Doutorado em Educação (FE)

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O SINAES no período 2004-2024: reflexos na UEG na percepção de coordenadores de curso, professores e estudantes
(Universidade Federal de Goiás, 2025-09-25) Rolindo, Joicy Mara Rezende; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Moraes, Karine Nunes de; http://lattes.cnpq.br/6017907286532794; Costa, Aline Fagner de Carvalho e; http://lattes.cnpq.br/4982145389483105; Carvalho, Renata Ramos da Silva; http://lattes.cnpq.br/9139962889438722
This study is part of the Research Line State, Policies, and History of Education and seeks to contribute to the analysis of Brazil’s higher education assessment policy. The research aimed to analyze the National System for the Evaluation of Higher Education (Sinaes), focusing on the period from 2004 to 2024 and on its possible effects on course coordination, teaching, and student training at the Universidade Estadual de Goiás (UEG). To this end, an exploratory and descriptive case study was conducted, grounded in historical-dialectical materialism and developed through a qualitative approach. Theoretical-methodological categories such as totality, mediation, contradiction, hegemony, and reproduction were adopted, with emphasis on the first three, according to Marx (1985, 2013). The research was based on bibliographical, documentary, and empirical investigations, which made it possible to understand the object of study in its totality. The empirical investigation focused on the Câmpus Central – Headquarters: Anápolis – Ciências Exatas e Tecnológicas Henrique Santillo and the Unidade Universitária de Ciências Socioeconômicas e Humanas – Nelson de Abreu Júnior, characterizing a typical case study. The theoretical framework is grounded in historical-dialectical materialism and is articulated with classical and contemporary authors such as Marx, Engels, Kosik, Dias Sobrinho, Frigotto, Afonso, Sguissardi, Verhine, Harvey, Rothen and Barreyro, Ristoff, Dourado and Oliveira, Amaral, among others, whose critical contributions address neoliberalism, the evaluative state, and assessment policies. This framework strengthens the analysis of the tensions between the original formative proposal of SINAES and its metamorphosis into a regulatory and control instrument. The empirical research was conducted at UEG from November 2023 to June 2024. The sample included 21.9% (533) of students, 24.2% (70) of faculty members, and 64.7% (11) of course coordinators. Data were analyzed using content analysis with the support of Atlas.ti software. The results reveal that Sinaes is perceived as a system marked by weaknesses in institutional communication, low student engagement, and limited use of results by pedagogical bodies. Coordinators and professors recognize the system’s formative potential but point to contradictions and limitations in its practical effectiveness. Most students demonstrate limited understanding of the objectives and implications of the evaluation process, having the Enade as their main reference—perceived as a practice detached from academic life and scarcely linked to the effective promotion of formative quality. It is concluded that the effects of Sinaes on course coordination, teaching, and students at UEG are characterized by ambiguity and contradiction. On the one hand, the system exerts direct influence on pedagogical practices, reinforcing the logic of accountability, the focus on measurable results, and the curricular adjustments to external demands, especially those defined by performance indicators such as Enade, CPC, and IGC. On the other hand, forms of resistance and reinvention emerge, in which coordinators and professors demonstrate critical awareness, reinterpret the evaluative instruments, and seek to articulate them with the formative and emancipatory purposes of higher education. These dynamic reveals that, although the current evaluative model is imbued with managerial rationality, course coordination and teaching remain spaces of contestation, meaning-making, and intellectual autonomy in the face of the constraints imposed by evaluation policy.
Resistirmos: a que será que se destina? - Experiências de (re)provação de estudantes em um curso técnico integrado ao Ensino Médio
(Universidade Federal de Goiás, 2025-06-30) Lima, Valéria Alves de; Resende, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249; Resende, Anita Cristina Azevedo; http://lattes.cnpq.br/9367144408359249; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Oliveira, Kaithy das Chagas; http://lattes.cnpq.br/8042285393532297; Mundim, Maria Augusta Peixoto; http://lattes.cnpq.br/6469765131687056; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345
This research aimed to understand the motivations that lead students enrolled in the integrated high school programs at the Instituto Federal Goiano – Trindade campus to remain in school, even after experiencing grade retention. In this study, students' persistence is understood as a form of resistance, and the meanings they attribute to school and its educational project reveal the contradictory role of the institution, which can simultaneously reinforce mechanisms of exclusion and enable emancipatory possibilities. Contrary to studies that associate grade retention with dropout, this research seeks to comprehend the reasons why students choose to stay, even after facing such adverse situations. Grounded in critical social theory — particularly its Marxist derivations — this study affirms that educational processes are shaped by the structure of an unequal society and are therefore anchored in capitalist interests and neoliberal discourse. School failure is viewed as an expression of Brazil’s structural inequalities, selectively and historically directed toward specific social segments, especially working-class youth, Black students, and public-school graduates. This theoretical framework allows us to interpret school failure not as an individual or purely pedagogical deficiency, but as a social phenomenon, shedding light on the resistance mechanisms activated by students who choose to remain in school and invest in their education despite the institution’s exclusionary logic. The study was conducted at the Trindade campus of IF Goiano through semi-structured interviews with students who had experienced grade retention, as well as documentary analysis of academic and socioeconomic data. The findings point to the agency of young students who persist, insist, and resist—not out of inertia, but as a conscious and intentional act guided by the hope of social inclusion, professional qualification, and personal development. School emerges as a contradictory space: while it reproduces social inequalities, it also offers both objective and symbolic conditions for students to resist them. This dissertation seeks to contribute to both theoretical and practical fields of education, especially by shifting the focus from retention as an index of individual failure to a broader understanding of its social, economic, and historical dimensions, emphasizing the importance of young students’ voices in the critical analysis of public schooling and integrated vocational education projects.
