the institution of a Common National Curriculum Base for High School (BNCC-EM), approved in December 2018. The BNCC-EM is effectively materialized in schools through the Curriculum Documents proposed by the States of the federation for the Secondary Education. Considering the impact of the institution of these new curricular paradigms for young Brazilian students, mainly regarding the neoliberal discourse propagated through the reformist context and the approval of a basis for the secondary curriculum, an attempt was made to investigate the proposed curricular policies in the states of the Midwest region of Brazil after the approval of BNCC-EM. Specifically, the objective was to analyze the Curriculum Documents approved by the States of Mato Grosso, Mato Grosso do Sul and Goiás and the Federal District, seeking to examine the discourses proposed by them and how they approach or distance themselves from the neoliberal discursive practice instituted by the secondary reform and BNCC-EM. The theoretical framework that permeates the understanding of the researched context considers the premise that the State is crossed by neoliberal ideas and, at the same time, constituting itself through its norms, reflects and materializes them in the policies it promotes, thus contributing to the institution of subjectivities that are consistent with them, as discussed by Dardot and Laval (2016), Safatle (2021), among other authors. The curriculum field, as well as the field of education, in this way, is conceived in the midst of disputes for hegemony and, therefore, is understood here as a construction that reflects interests, as pointed out by Apple (2006), but which also builds discourses, as analyzed by Lopes (2019) and Lopes and Macedo (2011). As a methodological instrument, but also as a field that contributes to the theoretical understanding of the research, the Critical Discourse Analysis proposed by Norman Fairclough (1989, 2010, 2012, 2016) was used, understanding that its contributions are consistent with the critical perspective with which it was intended to develop the discussion and the problematizations done. The analyzes indicate that the Curriculum Documents of the Midwest region of Brazil are close to the reformist neoliberal context and, more specifically, to BNCC-EM, while using terms and expressions indiscriminately, as well as discourses that naturalize and legitimize the ills that are consequence of the neoliberal context, seeking to institute subjectivities that incorporate values of adaptability and resilience, even though coated with the defense of responsibility and flexibility which would contribute to the development of Brazilian society. However, as these documents were built by different agents of the educational field, other discourses were also observed that, even timidly, seek to contrast the meanings that intend to be hegemonic, putting on the agenda structural questions of the neoliberal order that continue to impact the educational field of the Secondary Education, what could contribute to the establishment of new discursive practices that effectively favor young Brazilian students.Item Socialização, diferença e destino: a experiência trans(Universidade Federal de Goiás, 2017-08-28) Cassimiro, Hugo Leonnardo; Bernardes, Adriana Pereira; http://lattes.cnpq.br/5957565423846153; Resende, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249; Resende, Anita Cristina Azevedo; Viana, Cynthia Maria Jorge; Roure, Glacy Queirós de; Soares, Renata Leite; Miranda, Marília Gouvea deEsta investigación de doctorado, desarrollada en el Programa de Postgrado en Educación, en la línea de investigación Fundamentos de los Procesos Educativos, tuvo como objetivo comprender cómo las regulaciones sociales relacionadas a la diferencia sexual están implicadas en la experiencia de personas trans, o sea, interesa comprender la experiencia trans por la mediación de los procesos de socialización o, antes, de los procesos educativos. La diferencia sexual es objeto de interés, debate y control por parte de diferentes grupos, organizaciones e instituciones a lo largo de la historia y se inscribe en el debate entre naturaleza y cultura. La relación del sujeto con la cultura, como desarrollada a partir de Freud, y las determinaciones de las condiciones de objetivación y subjetivación en la realidad, como postulada por Marx, son basilares en la orientación teórica de ese análisis. En este sentido, las personas trans incorporan rasgos regulados como característicos de grupos diferentes de aquel al que se dirigieron en la relación con grupos, organizaciones e instituciones - como la familia, la escuela, la religión, la ciencia y el estado - y transforman rasgos de la diferencia sexual en el cuerpo con el auxilio de los instrumentos culturales desarrollados por las formas históricas del trabajo. Para desarrollar la investigación