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    Itinerários formativos na produção acadêmica
    (Universidade Federal de Goiás, 2023-12-15) Viana, Kamila Barros; Faria, Gina Glaydes Guimarães de;; Faria, Gina Glaydes Guimarães de; Miranda, Marilia Gouvea de; Araujo Júnior, João Ferreira de
    This work aims to understand, through bibliographical research, the discussion about the training itineraries in the proposal for the “New” Secondary Education in works published in the Brazilian Digital Library of Theses and Dissertations (BDTD), considering the production from 2018 onwards, year immediately following the officialization of the reform. For this study, the documents that support the “New” Secondary Education were examined, particularly Provisional Measure No. 746 of 2016, Law No. 13,415/2017 and the Common National Curricular Base (BNCC). Authors critical of the reform, such as Kuenzer (1989, 2007), Frigotto (2013, 2016) and Ciavatta and Ramos (2012), support the work. The results indicate the prevalence of the critical positioning of the works in relation to the “New” Secondary Education, summarized in the following points: the functionality of the reform to the (neo)liberal logic through the intensification of public-private partnerships associated with the promise of freedom of choice for students training itineraries by students, children of the working class, which obscures the resumption of the duality of education and the process of maintaining relations of exploitation of the working class by capital.
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    Qualidade da educação no periódico Cadernos de Pesquisa (2018-2022)
    (Universidade Federal de Goiás, 2023-12-14) Castro, Ana Luisa Rocha; Faria, Gina Glaydes Guimarães de;; Faria, Gina Glaydes Guimarães de; Mundim, Maria Augusta Peixoto; Miranda, Marilia Gouvea de
    This work is part of the research line “Fundamentals of Educational Processes”, of the Programa de Pós-Graduação em Educação at the Faculty of Education of the Universidade Federal de Goiás (UFG). It adopts the guidelines of bibliographical research (Gil, 2002; Lima, Mioto, 2007; Severino, 2016) to understand how the theme of quality of education is conceived in articles published in the journal Cadernos de Pesquisa between the years 2018 to 2022. Part- from the study of Marx's work (2017) on work as a founding category of human sociability, (Gentili, 1995; Enguita, 1995; Freitas, 2018; Dourado, Oliveira, 2011) on the quality of education. In the first section, there is a resumption of what neoliberalism is and how it entered school education through the replacement, in discourses about education, of the defense of quality based on the democratization of access to public schools to the quality of education in increasingly more focused on market interests, towards understanding business logic and its consequences in discourses on the quality of education. The second section presents a brief reflection on how the idea of quality in education was developed in Brazil, followed by a discussion on the concept of quality from a business perspective. The third section presents the analysis of articles selected in the Cadernos de Pesquisa magazine that directly or indirectly mentioned the discussion on the quality of education in the period between 2018 and 2022. As a result, the quality of education appeared linked to themes related to educational inequality, performance and school, ethnic-racial issues, among others. Concern about evaluating the quality of early childhood education has shown to have intensified in recent publications, something that could already be observed in a milder way in previous years. Student assessment, very present in other stages of education, can now be seen as a concern in early childhood education as well. It is necessary that the concept of quality of education is not restricted only to results in tests and large-scale assessments that blame students, teachers and schools for their results without delving into the socio-historical and cultural conditions that permeate everyday school life.
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    O potencial formativo da literatura de Paulo Leminski:  contradições da racionalidade administrada
    (Universidade Federal de Goiás, 2023-07-31) Pereira, Rejane Alves; Zanolla, Silvia Rosa da Silva;; Zanolla, Silvia Rosa da Silva; Pereira, Márcia Ferreira Torres; Borzuk, Cristiane Souza; Paiva, Wilson Aves de
    This research aims to analyze how aspects of Paulo Leminski's literature reveal themselves as a formative potential against the administered rationality that transforms, everything and everyone, into merchandise. The research intends to present the contradictions of an education founded on administered rationality, however, when mediated by literature (art and culture), they have the potential to open gaps and point paths for the promotion of a critical (dialectical) attitude, with a view to the adherence of a contextualized resistance movement as in Ensaios e anseios crípticos (2012), Toda Poesia (2012), and A hora da lâmina: últimos textos ninja de Paulo Leminski (2017). Leminski's work allows us to glimpse a discussion about the non-distinction between science, art, and culture as the foundation for the formation of new subjectivities, understood as free and committed to the arduous and infinite task of promoting unique experiences. Thus, knowing that education is hard work that requires courage, we intend to overcome new challenges every day, challenges that strengthen us and enable the defense of culture, of rational and truly human education, based on science and on critical consciousness, that indicate possible paths for a permanent fight against barbarism and in defense of the fundamental rights of humanity.