Educação matemática inclusiva: formação docente, ensino e aprendizagem de estudantes com deficiência na educação de jovens e adultos
(Universidade Federal de Goiás, 2025-09-12) Luiz, Wesley Oliveira; Teixeira, Ricardo Antonio Gonçalves; http://lattes.cnpq.br/0272312162765846; Teixeira, Ricardo Antonio Gonçalves; Suanno, Marilza Vanessa Rosa; Limonta, Sandra Valéria; Souza, Renato Sardinha de; Moreira, Laura Leal
Embargado
Cinema, escola e infância: da poética do cotidiano infantil à potência do gesto criativo
(Universidade Federal de Goiás, 2025-08-20) Rodrigues, Luciana Alves; Rocha, Maria Alice de Sousa Carvalho; http://lattes.cnpq.br/2591284191781967; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Rocha, Maria Alice de Sousa Carvalho; http://lattes.cnpq.br/2591284191781967; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Leite, César Donizetti Pereira; http://lattes.cnpq.br/6992448529240189
The dissertation Cinema, School, and Childhood: from the Poetics of Everyday Childhood to the Power of the Creative Gesture addresses as its central theme the poetics of Cinema as a formative force in shaping children’s aesthetic taste, aligned with the perspective known as the Teaching Movement. This perspective is understood as both pedagogical and aesthetic, since it conceives teaching and learning as a collaborative, inventive, and creative process, not restricted to didactic tools or utilitarian practices. Inspired by the notion of the emancipation of intelligence, grounded in the studies of Jacques Rancière, the Teaching Movement is based on the principle that teachers and students equally share the capacity to teach and to learn, shifting the focus from the transmission of content to the aesthetic experience, artistic appreciation, and the Cultivation of taste. Within this framework, the methodology adopted took on a primarily empirical character, rooted in participatory research. For data collection, third-year elementary students at Escola Municipal Cidade Satélite São Luiz, in Aparecida de Goiânia, Goiás, were offered the opportunity to engage with the poetics of cinema through workshops and film screenings within the school environment. As a qualitative approach, the research was not limited to the collection and analysis of data from the participants involved—children, school administrators, and teachers—conducted through field diaries, semistructured interviews, and questionnaires. It was also articulated with bibliographic research, in light of theoretical frameworks such as Jacques Rancière, Alain Bergala, Adriana Fresquet, David Le Breton, Giorgio Agamben, Mikel Dufrenne, and Merleau-Ponty. The findings indicated that cinema enables meaningful aesthetic experiences in the school context, revealing childhood in its poetic dimension. However, curriculum guidelines such as the Base Nacional Comum Curricular (BNCC) and the Documento Curricular para Goiás – Ampliado (DC-GO – Ampliado) relegate cinema to a secondary role, thereby limiting its formative potential. Data obtained through the questionnaires administered to educators revealed that their personal relationship with cinema directly influences their educational practices. Most of the participants regard cinema as an occasional didactic resource, without recognizing the need for systematic planning for its implementation. It is therefore concluded that the effective integration of cinema into schools requires public policies that acknowledge it as an essential curricular component, as well as the provision of continuous professional development in different artistic languages. The study highlights that children’s engagement with cinema fostered the development of aesthetic taste, imagination, and the creative gesture, while also opening pathways to educational practices more receptive to artistic experimentation
O Pêndulo de Rousseau: Entre a Liberdade e a Autonomia na Formação Educacional do Emílio
(Universidade Federal de Goiás, 2025-08-29) Araujo, Sarah da Silva; Paiva, Wilson Alves de; http://lattes.cnpq.br/7384413996427337; Paiva, Wilson Alves; Barbosa, Ivone Garcia; Freitas, Jacira de; Guimarães, Ged; Vento, Marisa Alves
This study, situated within the field of philosophy of education, employs the image of the pendular movement to unveil the constant dynamic between seemingly opposing poles in Rousseau’s thought, such as nature and society, the individual and the citizen, and amour de oi and self-love. The research is contextualized within the Enlightenment and Rousseau’s critique of social corruption, emphasizing the relevance of his ideas for understanding the human condition. The central objective of this dissertation was to explore this complex dialectic through a close reading of the pedagogical treatise Emile, or On Education. The methodology is qualitative in nature, grounded in a deep hermeneutic and interpretative analysis of Rousseau’s primary works, particularly through a focused reading of key pedagogical scenes and specific episodes (such as the beans, the sweets, and the magician), which serve as a basis for understanding the practical application of Rousseau’s principles. In addition, the study is supported by an extensive bibliographic review of renowned commentators such as Ariès, Taylor, Paiva, Neuhouser, and Dalbosco, enabling a multifaceted and critical interpretation of Rousseau’s philosophy. The thesis argues that the apparent contradictions