que se sintetiza en ese trabajo se buscó comprender el proceso de socialización del sujeto, la constitución histórica de modelos de regulación de la diferencia genital a partir de fuentes bibliográficas y se adoptó la técnica de historia de vida visando aprehender el proceso de socialización, la constitución y la socialización del sujeto, a partir de la historia que el mismo narra acerca de sí. Cinco personas narraron sus historias: dos mujeres transexuales, una de ellas también intersexual; Una mujer travesti; Y dos hombres transexuales. Las narrativas fueron organizadas a partir de los temas sobre los cuales el sujeto habló, lo que orientó la identificación de las categorías que componen la experiencia narrada: diferencia, destino y (trans)formación. La transformación de las características físicas de la diferencia sexual inscrita en el cuerpo es la dimensión más aparente en la experiencia trans. Sin embargo, la transformación incide también sobre los límites tanto a los aparatos invertidos en el cuerpo como ropas y accesorios como en cuanto al modo de expresarse a través del cuerpo, en la voz, en los gestos o en los movimientos. Todo ello implica también enfrentar las regulaciones sociales que dirigen al sujeto a grupos determinados y establecen límites entre estos grupos y, principalmente, implican la constitución de vínculos de identificación que admitan la diferencia y auxilien en el enfrentamiento de la agresividad y en la ruptura con los destinos culturalmente establecidos para la diferencia sexual. El sujeto de la experiencia trans marca, así, sus identificaciones en el cuerpo por la incorporación de aparatos y transformación de partes del cuerpo.Item O gesto profissional docente em creches: o visível e o invisível(Universidade Federal de Goiás, 2023-02-28) Silva, Ana Carolina Giannini; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Lima, Daniela da Costa Britto Pereira; Machado, Maria Izabel; Melo, Kenia Abbadia de; Barros, Maria Elizabeth Barros deThis thesis discusses the teaching work in day-care school centers, in particular, the professional gestures performed by the teachers in the concreteness of real work, questioning the invisibility of the knowledge put into action in schools by those professionals. The general objective is to understand how, individually and collectively, professional gestures are constituted in teaching activity with children aged 0 to 3 years in a Brazilian public day-care school center located in the interior of São Paulo state, Brazil. The research is characterized as a Case Study and has as theoretical-methodological basis the Ergological approach and the Activity Clinic. Eight teachers who work in the municipal public day-care school center participated in the investigation. The field research took place through moments of participant observation and of simple and crossed self-confrontation devices. The text is structured, in addition to the introductory section, in two parts. Part I contains chapters two, three, four and five and aims to present the course of the investigation and the research theoretical framework. In chapter two, the justifications that guided the choice of the empirical field are presented, problematizing the object of study and describing the investigation process stages. In the third chapter, the concepts about the definition of ‘profession’ and the notion of ‘qualification’ are outlined, in order to understand the problem of social recognition of work. In the fourth chapter, we present the theoretical-methodological foundations of Ergology and Clinical Activity, which are the approaches that supported our teaching work analyzes. Chapter five brings a synthetic review of the socio-historical constitution of the teaching profession in day-care center from the moment of its creation and expansion until the present moment, presenting the studies’ contributions about the nature of the teaching work, its knowledge and its specificity. Part II presents the empirical field researched and the participating teachers in the research, as well as the situated analysis of the teaching work. This part comprises chapters six and seven. In chapter six, it is exposed the research results, presenting the empirical field and the participating teachers, opening a discussion about the articulations between prescribed work and real work. Chapter seven deals specifically with the professional gestures. As main conclusions, the study points out four professional gestures in the day-care school center: conducting the routine; guiding affectionate dialogue; care in action; and holding the baby. The constitution of these gestures is permeated by knowledge, values and activity. The teachers' knowledge is woven in a dialectic in which the teachers need to manage the knowledge in non-adherence with the knowledge in adherence. In this sense, two types of knowledge – non-coincident and invested with singular importance – cross the professional gesture: the experience knowledge and the theoretical-scientific knowledge.Item Gênero, sexualidade e educação na ANPEd: uma análise bourdieusiana do GT 23(Universidade Federal de Goiás, 2023-02-28) Barbosa, Jaqueline Aparecida; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Alves, Míriam Fábia; Oliveira, João Ferreira de; Noleto, Sylvana de Oliveira Bernardi; Gomide, Cristina HelouThis investigation had the National Association of Post-Graduation and Research in Education as locus and intended to examine the process of constitution, consolidation, and the most relevant elements of the Working Group 23 - Gender, Sexuality, and Education. Further it proposed to analyze a dominant group within it, noting the strategies mobilized by social agents and how they influenced their positions and participation in the WG’s activities. The fundamental theoretical-methodological interlocution was based on the works of Pierre Bourdieu, especially those about his incursions on the consolidation of a method, the defense of an economy of symbolic goods, and as well as the use of the concepts of field and subfield. Qualitative research was used for which we listed as instruments the documentary and bibliographical research, the systematic survey of the works on gender, sexuality, and education presented at the National Meetings of ANPEd from 2004 to 2021, and the reference to testimonials available in videos and texts on the internet. As a result, we ascertained the permanency of WG’s production, such as an abiding of the geographical origin of its researchers. But, also, we noticed small transformations, such as the use of the gender’s concept in substitution of “woman” and the gradual increase of male researchers working with gender and sexuality. The reports’ readings stated that the initiative in approaching the receptive institutional apparatus came from the WG, which generated a fertile collaboration between the spheres in the period of 2005 to 2016. After that, between 2017-2022, there was an accelerated demands’ deinstitutionalization process of WG 23 and other progressive social movements. The UFRGS and GEERGE, according to Guacira Lopes Louro and Dagmar Estermann Meyer’s work, appear strongly in the constitution of a dominant group in WG 23, and, despite the regional inequality is still a reality, other researchers emerge as important references in the expansion of the number of works in their regions.Item Educação e humanismo real: uma proposta no ventre do capitalismo tardio (provisório)(Universidade Federal de Goiás, 2023-01-31) Paula, Weber Mendes de; Zanolla, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708; Zanolla, Silvia Rosa da Silva; Pereira, Márcia Ferreira Torres; Fontes, Paulo Vitorino; Ribeiro, Sandro Henrique; Oliveira Neto, Pedro Adalberto Gomes deThe stage of development we have reached as humanity is not satisfatory in terms of humanization, and it brings perplexity when we compare the level of satisfaction of people’s needs with the development of technique (ADORNO; HORKHEIMER, 198), because the sufferings that afflict us, especially the psychic ones, constant target of domination processes of the subjectivity by the objective universe (ADORNO, 1995b), are increasingly common facts, although their capitalist executioners are not clearly revealed “(…) loaded with ideological processes that lead to lies and alienation and, consequently, to adaptation to the social context of violence and cultura blindness” (TERRA, 2021b, p. 142). If, on one hand, this scenario has in the mainstream media one of its main elements of support, because the disclosure of the facts “(…) dispenses men from the process of knowledge by itself, as well as the idea that, to know and experience, it is enough to see, watch a certain program, that is, it is enough to cosume autonomousy” (ZANOLLA; PONTES, 2021, p. 80), on the other hand, the facts disseminated by the media are 1 Categoria em elaboração que pretende se constituir de elementos do humanismo e da educação crítica Adorniana. articulated to a managed culture (ADORNO; HORKHEIMER, 1985), and to an education for adaptation to the existing (ADORNO, 2003a). In this way, people’s physical and mental compromises are intensified to intense levels. To mitigate this suffering, to debar (ADORNO, 2003b) is something urgent and, for this motivation, the dissimilar humanism is proposed as a category that aims to constitute itself from arguments materiazlied in the ethical side of humanism, and the critical theory of sociedty, especially Adornian; articulating education and culture for the need of resistance to the state of real barbarism sustained by the administered rationality, which maintains the ‘transcendental human being’ as an ideal type of unreason (ADORNO, 1995a). To this end, and education