ItemOs 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; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Faria, Gina Glaydes Guimarães de; Bastos, Rachel Benta MessiasThe 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. ItemDisputas 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; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Valdez, Diane; Abreu, Sandra Elaine Aires deThis 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. ItemEducação 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; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Baptista, Tadeu João Ribeiro; Machado, Daniela Dotto; Furtado, Rita Márcia MagalhãesIn 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. ItemAscoralinas: mulheres em movimentos(Universidade Federal de Goiás, 2023-05-30) Paiva, Joana de Oliveira Ferreira; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Suanno, Marilza Vanessa Rosa; Almeida, Rosivaldo Gomes deThis 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. ItemA 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; http://lattes.cnpq.br/2231224475242389; Pereira, Márcia Ferreira Torres; Suanno, Marilza Vanessa Rosa; Monteiro, Luiza PereiraThis 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. ItemMemórias 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; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Zanolla, Sílvia Rosa da Silva; Ximenes, Priscila de Andrade SilvaThis 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). ItemEducação 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; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Oliveira, João Ferreira de; Rêses, Erlando da SilvaEsta 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. ItemEducação 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; http://lattes.cnpq.br/7384413996427337; Paiva, Wilson Alves de; Real, Márcio Penna Corte; Candau, Vera Maria FerrãoThis 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. ItemA 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; http://lattes.cnpq.br/4562850692564105; Alves, Amone Inácia; Silva, Aline de Fátima Sales; Paranhos, Rones de DeusThe 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. ItemResidência 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; http://lattes.cnpq.br/6017907286532794; Moraes, Karine Nunes de; Oliveira, João Ferreira de; Gomes, Marcilene PelegrineThis 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. ItemA 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; http://lattes.cnpq.br/5824330405146391; Rosa, Sandra Valéria Limonta; http://lattes.cnpq.br/6361226363713191; Rosa, Sandra Valéria Limonta; Silva, Hugo Leonardo Fonseca da; Alves, Amone Inacia; Hungaro, Edson MarceloThe 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. ItemEducação 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; http://lattes.cnpq.br/2611615064976822; Magalhães, Solange Martins Oliveira; Alves, Amone Inácia; Amaral, Claudia Tavares do; Souza, Tiago Zanquêta deLa 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. ItemEscola 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; http://lattes.cnpq.br/5325872034942622; Pietrafesa, José Paulo; Alves, Amone Inacia; Martins, Nilza da SilvaThis 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. ItemSobre os ditos e os não ditos: a trajetória de leodegária de Jesus na imprensa (1889-1978)(Universidade Federal de Goiás, 2022-09-12) Oliveira, Eduarda Tavares; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Alves, Miriam Fábia; Rezende, Tânia FerreiraThis dissertation addresses the historical and biographical trajectory of the writer, teacher and black journalist Leodegária Brazilia de Jesus, in the period 1889, the year she was born, 1978, when she died. Our journey investigated the life of this poet from Goiás, problematized the places she occupied, contextualizing her experiences, especially in the press, which enabled the writing of part of her life history with the historical tensions that permeate the history of education, especially the aspects of the formation of women for teaching in the twentieth century. For this discussion, we use as sources the memorialist writings, poems written by her, newspapers, letters and other documents. As academic references, we use theses, dissertations and articles, which are included in the literature review, used as a methodology for a qualitative approach. The research in digital archives and hemerotecas formed a collection of sources with data on the life of the poet and her expression in journalistic prints within the selected time frame. To support the proposed arguments, we use as theoretical contribution productions of women’s history and black feminism. Authors such as Evaristo (2017), Bell Hooks (2017), Louro (2017), Telles (2017), Akotirene (2019) and others were cited as theoretical contributions to the construction of this writing. Although it is not currently visible in a fair way, the trajectory of this black writer from Goiás was marked by active participation in different spaces where she passed. In addition to ensuring a place in the press, regional and national, she wrote books, wrote newspapers, worked in teaching, was a seamstress and occupied places not reserved for women, especially black women. ItemEducação a distância: um estudo sobre a articulação entre o aspectos administrativos e pedagógicos na graduação na UFG(Universidade Federal de Goiás, 2022-11-29) Santos, Joandres Soares dos; Real, Márcio Penna Corte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Corte; Lima, Daniela da Costa Britto Pereira; Mundim, Maria Augusta PeixotoThe object of investigation of this dissertation is to carry out an analysis on the articulation between administrative and pedagogical aspects in