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    “A Coprec me ensinou a viver” dimensões educativas e libertadoras do trabalho de catadores e catadoras de materiais de reciclagens em Goiânia
    (Universidade Federal de Goiás, 2023-04-19) Oliveira, Emanuell Lopes Barros; Alves, Amone Inácia;; Alves, Amone Inácia; Machado, Maria Izabel; Almeida, Rosivaldo Pereira de
    This academic work is research from the Postgraduate Program in Education at the Faculty of Education at UFG – PPGE/FE whose Research Line is Work, Education and Social Movements. Restoration work has a socio-environmental function of great relevance for the population of Goiânia, therefore, the city of Goiânia has a significant number of groups of recyclable material collectors who work directly in collection, but still face difficulties in carrying out their tasks. activities. In this sense, the research focused on the Dom Fernando Recycling Cooperative – Cooprec, focusing on the process of training waste pickers involved in collective work, taking into account learning and work as a social function. During the research, in the field of education and work, we relied on Adorno, Castel, Durkheim, Freire, Marx, Schwart, Teixeira, Vatin, from the perspective of cooperativism, collective organizations and social movements, we anchored ourselves on Caldart, Gohn, Kuenzer, Schneider, Singer, Valadares, Warren among others. The investigation was carried out with the aim of understanding how members and cooperative members are trained in their work, from a perspective of work as an educational principle. Furthermore, research has turned its attention to aspects of precarious work and education (formal, informal, non-formal). During the research, two semi-structured interviews were carried out with two cooperative founders of Cooprec, in addition to visits and observations of the collectors in their work environment. Given this, it was possible to identify learning characteristics acquired through carrying out the work itself, through techniques, postures, handling machines and coexistence and collective interaction between collectors, knowledge that is not exactly acquired in formal educational establishments. The research also showed us particularities of Cooprec's collectors, which differs from other collector cooperatives, as it does not have former street or landfill collectors on its staff. With this, it was possible to reflect on the characteristics and profile of the collectors, the complexities of the work, the subjectivities and the way in which activities and learning take place from collective and precarious work.
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    O novo ensino médio e as especificidades das disciplinas sociologia e filosofia no documento curricular para Goiás
    (Universidade Federal de Goiás, 2023-10-20) Marinho, Arlean Chaves; Miranda, Marília Gouvea de;; Miranda, Marília Gouvea de; Faria, Gina Glaydes Guimarães de; Araújo Júnior, João Ferreira de
    This study is linked to the research line Fundamentals of Educational Processes, of the Postgraduate Program in Education at the Federal University of Goiás, and aims to understand how the disciplines Philosophy and Sociology are being offered in the new High School, especially in the context of the Curriculum Document for Goiás – High School Stage. In this particular case, it was necessary to recover the history of these disciplines in that of Brazilian education, to understand the movements of their inclusion in different moments/contexts. National curriculum documents were consulted, such as Law 13415/2017, the National Common Curricular Base (2017), the National Curricular Guidelines for Secondary Education (2018), the Curricular References for the Preparation of Training Itineraries (2018) and, with in greater depth, the Curricular Document for Goiás – Secondary Education Stage (2021), to seek to answer how these documents guide the teaching of the subjects Philosophy and Sociology in the state of Goiás. The construction of the current Secondary Education curriculum is based on the productive restructuring of accumulation flexible and neoliberalism. This context reflects market demands as priorities in the creation of curricula and affects, among others, theoretically based disciplines such as Philosophy and Sociology. The immediacy of the job market, which requires a flexible workforce, imposes itself on solid training at this level of education. With regard to the Curricular Document for the state of Goiás – Secondary Education Stage, in addition to the subjects Philosophy and Sociology remaining in the first year of secondary education, even with a reduced workload, their contents now appear in an interdisciplinary and transdisciplinary manner, and are made more flexible in the Training Itineraries and the Area of Applied Human and Social Sciences. Therefore, despite their specificities, the destination of Philosophy and Sociology subjects in the Goiás curriculum is not very different from what was proposed for High School in Brazil.
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    O financiamento do Programa Nacional de Alimentação Escolar - PNAE no período de 2010-2022: o caso da rede municipal de Goiânia
    (Universidade Federal de Goiás, 2023-11-01) Gomes, Fernanda Ferreira; Amaral, Nelson Cardoso;; Amaral, Nelson Cardoso; Mesquita, Maria Cristina das Graças Dutra; Oliveira, João Ferreira de
    This is a study on the financing of the National School Feeding Program (PNAE) in the context of the public school system in the municipality of Goiânia, with a time frame of 2010 to 2022. The research correlates financial data with the number of students served and seeks to highlight the difficulties and challenges faced in implementing the program. A qualitative approach with a case study was used, as this is appropriate for examining the financing of the PNAE in the municipal context of Goiânia. It collected primary data through transparency platforms and formal requests to the municipality analyzed to obtain specific and up-to-date information. It correlates the financial data with the number of students enrolled in order to understand how the resources are being distributed and to analyze whether the amounts are compatible with the needs of the student population. A literature review was also used to understand the theoretical and historical context of the PNAE, as this is fundamental to the analysis and conclusions. Overall, this research addresses an important and complex area of educational policy and public funding, especially considering the dynamics of neoliberal policies. The results show that the PNAE plays a crucial role in promoting educational equity, ensuring that all students, regardless of their socioeconomic situation, have access to quality meals. However, the lack of adequate adjustments can hinder the program's implementation. In addition, the research highlights the lack of strategic planning in the financing of the program and the increasing dependence on states and municipalities to finance the PNAE.