in Rousseau’s work are resolved within a dynamic and polysemic coherence, symbolized by the pendular movement. The central hypothesis is that Rousseau does not advocate a utopian return to the state of nature, butrather the formation of a natural man capable of living authentically within society. The research demonstrates that while the human being’s natural goodness is corrupted by social institutions, education—through negative education and the cultivation of sensitive reason—can preserve this innate goodness. The education of self-love, the development of self-mastery, and the promotion of well-regulated freedom are essential elements for Emile to become a virtuous citizen, reconciling individual autonomy with the demands of collective life. In this sense, the dissertation offers a theoretical framework for rethinking contemporary pedagogical practices, emphasizing the need for an education that respects the individual rhythm and needs of the child, fosters autonomy and critical thinking, and prepares the individual for conscious and ethical participation in society. The study suggests that education should seek a balance between freedom and discipline, experience and reflection, individuality and social responsibility, challenging rigid educational models overly focused on content transmission. The legacy of engaging with Rousseau’s works lies in their ability to illuminate the complexities of the human condition. His philosophy remains a fertile source for reflecting on the fundamental tensions between individual and society, nature and culture. By exploring the nuances of his thought, the thesis reinforces Rousseau’s relevance to contemporary debates on identity, morality, citizenship, and the role of education in building more just and authentic societies. In this context, the pendular movement is not merely an analytical tool, but an invitation to continuous reflection on the equilibrium necessary for human coexistence.
As ações do FNDE (2014-2022): (des)construção da educação pública?
(Universidade Federal de Goiás, 2025-06-26) Neves, Lana Karla Duques; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Moraes, Karine Nunes de; Lattes: http://lattes.cnpq.br/6017907286532794; Mesquita, Maria Cristina das Graças Dutra; http://lattes.cnpq.br/4681160650808627; Carvalho, Renata Ramos da Silva; http://lattes.cnpq.br/9139962889438722
This is a Doctoral Thesis in Education, linked to the research line State, Policies, and History of Education, developed in the Graduate Program in Education, of the Faculty of Education, of the Federal University of Goiás (PPGE/FE/UFG). The general objective of this study is to analyze the evolution of the Union's financial assistance actions for basic education, executed by the FNDE, from 2014 to 2022. To this end, the following specific objectives are established: 1) to understand how the federative regime, the Democratic Rule of Law, and neoliberalism relate to the (de)construction of the right to education; 2) to explain the (de)construction of the financing of public basic education based on the 1988 Federal Constitution; 3) to analyze the evolution of the FNDE's financial assistance actions for basic education from 2014 to 2022. This is a bibliographic, documentary, and qualitative-quantitative research. The theoretical-methodological aspects are based on historical-dialectical materialism. The theoretical contributions of this study are: Abrucio (2010), Amaral (2001, 2003, 2012, 2016a, 2016b, 2017, 2021), Bobbio (1998, 2022), Brown (2019), Cavalcanti (2019), Dallari (2011), Dardot and Laval (2016), Dourado (2017, 2019), Farenzena (2011, 2021, 2022), Harvey (2014), Martins (2011, 2021), Osorio (2014), Pinto (1999, 2018), Tanno (2017a, 2017b), among other authors. Budget data collection was conducted through the Federal Government's Integrated Planning and Budget System (Siop). The timeframe selected was 2014 to 2022, a period marked by fiscal austerity. The minimum percentage to be allocated to education by the Union was suspended between 2017 and 2022, as determined by Constitutional Amendment No. 95/2016; and the allocation of the education salary as a source of funding for the FNDE's specific programs was threatened (PEC No. 188/2019 and Bill No. 5,595/2019). Total MEC and FNDE expenditures were analyzed, as well as total FNDE expenditures by budget unit. The settled expenditure for budget unit 26298 (FNDE) was broken down by action. The total amounts of FNDE financial assistance actions for basic education and the amounts by grouping were analyzed. The criterion used to group the actions was the primary expenditure result: mandatory (constitutional or legal) or discretionary. Expenditures per action were also analyzed, selecting those corresponding to the FNDE's universal education programs. The results showed that, in 2014, the federal government's spending on supplementing Fundeb was lower than on other financial assistance measures for basic education. Starting in 2015, this logic reversed, and by 2022, the difference was drastic. The federal government supplemented the Funds but reduced its participation in other educational policies implemented by the FNDE. Even mandatory legal expenditures (PDDE, PNAE, and PNATE) were reduced. Discretionary expenditures were severely affected by the fiscal austerity policy, weakening programs such as PNLD, Caminho da Escola, and Proinfância.