distance education at the Federal University of Goiás (UFG) between the years 2006 and 2020. Thus, the general objective is to understand the trajectory of the offer of distance undergraduation courses, analyzing the articulation between the administrative and pedagogical aspects that involve these courses. Regarding the methodology applied, a qualitative approach was adopted, and as a research strategy, we have the survey of bibliographic material and documentary research. As theoretical contributions, we have authors from the educational, technological, and administrative areas, under a multidisciplinary perspective. The results indicate that agencies and professionals of the administrative structure of UFG are articulated for the materialization of practices, policies and the search for institutionalization of Distance Education (DE) in this university. However, the data collected and their analysis indicate possibilities for improvement and even limits in this articulation between administrative and pedagogical aspects. ItemResidência 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, 2022-10-25) Marra, Daphne dos Santos; Moraes, Karine Nunes de; http://lattes.cnpq.br/6017907286532794; Moraes, Karine Nunes de; Oliveira, João Ferreira de; Gomes, Marcilene PelegrineThis 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 research objective, 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. ItemA mim pouco me importa, aberta ou fechada a porta, vou entrar: os caminhos da escritora Yêda Schmaltz (1941/2003)(Universidade Federal de Goiás, 2022-09-06) Mendes, Viviane Lis Mariano; Valdez, Diane; http://lattes.cnpq.br/5617742642148007; Valdez, Diane; Vieira Júnior, Paulo Antônio; Furtado, Rita Márcia Magalhães; Vicente, Keides BatistaThis dissertation deals with part of the historical and biographical trajectory of the educator Yêda Schmaltz in the time frame from 1941, the year she was born, to 2003, the occasion of her death. Schmaltz was a poet, university professor, plastic artist, short story writer, essayist, literary writer, and challengerof the patriarchy. Our incursion into her life problematized and investigated the places she occupied, contextualizing her experiences, enabling the writing of this woman's life story. For this, we use various sources such as newspapers, magazines, letters, event invitations, pamphlets, posts on social networks and other documents, as well as academic productions in the form of theses, dissertations, articles, books, essays, etc. The methodology used was bibliographic and descriptive, with a qualitative-explanatory approach. As a theoretical contribution, we make use of critical and reflective studies, biographical histories, among others, on the feminine condition and female body, literature and feminism in Brazil, with emphasis on authors such as hooks (1995), Duarte (2003), Schmidt (2019),Sarti (2004), Grosz (2000), Perrot (2003), Coelho (1991), Telles (2017). In the first chapter, we approach Schmaltz’s personal trajectory, family relationships, as well as her educational and academic background. In the second chapter, we take care of aspects of her public life, investigating the Schmaltz's passage through her various institutional places. As a conclusion, we identified that the educator Yêda Schmaltz played an important role in regional and national culture, not only because her vast collection of literary publication that proved to be powerful and activist, but also for her daring, courage, confrontation, resistance, conquering places and positions in the cultural, educational, political and social spaces of a patriarchal and agrarian state. ItemO financiamento da educação infantil: o Proinfância no período de 2011 a 2021(Universidade Federal de Goiás, 2022-10-24) Oliveira, Elisa do Nascimento; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Oliveira, João Ferreira de; Mesquita, Maria Cristina das Graças DutraThis is a Master's Dissertation in Education, linked to the research line State, Politics and History of Education, developed in the Graduate Program in Education, Faculty of Education, Federal University of Goiás (PPGE/FE/UFG). The work aims to analyze the evolution of the funding of the National Program for the Restructuring and Acquisition of Equipment for the Public School Network of Early Childhood Education (Proinfância) in the period from 2011 to 2021. The objective of the research was to evaluate how the funding of this policy behaved throughout the decade from 2011 to 2021. The study started with a bibliographic survey on the concept of childhood and child that guides the development of public policies for early childhood since the 1988 Constitution and the analysis of the legal support that supports the study of financing education, and more specifically early childhood education. To understand the financing of Proinfância, an analysis of the financing structure of basic education from the fund policies was carried out, as well as the consequences of the approval of the New Fiscal Regime - Constitutional Amendment No. 95/2016. A study of how early childhood education is treated in both education plans, especially the National Education Plan (PNE) 2014-2024, was also conducted. Finally, the functioning of the Federal System of Planning and Budget was examined and an analysis of the budget execution of Proinfância in the fiscal years 2011 to 2021 was carried out and what the contribution of the technical and financial support provided by the Federal Government to the Federal District and the Municipalities in the improvement of the physical infrastructure of the early childhood education network. The budget data survey was carried out in the Integrated System of Planning and Budgeting (SIOP), a computerized system that supports