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    A permanência na educação superior: trajetórias de jovens universitários do curso de Filosofia da UFG
    (Universidade Federal de Goiás, 2023-10-26) Rocha, Rubianny Maria Sales; Furtado, Rita Márcia Magalhães;; Furtado, Rita Márcia Magalhães; Alves, Amone Inácia; Schulz, Almiro; Queiroz, Fabrício David de
    Este trabajo tuvo como objetivo comprender cómo algunos jóvenes estudiantes de filosofía de la Universidad Federal de Goiás (UFG) permanecen en una institución pública de Educación Superior y se apropian de ese campo a través del desarrollo de estrategias, teniendo en cuenta la realidad social del estudiante y las exigencias del curso. La discusión sobre las condiciones de los estudiantes de clases populares cobró mayor relevancia en el contexto global de la pandemia, durante el cual las universidades se vieron obligadas a adoptar la enseñanza remota para mantener sus actividades académicas. En este escenario, las limitaciones de recursos de los jóvenes universitarios en desventaja económica para realizar las tareas que exige la carrera ganaron protagonismo en los medios de comunicación, así como la voluntad de desarrollar acciones para permanecer en la Educación Superior y progresar en el ámbito universitario a través de la formulación de estrategias. Este trabajo tiene tres capítulos. En el primer capítulo se aborda el proceso histórico de desarrollo universitario desde la fundación de las primeras instituciones, destacando las características estructurantes, el contexto y las transformaciones que se han producido en el ámbito universitario a lo largo de los últimos siete siglos. El segundo capítulo se centra en analizar, a la luz de las ideas formuladas por el sociólogo francés Pierre Bourdieu, la estructura del campo universitario organizado a través de una red de relaciones objetivas entre posiciones de poder, prácticas, adquisición de capital y estrategias desarrolladas por los agentes recién llegados. o no, de acuerdo con las normas y leyes propias del campo en la búsqueda de la permanencia en este espacio de disputa. En el tercer capítulo, se destacan los desafíos que enfrentaron los jóvenes estudiantes de la Facultad de Filosofía (FAFIL/UFG) durante su trayectoria universitaria y las estrategias que desarrollaron para enfrentar las adversidades. El estudio demostró que las estrategias desarrolladas por los jóvenes participantes de la investigación buscan llenar un vacío de capital cultural que comienza con la precaria enseñanza de la filosofía en la Educación Básica como medio para permanecer en la universidad. Además, se abordaron las dificultades y desafíos que se enfrentan al ingresar a la universidad, incluida la adaptación a la carga académica y las materias. Además, se discutieron los desafíos y estrategias para conciliar la vida estudiantil con la laboral, así como los motivos para elegir la carrera y la institución, así como las perspectivas de futuro luego de finalizar la carrera. Esta investigación es de carácter cualitativo, bibliográfica y documental, con investigación de campo utilizando un cuestionario virtual y entrevistas semiestructuradas como fuentes de recolección de datos a cuatro jóvenes estudiantes de el Bachiller en Filosofía. Este trabajo forma parte de la línea de investigación Cultura y Procesos Educativos del Programa de Posgrado en Educación (PPGE/FE/UFG) y fue desarrollado durante el período en que la investigadora fue becaria de la FAPEG.
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    Os processos educacionais na comunidade Kalunga de Monte Alegre de Goiás: reconhecimento e valorização da cultura
    (Universidade Federal de Goiás, 2023-06-27) Moraes, Sizeny Narciso de; Real, Márcio Penna Corte;; Real, Márcio Penna Corte; Faria, Gina Glaydes Guimarães de; Bastos, Rachel Benta Messias
    The research that served as the basis for this dissertation was carried out in the Kalunga Community in the municipality of Monte Alegre de Goiás. The educational processes developed in the community were observed to verify the possibility of recognition and appreciation of culture. The problem investigated addressed: what are the limits and possibilities for recognizing and valuing the culture in the educational processes developed in the Kalunga Community of Monte Alegre de Goiás? The research was theoretically and methodologically based on Paulo Freire's theory of knowledge, in addition to Roque Laraia's approaches that address topics such as culture, education and the appreciation of knowledge constructed by students. Authors such as Kabengele Munanga, Beatriz Nascimento, Abdias Nascimento, Clóvis Moura, Nilma Lino Gomes and Petronilha Silva deal with the quilombo theme as a continuum, as a process of aggregation, struggle and resistance. To achieve the objectives outlined, a bibliographical research was carried out, aiming at an improved analysis of the theme from the perspective of authors who have been analyzing it: Real, Marinho, Taveira and Baiocchi. For the corpus of analysis, it was based on documents produced by the Municipal Department of Education of Monte Alegre de Goiás, such as the Pedagogical Political Project, the internal regulations and the curriculum of the Sucuri School of Monte Alegre de Goiás, as well as the textbooks adopted by the school. National and state documents dealing with the education of the remaining people were also analyzed. The research results may contribute to the characterization of the educational processes that are developed in the Kalunga community.