A Reforma do Ensino Médio (LEI Nº 13.415/17) em Goiás: o caso do Centro de Ensino de Período Integral – CEPI Professor Pedro Gomes
(Universidade Federal de Goiás, 2025-04-29) Jacob, Hemanuelle Di Lara Siqueira; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Silva, Luis Gustavo Alexandre da; http://lattes.cnpq.br/1785054448250672; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Souza, Allan Solano; http://lattes.cnpq.br/3065102801690294; Costa, Marilda de Oliveira; http://lattes.cnpq.br/0551479581924651
This thesis, developed within the Graduate Program of the Faculty of Education (PPGE) at the Federal University of Goiás (UFG), focuses on the High School Reform in Brazil, established by Law No. 13,415/2017, with an emphasis on its implementation in the state of Goiás. The research analyzes the impacts of this reform on the Full-Time Teaching Center (CEPI) Professor Pedro Gomes, located in Goiânia-GO, seeking to understand its effects on pedagogical work, curricular organization, and the perceptions of teachers, students, and administrators. The investigation adopted a qualitative approach based on historical-critical analysis, characterizing itself as a case study, in accordance with the methodologies of Triviños (2005) and André (2008). Data collection was conducted through unsystematic observations, semi-structured interviews with teachers and administrators, focus groups with students, and document analysis. Institutional and regulatory documents regarding the implementation of the reform at the national and state levels were analyzed, including legislation, opinions, and pedagogical guidance. Additionally, the state of the art of academic production on the New High School was taken into account, using sources from the Brazilian Digital Library of Theses and Dissertations (BDTD), based on the descriptors "Implementation of the National New High School," "Implementation of the New High School in Goiás," and "Implications arising from the implementation of the New High School." The theoretical framework was based on critical studies of education and neoliberal policies, referencing Losurdo (2006), Moraes (2001), and Neto and Braz (2006). Furthermore, the works of Saviani (2003), Giroux (1997), and Apple (2006) were mobilized to analyze the contradictions and resistances in education. The results indicate significant challenges in the implementation of the New High School at the investigated school unit. The curricular flexibility resulted in an increased workload for teachers, accompanied by a reduction in the hours allocated to all traditional subjects, with Sociology, Philosophy, Arts, and Physical Education being the most affected, compromising the quality of education. In light of this scenario, the school sought resistance strategies, promoting internal arrangements and interdisciplinary projects to mitigate curricular dilution. Student perceptions revealed ambiguous positions regarding the reform. While some appreciated the technical and professional training, there were concerns about the superficiality of the content and the precariousness of preparation for higher education. However, there was consensus among students that the New High School did not contribute to an improvement in the quality of education, nor did it allow them to make effective choices regarding their educational pathways. In terms of school management, there was an observable effort to adapt to the new guidelines, although facing structural limitations due to lack of resources and institutional support. Additionally, resistance from the teaching staff was identified concerning the new curricular architecture, as teachers reported workload overload, pedagogical difficulties, and a perceived decline in the quality of education.In this context, the research highlights the need for public policies that value teaching work and promote greater educational equity. A critical review of the implementation of the reform is essential to ensure quality, comprehensive, and emancipatory education that addresses the demands and socioeconomic diversities of Brazilian students.
O Curso de Especialização pública em Educação Infantil (NEPIEC/FE-UFG): desdobramentos da formação continuada na atuação profissional e acadêmica das professoras cursistas
(Universidade Federal de Goiás, 2025-04-30) Mendes, Ester Alves Lopes; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Teixeira, Uyara Soares Cavalcanti; http://lattes.cnpq.br/9399408597568356; Oliveira Neto, José Firmino de; http://lattes.cnpq.br/9450281471017580
Embargado
Direitos humanos, infâncias, educação e migrações internacionais: o direito à educação de crianças migrantes e refugiadas em Goiás
(Universidade Federal de Goiás, 2025-04-29) Oliveira, Fernanda Alves de; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Pietrafesa, José Paulo; http://lattes.cnpq.br/5325872034942622; Teixeira, Ricardo Antônio Gonçalves; http://lattes.cnpq.br/0272312162765846; Silveira, Telma Aparecida Teles Martins; http://lattes.cnpq.br/9839973034762015; Almeida, Renato Barros de; http://lattes.cnpq.br/1288153314499688
Embargado
Os Jesuítas e a organização da Universidade Católica de Goiás (1954-1979)
(Universidade Federal de Goiás, 2025-05-06) Costa, Maximiliano Gonçalves da; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Paiva, Wilson Alves de; http://lattes.cnpq.br/7384413996427337; Magalhães, Justino Pereira de; http://lattes.cnpq.br/8663317745937201; Almeida, Maria Zeneide Carneiro Magalhães de; http://lattes.cnpq.br/5736362178244406