for resistance to the existing is proposed, and, in effect, a culture for more human relations notes that outline the horizon that guides this dissimilar humanis. The term dissimilar is used by Adorno in some of his works. In negative dialectics, in one of the passages where this term is used, dealing with Being and beings, Adorno refers to “(...) the Greek dispute about whether it is the similar or the dissimilar that knows the similar (...)” (ADORNO, 2009, P 131), and goes on to state that the thesis that only the similar can know the similar, for the theory of knowledge would produce, in effect, “(...) the false consequence that the object is the subject. Traditional philosophy claims to know what is unlike, insofar as it makes it similar to itself, despite only really knowing itself” (ADORNO, 2009, p 131). The term dissimilar refers to the idea of non-identical, which appears in an illuminating way in another work by Adorno. “As truly non-identical, the object is the further removed from the subject, the more the subject constitutes the object” (ADORNO, 1995a, p 196). Subject and objects are not opposed, they are not identical, subject and object are constitutive, they are non-identical. (ADORNO, 1995a).Item Educação do corpo, práticas corporais e o movimento reformador do novo ensino médio brasileiro(Universidade Federal de Goiás, 2023-01-30) Rodrigues, Renato Ribeiro; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Baptista, Tadeu João Ribeiro; Alves, Míriam Fábia; Alves, Amone Inácia; Bungenstab, Gabriel Carvalho; Wascheck, Murilo de CamargoIn capitalist society there is a specific determination for the education of the body. Education, work and capital are articulated in formal education, in school education and in public school. Inserted in this process, school Physical Education is crossed by the educational orientation reform movement that, in its current historical form, is known as New High School. In this perspective, the research had as its object the education of the body in brazilian public High School. The epistemological challenge was related to body practices aimed at young people in the school context. The general objective was to analyze which senses and meanings the New High School legitimizes for bodily practices in formal education in brazilian public High School. The specific objectives were: to identify which understandings about body education can be apprehended in the analysis of national public school education, when observed in the context of culture, the place of knowledge in the essence of educational processes and school practices; understand socio-historical-cultural senses and meanings of body education in the reality of the structure, organization and functioning of Brazilian public school education in contemporary times; to analyze how this body education is configured in the specificity of the school processes of the Physical Education component; and raise elements that dialogue with the sociocultural transformations of the world of work, in order to enhance the discussion of a public school education that promotes the human development of students. The research methodology considered historical-dialectical materialism as a theoretical, epistemological and methodological assumption. As a methodological procedure, documentary research was used, with an exploratory character and under a critical-dialectical approach. By understanding the most recent movement of reforms of educational guidelines in the time frame from 2016 to 2018, only one brazilian curricular reference was analyzed. From the regional selection, the Documento Curricular Para Goiás – Etapa Ensino Médio was chosen. The results indicate that there is a direct relationship between corporal practices in Physical Education at school and the contents and specific forms of corporal education suggested by the capitalist mode of production, molding students to a future condition of productive force consistent with the needs of capitalist society. It is stated that it is necessary to build another High School.Item Programa de Mestrado Profissional para Professores da Educação Básica (ProEB): o caso da Universidade Federal de Goiás (UFG)(Universidade Federal de Goiás, 2023-01-27) Barcelos, Lorena Bernardes; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; Oliveira, João Ferreira de; Teixeira, Ricardo Antônio Gonçalves; Santos, Catarina de Almeida; Batista, Erlinda MartinsThis study has as object of investigation the Professional Master's Program for Basic Education Teachers (ProEB), specifically, the courses offered at the Federal University of Goiás, namely: the Professional Master's Degree in Mathematics in National Network (ProfMat); the National Professional Master's Program in Physics Teaching (ProFis) and the Professional Master's in Physical Education (ProEF). The research has as its main guiding