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    Disputas de poder e organização pedagógica: a escola normal Nossa Senhora Auxiliadora de Anápolis/Goiás (1937-1946)
    (Universidade Federal de Goiás, 2023-05-09) Fort, Manael Ben Elshad Jennifer St; Alves, Miriam Fábia;; Alves, Miriam Fábia; Valdez, Diane; Abreu, Sandra Elaine Aires de
    This dissertation has the general objective of characterizing the formation of the students of the Normal Nossa Senhora Auxiliadora School- NNSAS from 1937-1946 through its contextualization within a power dispute in the city of Anápolis and the analysis of its pedagogical organization in relation to the different publics that attended specifically the normal school and the domestic school. The time frame was justified by the fact that 1937-1946 marked a period of approximately 10 years of the institution's performance since the process of transferring the Normal School of Annapolis to the sisters of the Salesian Congregation and was located within the dictatorial context of the Estado Novo and the educational dispute between pioneers and Catholics in the country. It was a bibliographical and documentary research, in which, through screening and analysis of selected documents, we were able to critically dialogue with NNSAS's sources. For the problematization of data and expansion of critical reflection on this institution and the training offered within a sociopolitical context, we relied on authors such as: Fernandes (2019); Hahner (2011); Cunha (2013); Barrozo (2016); Daros, (2013); Alves (2014); Borges (2011); Reimer D’abadia and Freitas (2022); Costa and Gonçalves (2019); Borges (2011); Ferreira (2011); Canezin and Loureiro (1994); Frago (2011); Oliveira (2020); Röhrich Ferreira and Souza Arco-Verde (2011); Silveira (2003); Foucault (1999); Ferreira Lopes (2019), among others. The results indicated that ENNSA offered at least two types of training: an elitist training for wealthy class girls and home schooling for poor girls. Her educational vision was based on Don Bosco's preventive system, in which religion served as a pretext to control and tame the students' bodies. Their imposed morality and religiosity were justified by the argument of ensuring the salvation or the transformation of girls into good Christians and honest citizens. However, he realized that this religiosity was devoid of respect and acceptance of the other, where the difference in all aspects were reasons for exclusion.
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    Educação e cultura corporal - análise da dança e reflexões sobre a cisão corpo e mente no curso de pedagogia da FE/UFG
    (Universidade Federal de Goiás, 2023-02-23) Oliveira, Amanda Almeida de; Real, Márcio Penna Corte;; Real, Márcio Penna Corte; Baptista, Tadeu João Ribeiro; Machado, Daniela Dotto; Furtado, Rita Márcia Magalhães
    In making this work, we sought to answer the question: Does the discipline Education and Corporal Culture offered in the Pedagogy course at the Faculty of Education at UFG work on dance by bringing reflections on the separation body and mind? First, a study was carried out on what would be the separation between body and mind and its historical aspects. Then it was possible to understand some of the consequences of the separation in society, in the schools and in art. A brief understanding of the history of dance was sought. Then, we started to discuss the relevance of dance in teacher education. After these reflections, the analyzes of some curricula of different Pedagogy courses from Brazilian universities were presented to understand if dance is present in this formation. Then, the Pedagogical Political Project of the Pedagogy Course of the Faculty of Education of UFG and the syllabus and bibliography of the discipline Education and Corporal Culture were analyzed. From the bibliography, works that apparently address the theme of dance and the separationting of body and mind were selected for analysis. The work was based on the theoretical conception entitled “dialectical historical materialism”. Finally, it was possible to observe that reflections on the separation between body and mind are raised in the analyzed discipline, through the texts presented in the bibliography. However, there is still a long way to go so that dance, being significant to raise questions about the separation between body and mind, has a space of equality before other areas of knowledge in the formation of Pedagogues.
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    Ascoralinas: mulheres em movimentos
    (Universidade Federal de Goiás, 2023-05-30) Paiva, Joana de Oliveira Ferreira; Alves, Amone Inácia;; Alves, Amone Inácia; Suanno, Marilza Vanessa Rosa; Almeida, Rosivaldo Gomes de
    This dissertation, derived from the research line Trabalho, Educação e Movimentos Sociais, analyzes the relationship between the social movement and the organization of the women's association ASCORALINAS, understanding how this collective group contributed to changing the lives of women associated. This study takes place under assumptions about social movements, work relations and work It is known that associations are organizations of people who come together with common interests and goals (GEHLEN E MOCELIN, 2018). To better understand the motivations for bringing together this collective of women, we resumed, through documentary consultation, the project Mulheres Coralinas, which was developed from a parliamentary amendment by former deputy Marina Santana in partnership with the Municipality of Cidade Goiás (in that administration there was a woman mayor) and the Secretariat for Policies for Women. This project was carried out in 2014 and 2015, training 150 women from the city and its surroundings in different areas of knowledge and training for work. The project Mulheres Coralinas enabled a preliminary collective work, so that in 2016 this non-profit Association under study was founded. Therefore, we adopted as our goal the understanding of the female organization around the association of women ASCORALINAS and, from this object, we analyze: how the association Mulheres Coralinas – ASCORALINAS, CNPJ 26.512.804/0001-63, was constituted, how people organized themselves as an association based on the movements, and, mainly, how this association has contributed to the work of women and the change in the way and style of life, in the conditions of collective work, in the access to cultural goods and in the shared fruition of the literature of Cora Coralina among other authors. As a methodological path for this research, we used bibliographical and documental research, based on studies of Siqueira and Camargo (2016), that trace the entire course of the Mulheres Coralinas, from the idealization of the project, from its development, to the founding of the Association; It is Alonso (2009), Barker (2014), Gohn (2015), Scherer-Warrern (1987) and Touraine (2006) for analyzing from the perspective of the History of Sociology, the theory of social movements and their changes throughout history. As the subject of this research is an association of female workers, we scrutinized Tiriba (2015), Marx (2009), Harvey (2016) and Teles and Caldas (2019) to talk about working relationships and Santos (2011) and Scott (1995) to clarify gender. Since the origin of the association ASCORALINAS is closely related to the history of the City of Goiás and the poet Cora Coralina, we also resort to Passos (2018) and Palacín (1975). Data analysis showed that women members, even having achieved significant social emancipation, still face challenges in the field of work outside the domestic environment. Even though they are still producing merchandise, they have not yet gained financial independence from this work.