This thesis is linked to the Research Line State, Policies, and History of Education of the Graduate Program in Education at the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). Its objective is to understand the role of the Society of Jesus in Catholic higher education in Goiás, both in the foundation of the Catholic University of Goiás (UCG) and in the first twenty years of the institution’s administration. This study is the result of historical research that contributes to investigations in the History of Education and the Catholic Church in Goiás. The research adopted a qualitative approach and, through documentary and bibliographical support, sought to analyze the actions of Jesuit priests in Goiânia, focusing on the establishment and systematization of Catholic higher education between the years 1954 and 1979. The chronological framework covers the period during which the Jesuits were responsible for Catholic higher education in Goiás. This timeframe spans from 1954, when the Jesuits arrived in Goiânia at the request of the then Archbishop of Goiás, Dom Emanuel Gomes de Oliveira, to take over the coordination of the Faculty of Philosophy, Sciences, and Letters—the main precursor to the Catholic University of Goiás—until 1979, when the Jesuits left the administration and academic work at the university amid internal conflicts with the local hierarchy and a group of professors, handing over the institution to the care of the Archdiocese of Goiânia. During this period, the institution had four Jesuit rectors: Fr. Paulo de Tarso Nacca (1959–1962), Fr. Ormindo Viveiros de Castro (1963–1967), Fr. Cristóbal Álvarez Garcia (1968–1973), and Fr. José Carlos de Lima Vaz (1973–1979). Thus, the research focuses on the Jesuits’ actions and the contribution of this religious order to the early development of higher education in Goiás. The study is based on the analysis of documentary sources such as correspondence, meeting minutes, yearbooks, statutes, reports, newsletters, contracts, and newspaper clippings—many of which are unpublished and had not been previously accessed in academic studies. Regarding the writing of the historical narrative, in addition to documentary sources, theoretical references on the history and activities of the Society of Jesus were used, including works by Loyola (1997, 2006), Herraiz (2002), O'Malley (2004), Durkheim (2020), Leite (1938), Miranda (2011), and Magalhães (2015). For the construction of theoretical criticism, the study is supported by the works of Bourdieu (1983, 1987, 1989, 2004). The tension between the Jesuits and the Archdiocese of Goiânia resulted in the end of the Jesuits’ mission at the university in September 1979. The reasons that led to this event are related to financial and patrimonial issues, the influence of Liberation Theology concepts, and a power plan in progress, which resulted in its break with the Catholic University of Goiás.
O visível e o invisível na cultura cigana: a (in)visibilidade social voluntária na escola
(Universidade Federal de Goiás, 2025-04-29) Rodrigues, Maria Lúcia; Paiva, Wilson Alves de; http://lattes.cnpq.br/ 7384413996427337; Paiva, Wilson Alves de; Furtado, Rita Márcia Magalhães; Teixeira, Rodrigo Corrêa; Rodrigues , Wildes Jesus; Olanda, Elson Rodrigues
This study investigates the relationship between gypsy culture and school spaces, focusing on Trindade-GO, where there is a significant gypsy community. Although gypsy communities are part of Brazil's cultural diversity, they often move in an "invisible" way in social and educational spaces. The research is based on evidence of the systematic concealment of gypsy culture in educational institutions, despite documents such as the BNCC and the PCNs addressing cultural diversity - a paradox that casts a "cloak of invisibility" over gypsies. The main objective is to verify how the social invisibility of gypsies manifests itself in the school space, analyzing whether it is socially imposed or constitutes a strategy for preserving identity. The research questions: Is there a "voluntary (in)visibility" of gypsies? Do schools provide equity to invisible cultures? Is institutional silence due to lack of knowledge or structural factors? Based on the concepts of social invisibility of Axel Honneth (2001) and the works of Sá Pinto Tomás (2008), the research also mobilizes specific studies on gypsy communities through Fazito (2006), Siqueira (2007), Simões (2007) and others. Methodologically, the study adopts a qualitative approach combining ethnographic research in schools, collection of narratives, bibliographic study and comparative analysis. The central hypotheses include: there is a dynamic interplay between social visibility and invisibility of gypsies; due to discrimination, gypsies strategically choose invisibility in certain situations; the community studied, composed of Brazilians of gypsy descent, has two native cultures and adapts to the hegemonic one in a process of "accommodating assimilation"; this phenomenon is reproduced in the school environment, harming the educational performance of young gypsies. The study concludes that the intentional concealment of gypsy identity in the school context is related to the protection of an identity that the student believes will not be valued. Gypsy identity emerges mainly in "closed moments" among peers, while in public spaces, Gypsies often "camouflage themselves" to interact with non-Gypsies. Thus, Gypsy resistance – whether as "accommodating assimilation" or "voluntary social (in)visibility" – reflects an ongoing struggle for identity preservation in the face of centuries of oppression and marginalization.