question: How was the implementation of professional master's degrees within the scope of UAB at UFG and what status are these programs? The main objective is to understand how the implementation process of the ProEB courses at UFG occurred and how the distance modality is used in these masters, considering their link to the Open University System of Brazil (UAB). A case study with a qualitative approach was undertaken, which includes bibliographical and documental analyses, in addition to data collection through structured interviews. In this sense, the chosen methodological approach was the cycle of qualitative research proposed by Minayo (2015), structured in three phases: exploratory, with the mapping of previous studies on the object; fieldwork, with documentary research and interviews with program managers; the analysis and treatment of data, when the documents and the contributions of the interviews were collated, from the perspective of content analysis (BARDIN, 2016). The theoretical framework established to support the reflections consists of two strands: the first, on stricto sensu postgraduate studies in Brazil and professional master's degrees for teacher training, includes authors such as Alves;Oliveira (2014); Azevedo; Oliveira; Catani (2016); Coast; Cruz Duran (2012); Cury (2005, 2009); Oliveira; Lima (2018, 2019); Oliveira; Oliveira (2011); Golden (2015, 2018). The second strand of the theoretical basis includes distance education and the Open University system in Brazil, with authors such as Alonso (2010); Belloni (2002); Cross; Lima (2019); Lencastre (2013); Lima (2013, 2014). The time frame established for the study is between 2011 (implementation of ProEB) and 2019. The results show that UFG was a pioneer in joining the ProfMat, ProFis and ProEF networks, which reiterates the institution's commitment to teacher training policies. It was also observed that despite the financing of the Programs by the UAB System, the distance education modality is not used in any of the programs, with even a declared refusal to use it, which indicates that, despite the relevance of these programs for the improvement of Brazilian educational indicators, there is disagreement with one of the main assumptions of the UAB: the consolidation of distance education in Brazil. Furthermore, the research showed that prejudice persists in relation to professional master's degrees, despite the fulfillment of the objectives proposed by these coursesItem Atuação de professoras na região da prelazia de São Félix do Araguaia (Mato Grosso - 1979/1989)(Universidade Federal de Goiás, 2022-12-22) Carneiro, Alessandra Pereira; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Alves, Amone Inácia; Paganini, Vera Lúcia Alves Mendes; Santos, Alessandra de Oliveira; Vicente, Keides BatistaPostgraduation Program in Education (PPGE/FE-UFG, in Portuguese), whose title is Female Teachers Acting in the Prelacy of Saint Felix of the Araguaia Region - Mato Grosso (1978/1989), shows the trajectory of life of five female educators who carried out a social work based on actions of resistance and confrontation, proposing a social and political reflection approach in the Prelacy of Saint Felix of the Araguaia region. It especially intended to know if teachers Dagmar’s, Judite’s, Luiza’s, Sueli’s, and Maria Benvinda’s life stories have to do with their teaching practices in the Prelacy of Saint Felix. This thesis is written from narratives of these teachers, compared afterwards with other documents, newspapers, legislation, memorial, literature, and others, since history-based researches consist of finding, gathering, organizing, and analyzing the sources. It was intended not only to reveal the historical trajectories of the teachers, but also to visualize the educational practices of the women that dedicated themselves to teaching in a region of conflicts and disputes, politically remaining in favor of a teaching style towards freedom. The time frame of this thesis goes from 1978 to 1989, a period that is taken as for the beginning of the courses designed for the formation of the new teachers in the 1980s, when they worked in schools and other teaching institutions. Methodologically, it brings testimonies of teachers along with the perspective of life story as well as oral history and academic productions such as theses, dissertations, articles, and other materials. It considers, in its conclusion, that the teachers’ stories and trajectories indicate their social places were taken with resistance and confrontations in the construction of the right to a quality education, the right to a public, critical and liberating education. They were into a space, the Prelacy of Saint Felix, that provided a kind of work that gathered conditions to offer a critical education, one that aimed the construction of freedom in the molds of the Freirean education.