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    A imaginação, os processos criativos e o brincar no desenvolvimento da criança
    (Universidade Federal de Goiás, 2023-06-23) Alves, Priscila Lorrane Araújo; Pereira, Márcia Ferreira Torres;; Pereira, Márcia Ferreira Torres; Suanno, Marilza Vanessa Rosa; Monteiro, Luiza Pereira
    This dissertation has as its theme "The imagination, the creative processes and the play in the development of the child". The objective of this bibliographic research is to understand how creative processes occur and how they can be potentiated for the development of children in early childhood and preschool age, considering the resources, instruments and procedures offered to education for autonomy. We highlight the historical-cultural perspective, specifically in the studies of Lev S. Vigotsky, on the central principles of his theory of the development of higher mental functions, emphasizing the dialectical relationship between learning and development and the relations with culture. We consider imagination in the process of learning and human development from Vygotsky (2014) who addresses the creative processes in children from an early age, with the aim of expanding their creative capacity through memory, fantasy, elaboration and construction of new combinations. Plays play a crucial role in the child's development process and the toy library can contribute to enhancing the child's learning with its respective resources and procedures. But, when emphasizing the importance of this process in child development, questions arose, from the cultural transformations that focus on the conception of childhood, when considering which means and pedagogical resources enhance the creative processes during the first years of childhood, aiming at the development of its integral development. Therefore, the research seeks to contribute to the education of the child, with a fundamental focus on reflection on play and new technologies.
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    Memórias necessárias: narrativas e histórias de mulheres negras quilombolas do município de Monte Alegre de Goiás
    (Universidade Federal de Goiás, 2023-03-31) Mendes, Ivone Xavier; Alves, Amone Inácia;; Alves, Amone Inácia; Zanolla, Sílvia Rosa da Silva; Ximenes, Priscila de Andrade Silva
    This research has as its theme ‘‘Necessary Memories: Narratives and Stories of Black Quilombola Women in the Municipality of Monte Alegre de Goiás’’. So, we start from the following questions: What can be registered as living memory of the remaining women of the quilombo? How do you describe your challenges and what coping strategies do you develop when you are in a leadership position? It is important to emphasize that this research assumes the general objective of identifying and understanding the strategies of resistance and protagonism of black quilombola women who are in a position of leadership in the Kalunga community, located in the municipality of Monte Alegre de Goiás. The specific objectives are: 1) Research the memories related to the struggles, conquests, resistances and yearnings of black quilombola women who fight for equity in the remaining quilombo community, in the municipality of Monte Alegre de Goiás; 2) Record the memories related to the struggles, achievements, resistance and desires of empowered women who fight for equity in the remaining quilombo community, in the municipality of Monte Alegre de Goiás. Methodologically, the research is anchored in the life stories of four black women from the Kalunga community: Procópia dos Santos Rosa, Lourdes Fernandes de Souza, Quita Souza Ribeiro and Maria Helena Serafim Rodrigues, chosen for recognition, for being symbols of resistance, struggles and perseverance in militancy for rights and equity in the quilombo. Therefore, in the fights for rights, equality, equity, and emancipation of the remaining subjects of quilombos. This research will be grounded with several authors, among them), Baiocchi (1984), Carneiro (2003 and 2011); Davis (2016 and 2017), Evaristo (2010), Fernandes (2010), Geledés (2010), Gohn (2006 and 2011), Gonzalez (1982, 1994 and 2020), Priore (1993, 2000 and 2011).