Censo Escolar da Educação Básica e direito à educação no Brasil: elementos históricos, relações, contribuições e potencialidades
(Universidade Federal de Goiás, 2025-03-20) Hizim, Luciano Abrão; Oliveira, João Ferreira de; http://lattes.cnpq.br/9753142663168623; Oliveira, João Ferreira de; Assis, Lucia Maria de; Alves, Amone Inácia; Marques, Luciana Rosa; Sampaio, Carlos Eduardo Moreno
Embargado
Educação popular e organização social: processos formativos e resistência popular no Território Alto Rio Pardo MG
(Universidade Federal de Goiás, 2024-11-22) Souza, Érika Fernanda Pereira de; Pietrafesa, José Paulo; http://lattes.cnpq.br/5325872034942622; Pietrafesa, José Paulo; Alves, Amone Inácia; Valdez, Diane; Nogueira, Mônica Celeida Rabelo; Brito, Isabel Cristina Barbosa de
The thesis entitled “Popular Education and Social Organization: formative processes and popular resistance in the Alto Rio Pardo Territory – MG” is based on a structural and conjunctural context of capitalist incursion into the countryside, specifically in a territory in the Northern region of Minas Gerais and the development of two popular education experiences: CEBs and the CAA/NM Training Program, developed between the beginning of the 1970s and 2019. The research to build this thesis is linked to the Research Line, Work, Education and Social Movements of PPGE/FE-UFG. The study, by problematizing the relationship between these formative processes and the social political (re)organization and resistance in the territory, has the general objective of understanding this relationship, and for this purpose it was proposed: to understand how the conflict dynamics developed in the region from the expansion and insertion of agrarian capital and its consequences, a context studied by Dayrell (1998), Porto-Gonçalves (2000), Ribeiro (2005), Costa (2003;2021), Nogueira (2009), Costa (2017); investigate how popular education experiences developed in the Alto Rio Pardo territory; and verify the influence of these formative experiences on political and social organization in the territory. Authors such as Gramsci (1982, 2002), Wanderley (1984), Manfredi (1987), Brandão (1986, 2012, 2013), Enguita (1993), Frigotto (1995), Freire (2005, 2008), Marx (2008, 2010), Marx and Engels (2016) supported the debate on popular education, class struggle, society projects in dispute, formation, awareness and potential for transformation. Finally, this study presented a diagnosis of social organization in the Territory, the relationship between this dynamic and popular formative experiences from the perspective of its subjects and highlighted the main achievements achieved by this confluence of forces and movements, in addition to problematizing the challenges and perspectives of these subjects in the contemporary moment in the Alto Rio Pardo Territory. The cooling of training experiences was evident as one of the obstacles to popular collective action, as well as other diverse challenges in social organization in the Territory. Obstacles that are associated with the crisis of liberal democracy and the growing counter-offensive of the rationality of capital in regional, national and global dynamics.
Mudanças no trabalho dos servidores técnico-administrativos em educação: o caso da Universidade Federal de Goiás
(Universidade Federal de Goiás, 2024-02-06) Machado, Ana Cristina Pinehiro; Oliveira, João Ferreira de; htto://lattes.cnQg.br/9753142663168623; Oliveira, João Ferreira de; Lima, Daniela da Costa Britto Pereira; Moraes, Karine Nunes de; Carvalho, Renata Ramos da Silva; Borges, Maria Celia
This research addresses the transformations in the work of technical-administrative servers in education (TAE), based on the case of the Federal University of Goiás (UFG). The main objective of the study was to understand, from the workers' perspective, the reconfiguration of TAE work since 1995, considering the neoliberal context and structural changes in the realms of work, the state, and higher education globally. TAE servers constitute the staff of Brazilian Federal Institutions of Higher Education (Ifes) and currently form the largest category of public servants in the Executive branch, with over 130 thousand active workers, essential in the dynamics of federal higher education. Engaged in internal and external disputes and conflicts within the category, facing resource scarcity, striving for the full establishment of their career, navigating contradictions, and daily tensions in a large university, TAE servers historically bear the crises affecting Brazilian public higher education, diminishing in quantity but growing in qualification. This sector has undergone significant challenges and profound transformations in Brazil, especially after 1995, with the State reform and the implementation of the managerial model of public administration, gradually subjecting it to neoliberal logic and market standards. It's a case study covering the period between 1995, when Fernando Henrique Cardoso (FHC) took office as Brazil's president and intensified the implementation of neoliberal measures, and 2018, at the end of Michel Temer's government (2016-2018). Theoretical support for the study comes from critical authors on neoliberalism – Dardot and Laval (2016, 2019), Harvey (2014), Miranda (2020, 2023); labor – Antunes (2014, 2018, 2020), Rifkin (2004), Pochmann (2011, 2016, 2022); and higher education in Brazil – Dourado (2017, 2019), Dourado, Moraes (2020, 2021), Oliveira (2000), Oliveira and Dourado (2017), Oliveira and Lima (2019). The empirical research took place in 2023, involving 2,205 permanent active UFG TAE servers through interviews and questionnaire applications. The results reveal a workforce agitated by the constant and increasingly aggressive movement of neoliberal rationality, encroaching upon public power, processes, and work relations. TAE servers identify the major drivers of changes in their professional context as: new technologies, transforming the TAE way of working; the lack of appreciation for the category's role in the functioning of Ifes; and, not least significant, the renewal of the category itself, as new-profile servers join, contributing to many other changes.