the federal government's budget processes in real time. It was also established that the analysis would be restricted to the budget action 12KU - Implementation of Schools for Early Childhood Education, as it is a specific budget action for the promotion of the policy under analysis. It was possible to identify that, since 2016, the program has suffered an emptying of its allocation, a fact that coincides with the adoption of neoliberal agendas, especially after the impeachment of President Dilma Roussef and the approval of Constitutional Amendment No. 95/2016. Therefore, if the spending cap imposed by this amendment persists, the continuity of this important policy for the access of children to early childhood education is at risk. ItemEntre os programas de alfabetização e sua materialização na prática do professor alfabetizador(Universidade Federal de Goiás, 2022-09-30) Silva, Keyla Maria Bastos Gonçalves; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Barra, Valdeniza Maria Lopes da; Lima, Daniela da Costa Brito Pereira; Anderi, Eliane Gonçalves CostaThis paper presents the results of a master's research that aims to understand literacy from the point of view of continuing education of literacy teachers, taking into account the official literacy programs. From a qualitative approach, the data survey used procedures that include the documentary study of literacy programs and bibliographic study of theses and dissertations of graduate programs from five Brazilian universities that composed the National Network of Continuing Education of Basic Education Teachers, Literacy and Language axis, between 2012 and 2020. As a theoretical and methodological reference, we sought the policy cycle approach proposed by Ball and his collaborators, and disseminated in Brazil by Mainardes (2006; 2009; 2011; 2013). For studies related to literacy (1986), we resorted to Soares, (1986; 1989; 2003; 2004; 2016), Mortatti (2006; 2008; 2010; 2011) and Morais (2012, 2019), and to give contours of educational policy, Dourado (2006, 2008). The general objective is to reflect on literacy and its conceptual and methodological configuration in the country in the period from 2012 to 2020, highlighting how some conjunctural aspects have enabled the emergence of literacy programs/policies as vehicles for the continuing education of the literacy teacher. The results of the research indicate that literacy programs present potentialities, limits, and challenges. Some of the potentialities are that the programs have well defined actions and strategies. As limitations, the main one is the discontinuity of the programs. Besides this, there is no accountability for the investments made in the programs. The challenges are: the continuity of the Programs in a network training perspective, discussions about improvements in the material and working conditions of teachers, pedagogical support to teachers at school, especially to beginners, constant monitoring of student learning, and review of the curricula of teacher training courses. Thus, it is expected to contribute to the strengthening of a perspective of public policies that are concerned with the literacy issue, a structural aspect of the school and of human formation. ItemO novo ensino médio: a transição da compreensão de empregabilidade para o empreendedorismo(Universidade Federal de Goiás, 2022-10-26) Maia, Amanda Campos; Moraes, Karine Nunes de; http://lattes.cnpq.br/6017907286532794; Moraes, Karine Nunes De; Gomes, Marcilene Pelegrine; Oliveira, Valdirene Alves deThis dissertation aims to analyze whether the entrepreneurship present in the National Common Curricular Base (BNCC) of High School and the Reform of High School (RHS) is a replacement of the understanding of labor training for work. Thus, the study addresses the understanding that is established in the RHS and BNCC of High School on employability and entrepreneurship. The general objective of the research is to analyze whether the use of the term entrepreneurship, present in these documents, is a replacement of the understanding of the training of labor for work. As specific objectives, the research proposes to: discuss neoliberalism and its relationship with education; discuss the new high school and identify the authors who participated in the preparation of the documents, in this case, the favorable and contrary ones; discuss the RHS; identify and analyze the understanding of entrepreneurship proposed in it; know the trajectory of this reform. The methodology used for the bibliographic research was qualitative and first a bibliographic survey was made on the website of the Brazilian Digital Library of Theses and Dissertations; later, in the annals of the Meetings of the National Association of PostUndergraduate and Research in Education (ANPEd), present on the site, involving the years 2011 to 2019. The search was conducted from the keywords: education and neoliberalism; education, work and employability. This path allowed us to better understand the theme, its changes and established relationships. For the debate on the approaches that crossed the object researched, were used as references: Antunes (2005, 2009, 2018), Frigotto (1998, 1999, 1984), Libâneo (2007), Harvey (2008), Laval (2004), Dardot and Laval (2016), Santomé (2003) and Freitas (2018). The research concluded that the concept of entrepreneurship, proposed by the BNCC of High School, not only assumes term changes, but brings with it conceptions of society, of man and a project of nation whose actions are oriented to the market. BNCC for High School and HSR defend an instrumentalized training, limited to developing skills and competencies to adapt the student to the realities of the world of work flexible, unstable, composed fragile labor relations.