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    Educação popular e acesso à educação superior: um estudo de caso com as juventudes do Trilha Uni do Cajueiro
    (Universidade Federal de Goiás, 2022-10-03) Monteiro, Hélia Marina; Alves, Miriam Fábia;; Alves, Miriam Fábia; Oliveira, João Ferreira de; Rêses, Erlando da Silva
    Esta investigación tiene como objetivo establecer cómo los jóvenes del curso “En la Trilha de la Universidad” (En el Sendero de la Universidad), conocido como Trilha Uni. (Sendero Uni.), perciben y enfrentan el lugar que la sociedad les tiene destinado. Ganan foco en la investigación jóvenes de la periferia de Goiânia que buscan la continuidad de los estudios, en la educación universitaria, a través de la aprobación del Examen Nacional de Enseñanza Media (ENEM) y el Centro de Formación, Investigación y Atención a la Juventud (CAJUEIRO), que trabaja desde la perspectiva de la educación popular. El problema se puede plantear de la siguiente manera: ¿Cuáles son las percepciones de los jóvenes que llegan a la Trilha Uni. (Sendero Uni.) en relación a su lugar en la sociedad? La investigación se basará en el análisis bibliográfico y documental. La investigación documental se organizará con un marco temporal entre los años 2016 y 2019, para eso se considerarán los datos del INEP y la documentación de la Trilha Uni. (Sendero Uni.): como los formularios de inscripción y evaluación de los alumnos, información del sitio web y de las redes sociales del CAJUEIRO, además de informes del equipo de coordinación del curso. Como fundamento teórico tenemos los autores: Alves (2016, 2018, 2022), Brandão (2013), Freire (2005, 2006, 2011, 2014, 2021), Silva y Teixeira (2011, 2012). Finalmente, se concluye que el proceso por el que atraviesan los jóvenes para ingresar a la universidad engloba múltiples factores que deben ser reflexionados y analizados en su totalidad, y para ello son fundamentales estudios que hagan aflorar las voces de los jóvenes sobre sus realidades.
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    Educação e cultura: discutindo a interculturalidade no contexto brasileiro e bissau-guineense
    (Universidade Federal de Goiás, 2023-04-26) Insali, Osniel Paulo; Paiva, Wilson Alves de;; Paiva, Wilson Alves de; Real, Márcio Penna Corte; Candau, Vera Maria Ferrão
    This dissertation, entitled Discussing interculturality in the Brazilian and Bissau-Guinean contexts, sought to discuss the issue of interculturality in the Brazilian and Bissau-Guinean contexts, specifically, in their educational systems, based on the bibliographic production and the laws that support it, in each context. In the Brazilian context, the discussion was directed to laws 10.639/03 and 11.645/08 due to our assumption that these laws express the ideal defended by the intercultural approach, although the mere existence of laws does not guarantee the practice of interculturality. As Akkari (2016) argues, the intercultural approach in Brazil is mediated in two ways, namely: the first one, by the mandatory teaching of African, Afro-Brazilian and Indigenous history and culture in the official Brazilian basic education curricula; the second one, by the racial quota policies in universities. Thus, we chose the first form of mediation as an initiative aimed at interculturality in the Brazilian educational system. In the Bissau-Guinean context, different from the Brazilian context because there is no law sanctioned for this purpose, i.e., to make the teaching of Bissau-Guinean history and culture compulsory, we directed our analysis to the documents that regulate Bissau-Guinean education, i.e., the Basic Law on Education (2011) and the National Action Plan (2003) analyse the presence ofthe intercultural approach. We adopted the quanti-quali approach in the function of our research proposal. Since this is a theoretical work, it has been divided in two stages: in the first stage, bibliographies that theoretically explore the concepts we propose to discuss were analysed: culture, education, interculturality, social formation, identity and diversity. Then, the second moment was destined for the quantitative and qualitative analysis of the ideas, information and data collected through exhaustive search in three data platforms (Academic Google; Digital Library of Theses and Dissertations; and Capes Periodicals Portal). There fore, the results point to different visions, looks, understandings and questions on interculturality in the Brazilian context. While in the Bissau-Guinean context, we observe thatthe presence of this approach is too insignificant compared to the Brazilian reality.
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    A pandemia e o estágio supervisionado: os relatos dos orientadores no Instituto de Ciências Biológicas (ICB)
    (Universidade Federal de Goiás, 2023-04-28) Prado, Sinara Antônia Ferreira; Alves, Amone Inácia;; Alves, Amone Inácia; Silva, Aline de Fátima Sales; Paranhos, Rones de Deus
    The present work results from a research that was carried out from August 2021 to March 2023, composing the line of research: 'Work, Education and Social Movements' of the Graduate Program in Education (PPGE) of the Faculty of Education (FE) from the Federal University of Goiás (UFG). The dissertation is entitled The Pandemia and the Supervised Internship: the reports of advisors at the Institute of Biological Sciences (ICB) and records the investigation into the implementation of remote teaching in the discipline 'Supervised Internship' of the Biological Sciences course at UFG during the Covid-19 pandemic. Taking as a starting point the perception of the guiding professors, the guiding question that guides this investigative and creative process is: How did the implementation of Emergency Remote Teaching impact on the academic routine of the guiding professors of the Mandatory Curricular Internship discipline of the Degree in Biological Sciences? The main objective of the investigation was: to analyze the impact and dynamics of emergency teaching in the discipline of Supervised Internship of the Degree in Biological Sciences, under the perception of the guiding professors, examining the reflection of remote teaching during the preparation and execution of the routine of classes taught in this modality by the guiding professors. From the methodological point of view, for the development of the written work, a qualitative approach was used and the researchers were based on historical moments, events and experiences. The research method used was the case study, and the instrument for data collection was the semi-structured interview. Through our studies we identified that the concept of internship overcomes the dichotomy between theory and practice, it is an activity of theoretical foundation and theoretical knowledge, in dialogue, but it is constituted in the experience of reality that is carried out with praxis. The internship is multifaceted and, in the pandemic – when contradictions were present – not having an effectiveness in the curricula, it did not sustain itself in relation to these adversities. That is, many things were lost with regard to the purpose of training, the roles of supervisors, and the relationship between the internship and the school. In this sense, the related research brought reflections that could influence new questions and future practice.