Ao redor do Olimpo: entre a cultura da competição e a da solidariedade humana nas atividades esportivas
(Universidade Federal de Goiás, 2024-02-29) Lima, Wanderson Pereira; Paiva, Wilson Alves de; http://lattes.cnpq.br/7384413996427337; Paiva, Wilson Alves de; Alves, Amone Inácia; Moreira, Linda Denise Fernandes; Tiballi, Elianda Figueiredo Arantes; Almeida, Sebastião Carlos Ferreira de
This PhD thesis is related to the following area of expertise: Culture and Educational Processes of the Postgraduate Program in Education at the School of Education of the Federal University of Goiás. The object of study is the importance of competition for human development, highlighting its constituent kinesthetic elements. From ancient times to the present, competition has always been implicitly or explicitly present in the lives of human beings, whether in competitive practices with others or with oneself, not limited to the sports or the economic field. However, we found from this research that competitive practices mobilize human interests and needs for survival, socialization and especially in educational actions. The objective is, through bibliographical research, to understand the importance of competition for human development, emphasizing its constituent elements, such as health, education, ethics, aesthetics, arts, among others. Thus, it is possible to capture the movement of reality in its multiple determinations, that is, to analyze and reflect on our object of study over time, especially its transformations throughout the history of humanity. Therefore, the study presents as its main references, Rousseau (1972), Jaeger (2013), Paiva (2021), Huizinga (2005), Godoy (1996), Ghiraldelli Jr. (1991), Castellani Filho et al (2012), Soares et al (1992), Le Breton (2012), among others. However, we highlight that the writings of Jean-Jacques Rousseau, mostly the book Emile or on Education has been fundamental to contextualize the object of study. Discussing Rousseauian concepts on topics such as body and mind, objectivity and rationality, biological and physiological we came to realize that Rousseau can be classified as classic of Physical Education, since he is present in the theoretical and methodological roots of this area. Therefore, the final considerations points out that competition is fundamental for human development. However, to interpret it and conduct it correctly in educational environments, it is necessary to overcome reductionism, understanding competitive practices as an element linked to education, culture, politics and philosophy, regardless of the historical determinations of society. Ultimately, competition is a human condition. Thus, there is a pedagogical meaning to the competition.
História e memória: o acervo de fotografia escolar do Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE/ UFG (1968-2018)
(Universidade Federal de Goiás, 2024-11-21) Silva, Danielly Cardoso da; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Furtado, Rita Márcia Magalhães; Dias, Ana Raquel Costa; Garcia, Allysson Fernandes; Nicolini, Cristiano
La fotografía es evidencia del pasado, una fuente que sustenta una narrativa histórica con contenido explícito. No hay un orden predefinido para ser leído, su único requisito es acceder al código visual. Cada persona lo interpreta según su cultura y sentimientos, en el momento en que accede a él. Esta tesis está vinculada a la línea de investigación Estado, Políticas e Historia de la Educación, del Programa de Postgrado de la Facultad de Educación de la Universidad Federal de Goiás. Su objetivo fue buscar lo que es la colección de fotografías del Centro de Enseñanza e Investigación. Aplicada a la Educación [CEPAE/UFG] puede expresar sobre la historia de esta institución educativa dedicada a la docencia, la investigación, la extensión y la formación inicial de docentes en la oferta de prácticas como graduados universitarios. Estos registros, acumulados desde la creación de la escuela en 1968, constituyeron tiempos y espacios que impactaron su conservación y organización. Se tomó como marco temporal el hito del quincuagésimo aniversario de la institución en 2018, con el fin de delimitar las producciones a comprobar en la investigación. Las fotografías de CEPAE indican permanencias y cambios en diferentes aspectos de la cultura escolar, en las relaciones entre docentes, estudiantes, familias y la comunidad circundante. Comprender las entrevistas realizadas a seis docentes que aparecen con mayor frecuencia en los registros. Las imágenes fueron mapeadas y categorizadas en cinco temas: arquitectura, ambiente escolar, eventos, clases de campo y retratos. Paralelamente a este trabajo de análisis, se procedió a la limpieza y organización de la colección, con el objetivo de mejorar las condiciones de almacenamiento y alojamiento del material. Las fotografías se constituyen como lugares de la memoria, dispositivos que almacenan situaciones que se recuerdan al contemplar las imágenes, despertando emociones y recuerdos, en este sentido se buscó dialogar con autores que permitieran establecer una relación con las temáticas del pasado. memoria e historia, Hobsbawm (1998), Burke (2011); Pierre Nora (1993), Paul Ricœur (2003, 2007). En el ámbito de la investigación con imágenes y fotografías, nos apoyamos en los trabajos de Boris Kossoy (2012), Burke (2017) y Susan Sontag (2004). En la relación entre fotografía y ambiente escolar nos remitimos a las investigaciones de Andrade (2004), Abdala (2013), Aguiar (2021), Eberhardt (2013) y otras publicaciones basadas en el levantamiento de tesis y disertaciones realizadas con un centrarse en el tema. Investigar las fotografías de CEPAE resultó ser un desafío para poner en palabras lo que sólo las imágenes pueden comunicar. Los registros detallados de clases, momentos de socialización, acontecimientos dentro y fuera de la escuela, como presentaciones, juegos, cursos, exposiciones y conferencias, recorridos, retratos colectivos o de personas que ocuparon un lugar de autoridad en la comunidad cepaeña, demuestran que la escuela la vida participa en un entorno y ciclos sociales diversos.