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    Residência multiprofissional na área da saúde: um estudo de caso dos projetos políticos pedagógicos do Hospital das Clínicas da Universidade Federal de Goiás
    (Universidade Federal de Goiás, 2022-12-25) Marra, Daphne dos Santos; Moraes, Karine Nunes de;; Moraes, Karine Nunes de; Oliveira, João Ferreira de; Gomes, Marcilene Pelegrine
    This work has as its theme the Multiprofessional Residency in the health area and investigates the Political-Pedagogical Projects of the Hospital das Clínicas of the Federal University of Goiás. As a guiding research question, we sought to answer "How are the current Political-Pedagogical Projects of the Multiprofessional Residency in Health of the Hospital das Clínicas of the Federal University of Goiás configured?". As a general researchobjective, we sought to identify the main characteristics of these PPPs of the Multiprofessional Residency in the Health Area. As a theoretical foundation on the neoliberal impacts and capitalist society we use Marx (1985; 2011), Harvey (2005) and Netto (2012). On Public Health, we rely on Paim (2001; 2008; 2018), Fleury (2009) and Ceccim (2012). The research corpus consists of four Pedagogical Political Projects in force since 2019. They are projects in the Intensive Care, Urgency and Emergency, Hematology and Hemotherapy axes and, finally, the Maternal-Infant axis. To analyze them, we used the methodological approach of the case study, considering that it suits the investigation due to the empirical nature of the theme, in which a contemporary phenomenon is researched within its real-life context. As a result of this research, we can consider that the PPPs of the multiprofessional residency at HC-UFG present evidence of compliance with rigor in relation to the theoretical part of the residency's workload, unlike numerous Brazilian programs. The information in these PPPs is standardized and, in some of the items, they don’t consider the specifics in relation to each one of them.
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    A corporalidade precarizada: o trabalho e as trabalhadoras terceirizadas nas universidades públicas brasileiras
    (Universidade Federal de Goiás, 2022-10-20) Souza, Nathália Cardoso de; Silva, Hugo Leonardo Fonseca da;; Rosa, Sandra Valéria Limonta;; Rosa, Sandra Valéria Limonta; Silva, Hugo Leonardo Fonseca da; Alves, Amone Inacia; Hungaro, Edson Marcelo
    The present study has as object of investigation the issue of the pedagogy of the body at work expressed in the outsourced work of the cleaning servisse at public universities. Thus, we start from the following problematization: how outsourced cleaning work in a Public University forms/conforms/deforms the corporality of workers who survive in such working conditions? The objective is to identify and analyze which forms and content of body education determined by the conditions, relationships and processes of/in outsourced work and what they produce in the process of training the corporality of outsourced cleaning workers in public universities. The specific objectives are: a) understand and explain recent changes in the world of work, focusing on the forms of flexibility involved in the so-called outsourcing of work; b) to verify the implications of outsourcing work in the relationships and work processes of workers working in the outsourced cleaning service at the Public University; c) identify the content and forms of body pedagogy present in the forms of organization and cleaning work process management in public universities; d) explain the reflections of the nature of the cleaning work and its outsourcing on the corporality of workers. To this end, we carried out a Systematic Bibliographic Review choosing as a source of research the national scientific production available in digital libraries: 1) BDTD; 2) BTD Capes; 3) Google Scholar and for the analysis and interpretation of the data we took as analytical procedure the thematic content analysis according to Bardin (2011). The results of the survey pointed out that: I) the outsourcing of work is synonymous with the precarisation of work and the working class; II) that the predominant workforce of theoutsourced cleaning service within public universities is composed of the female workforce; III) outsourced cleaning service work imposes on male and female workers certain dynamics of body education and subjection of the corporality of the person subjected to such conditions of production and reproduction of life.
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    Educação em direitos humanos na produção acadêmica socializada nas reuniões da ANPED: conquistas e contradições das políticas educacionais
    (Universidade Federal de Goiás, 2022-03-10) Falleti, Renata Tavares de Brito; Magalhães, Solange Martins Oliveira;; Magalhães, Solange Martins Oliveira; Alves, Amone Inácia; Amaral, Claudia Tavares do; Souza, Tiago Zanquêta de
    La investigación que resulta en esta tesis de maestría investigó el tema relacionado con los derechos humanos en Brasil y su relación con las políticas educativas, entendiendo su complejidad, abordando las contradicciones expresadas desde las diferentes bases conceptuales hasta los matices de la presencia del tema en trabajos publicados por la Asociación Nacional de Estudios de Posgrado e Investigación en Educación (ANPEd), diálogo con la Educación en Derechos Humanos (MOE). Este trabajo está vinculado a la línea de investigación Formación, Profesionalización Docente y Trabajo Educativo, del Programa de Posgrado en Educación de la UFG e integra la Red de Investigadores/ Es sobre Docentes/es da Centro-Oeste/Brasil (Redecentro). Tiene como preguntas problematizantes: ¿existe la discusión sobre la Educación en Derechos Humanos en la producción académica socializada por ANPEd? Si es así, ¿qué sentidos saldrán? ¿Revelan logros en las políticas educativas? Detrás de estas cuestiones, el objetivo general fue identificar los logros y contradicciones relacionados con las políticas educativas de derechos humanos expresadas en la producción académica socializada por anope; los objetivos específicos fueron: investigar a la universidad pública como espacio fundamental de formación, profesionalización docente y producción de conocimiento científico crítico y comprometido con los derechos humanos; comprender la construcción histórica de los derechos humanos; sistematizar la institucionalización de la OSA en Brasil desde la Constitución de 1988; identificar los logros y contradicciones en el campo de las políticas educativas y, finalmente, analizar los significados discursivos de la Educación en Derechos Humanos en la producción académica publicada y socializada por ANPEd ... A partir de estas intenciones, se realizó una Investigación Bibliográfica con una encuesta de contribuciones teóricas y documentales relacionadas con los derechos humanos, a la universidad pública brasileña; la formación de docentes desde la perspectiva crítica de la epistemología de la praxis y la educación en derechos humanos. La opción de ANPEd como base de datos para identificar el tema prevalente y los significados discursivos se debió a la importancia de esta Asociación como un espacio para la formación crítica y la resistencia, socialmente comprometida con la profesionalización y la defensa de la enseñanza en Brasil. Se definieron seis Encuentros Científicos Nacionales para la investigación, con el marco temporal de los últimos 12 años, motivados por el hecho de que las políticas públicas del área son relativamente recientes. El método de investigación fue el Materialismo Histórico Dialéctico (MHD) que apoyó los caminos metodológicos de la tesis, comprendiendo la totalidad del área investigada, sus múltiples y complejas relaciones con el contexto de la sociedad capitalista y neoliberal que influyen tanto en la formación de docentes como en los discursos de derechos humanos; identificando contradicciones, pertinencias, logros y ejerciendo la síntesis, en un intento de señalar posibilidades desde la proposición de ENE emancipadora desde una perspectiva crítica de los derechos humanos. La materialidad de la investigación despertó la comprensión de la educación como un derecho humano y esta como la más discutida en las publicaciones de la ANPEd, por el sesgo de las políticas educativas; como lo señala el incipiente debate sobre los derechos humanos y la educación en materia de derechos humanos. También se notó el posicionamiento político de la Asociación al definir Grupos de Trabajo específicos para atender temas históricamente marginados.
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    Escola Família Agrícola Padre André (EFAPA): um projeto de educação em território camponês frente a expansão do agronegócio
    (Universidade Federal de Goiás, 2022-10-31) Santos, Bruno Henrique Magalhães; Pietrafesa, José Paulo;; Pietrafesa, José Paulo; Alves, Amone Inacia; Martins, Nilza da Silva
    This paper presents a research about the history of the creation of Padre André Family Agricultural School (EFAPA) and its operation, located in the municipality of Correntina-BA, in a rural area, where it has been working for twenty-eight years in the education of peasants' children (family farmers), promoting Rural Education through the Alternating Cycle Pedagogy. In the beginning, it offered Middle School Education and, since 2013, it has offered the Integrated High School Technical Course in Agribusiness as an alternative to mitigate the rural exodus in this territory and allow young people from the countryside to have an education that is more adequate to the reality of the country man and woman. Therefore, it is a professional education dedicated to the complete formation and development of the family production unit of the student, graduates, and their community. Given the educational proposal of this school and the lack of studies in the field of stricto sensu research on its educational process, this paper sought to investigate how the historical process of creating EFAPA in the municipality of Correntina-BA has taken place. To this end, the following specific objectives were established: to understand and systematize the current socio-historical and political context of the territory where the school is located and of the time of its creation; to understand and analyze its politicalpedagogical project, as well as to identify the perceptions and perspectives of the members of the school community about issues related to their daily lives. The research, qualitative in nature, used the methodological techniques of literature review, document analysis and data collection through semi-structured interviews. The following references were used to discuss Rural Education: Arroyo and Fernandes (1999); Caldart (2012); Kolling, Cerioli, and Caldart (2002); as for the origin of the Pedagogy of Alternating Cycle and the EFA's in Brazil, they were based on: Queiroz (2004); Gimonet (2007); Begnami (2019) and Silva (2006). The research showed that EFAPA emerged in the municipality and Correntina in a context in which the State was favoring the territorial expansion of agribusiness and in a large part of Western Bahia. As a result, in this period, conflicts and disputes over territory and water resources between peasants and landowners/agro-export companies were intensified. Its creation was seen as a way for peasants to promote the right to education for themselves and their children in face of the negligence of the State in guaranteeing this right. The educational project of the EFA is established as an alternative of resistance of peasants in the countryside and as a possibility of opposing the project of capital agriculture in Western Bahia, through the encouragement of agroecological and sustainable practices.