Educar os olhares para o patrimônio histórico-cultural: um projeto de formação continuada para docentes da Educação Infantil no CEFOPE/Anápolis, Goiás
(Universidade Federal de Goiás, 2024-09-12) Silva, Kátia Cilene Camargo; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Echalar, Adda Daniela Lima Figueiredo; Suanno , Marilza Vanessa Rosa; Arantes , Milna Martins; Ximenes, Priscilla de Andrade
This thesis is linked to the Research Line “Training, Teaching Professionalization and Educational Work”, of the Postgraduate Program in Education at the Faculty of Education of the Federal University of Goiás (FE/UFG), and to the project “Public Policies and Education of Childhood in Goiás”, from the Center for Studies and Research on Childhood and its Education in Different Contexts (NEPIEC/FE/UFG). The work provides studies on childhood, the education of children from 0 to 6 years old and teacher training. Among the various educational challenges for childhood, our interest in the research was to study, investigate and participate in experiences related to teaching about cultural heritage, through continuing training courses for Early Childhood Education teachers from the Municipal Education Network (RME) of Anápolis-GO, offered by CEFOPE, aiming at cultural formation and appropriation of the meaning of cultural heritage. It sought to answer whether the integration of cultural and heritage knowledge in continuing training can become essential elements in teaching practice, strengthening the feeling of cultural belonging. For this, the importance of cultural heritage in Early Childhood Education curricular proposals was highlighted and how it can be integrated into the teaching process, considering teachers as fundamental cultural mediators in children's education. The methodology adopted, based on historical-dialectical materialism, includes bibliographical review, analysis of academic productions, interviews and questionnaires applied to Early Childhood Education teachers. Still, about the methodological procedures, through the participatory research, the development of Heritage Education methodologies for reading cultural heritage was considered. In this regard, the research concentrated efforts on its main objective: to analyze the process of continued training of Early Childhood Education teachers at RME in Anápolis, highlighting elements targeted to cultural training and the appropriation of the meaning of cultural heritage. The study sought theoretical support from authors with a socio-historical-dialectic perspective, approaching topics such as culture, art, aesthetic education, cultural heritage and teacher continuing training. These themes, organized into sections and subsections composing the expository method, addressed important discussions that, articulated and inserted in the historical, social and human cultural context, give consistency to the proposed theme. The analyzes, permeated by contradictory and dialectical movements, revealed analytical efforts that reach results of (dis)continuities, as: fragility of public policies for continuing training; gaps in the teacher training process; (dis) knowledge about cultural heritage; limited cultural referential repertoire; demotivation and resistance to possible change, among others present in the analyzes and results raised in the research. With this research, it is expected to establish the necessary cultural training as a right, incorporated into teaching training, making humanizing and transformative practices possible for those who believe in and wish to educate views on the reading of cultural heritage.
Antonio Gramsci e a educação de trabalhadores: um estudo de tradutibilidade e filologia a partir dos escritos jornalísticos
(Universidade Federal de Goiás, 2024-06-05) Maia, Júlio César Apolinário; Machado, Maria Margarida; http://lattes.cnpq.br/3133555536143694; Machado, Maria Margarida; Paranhos, Rones de Deus; Furtado, Rita Márcia Magalhães; Duarte, Aldimar Jacinto; Oliveira, Edna de Castro
The present thesis, defended within the research line “Work, Education, and Social Movements”, of the Post-graduate Program in Education of the Public University of Goiás, is dedicated to deepening the theoretical-methodological contribution of Antonio Gramsci, based on criteria of translatability and philology, to the reflection on the education of workers. The bibliography and documents consulted are focused on the period of Gramsci’s life preceding his prison imprisonment. Therefore, biographical studies, journalistic writings, letters, and testimonies from those who experienced firsthand or had contact with Gramsci constitute the investigative corpus of the research. The reading and interpretation of Gramsci’s life are theoretically and methodologically based on the concepts of translatability and philology, presented in the first chapter of the thesis, which identify him as an antagonistic stance, grounded in the progressive development of a confrontation against any deterministic form of reason detrimental to the working class. The worldview of Gramsci is subject to interpretations that imply the assertion of new and exclusive actions on reality. From this argument, his conceptions of education and the education of workers, as well as those of his interpreters, are investigated. The movement of reading and action, interpretation and application, or even theory and practice, expressed in journalistic writings, analyzed in the following two chapters, strives to apprehend the theme of education of workers in Gramsci’s perception, based on the characteristics of synchrony and diachrony. Writings from two periods of journalistic production are analyzed, the first from 1914 to February 1919 and the second from April 1919 to November 1926, associated with the movements of ascent of a revolutionary project and another of resistance, respectively alluding to what the thesis terms as the “revealed alternative” and the “possible alternative” for the education of the working classes. The thesis highlights the implications of the pedagogical and political path outlined by Gramsci’s experiences for the education of workers and the pedagogical and political propositions derived from the selected writings. Among the implications and propositions, it is essential to highlight, primarily, the imperative of this education to be, as it always was for Gramsci, in line with the interests of the working classes; also, the importance of this education advancing beyond a propaedeutic conception, abandoning the exclusivity of a pedagogical orientation to learning, and replacing it, in the Gramscian manner, with its combination with the moral formation of the individual; also the affirmation of listening and dialogue, in contrast to a linear process of teaching and learning, which enables the expansion of the relationship between teacher and student; and the perception of places of practice, conductors of distinct, but equally important, pedagogical initiatives, sometimes combined with Gramsci’s notion of “evangelical propaganda” work, sometimes with the notion of creative work.
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 da
Linked 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.
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 da
This 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.

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