Mestrado em Educação (FE)
URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tde/251
Navegar
Submissões Recentes
Item type: Item , “Dentro daquilo que a gente acreditava que poderia ser feito, foi feito”: Entre possibilidades e ocultamento de gênero no currículo.(Universidade Federal de Goiás, 2025-09-08) Godoy, Lana Lins Barreto de; Machado, Maria Izabel; http://lattes.cnpq.br/5727858375243141; Machado, Maria Izabel; Alves, Amone Inácia; Oliveira, Sheila Santos deResumoItem type: Item , Dai asas aos seres humanos: um estudo bibliográfico sobre educação especial em Vigotski(Universidade Federal de Goiás, 2025-08-28) Oliveira, Anauê Sâmara Teodoro Freitas de; Teixeira, Ricardo Antonio Gonçalves; http://lattes.cnpq.br/0272312162765846; Teixeira, Ricardo Antonio Gonçalves; Chaves, Juliana de Castro; Souza, Thays SantosresumoItem type: Item , Respostas agudas de uma sessão de mat pilates e de exercício resistido sobre ansiedade, humor, afetividade e divertimento de mulheres sobreviventes de cancêr de mama e mulheres aparentemente saudáveis(Universidade Federal de Goiás, 2025-08-22) Oliveira, Ellen Gomes de; Marques, Vitor Alves; http://lattes.cnpq.br/6983727485227512; Vieira, Carlos Alexandre; http://lattes.cnpq.br/9938400037921472; Vieira, Carlos Alexandre; Moraes, Rafael Felipe de; Lemos, Nayara Alves de FreitasItem type: Item , Whatsapp na escola e a lei geral de proteção de dados pessoais (LGPD)(Universidade Federal de Goiás, 2025-06-27) Queiroz, Elma Cristina Pessoa de; Lopes, Rosemara Perpétua; http://lattes.cnpq.br/9979314394689470; Lopes, Rosemara Perpétua; Alves, Amone Inácia; Maciel, Viviane BarrosThis study, which is part of the Training, Teacher Professionalization and Educational Work line of research, sought to answer the following question: For what purposes is the WhatsApp application used by teachers in state schools in Goiânia, and what are the implications of its use in light of the General Data Protection Law (GDPL)? The general objective was to analyze the purposes and implications of using WhatsApp in the school environment, considering Law No. 13.709/2018, known as the GDPL. The specific objectives were as it follows: to map the regulation of mobile technology, applications, and the internet in Brazil; to characterize WhatsApp as a technological and social tool; to identify situations in which WhatsApp is used in schools and possible implications from the perspective of the GDPL; and to understand how teachers perceive and engage with WhatsApp at school, as well as their knowledge of the GDPL. This is a qualitative study whose methodological design involved the following steps: documentary analysis of statistical and government data pertinent to the topic, such as bills related to mobile technologies and data on the use of the internet and messaging apps like WhatsApp; bibliographic research, which investigated, through national academic events and repositories of public universities in the Midwest region, how teachers perceive the use of WhatsApp in classrooms; and, finally, field research, conducted via an online questionnaire distributed to basic education teachers in the city of Goiânia, state of Goiás, with the aim of examining teaching practices with mobile technologies, data security, and the purposes of their use. The theoretical analysis presents a vision of technology, especially mobile technology, emphasizing people's mobility and the growing need to remain constantly connected due to the widespread use of mobile apps. This trend has contributed to the emergence of what is known as surveillance capitalism, in which human experience is treated as a by-product. The results of the documentary research justify the need to regulate mobile applications used in Brazil, such as WhatsApp, as the application has become a standard means of communication_ including within schools _ yet lacks defined rules governing its use in educational environments. Regulation could therefore establish limits and offer legal support. The bibliographic research, in turn, revealed a small number of studies focusing on the application and the GDPL, despite the widespread use of WhatsApp for communication, information exchanges, and similar purposes in schools. These findings raise the question of how the WhatsApp application is used in other regions of Brazil, since this research was limited to a specific group certain in the Center-West region. Moreover, the field study conducted with teachers confirmed the trends observed in the previous analyses, emphasizing the importance of investigating the uses and purposes of WhatsApp in education—particularly in relation to data and information security. Although this topic does not appear clearly in the documents analyzed, relevant issues are raised that merit further discussion. In conclusion, the findings highlight the need for teachers and school administrators to pay greater attention to the exposure of personal data in basic education schools. In addition to working with underage students, these professionals assume responsibilities when using an instant messaging application that lacks explicit internal or external guidelines to ensure responsible and non-invasive use, as well as clarity regarding the consequences of its use.Item type: Item , História de vida da professora Dulce Barros de Almeida: protagonismo acadêmico-científico e formação de professores na perspectiva inclusiva em Goiás(Universidade Federal de Goiás, 2025-06-12) Vieira, Flávia Martins; Teixeira, Ricardo Antonio Gonçalves; http://lattes.cnpq.br/0272312162765846; Teixeira, Ricardo Antonio Gonçalves; http://lattes.cnpq.br/0272312162765846; Suanno, Marilza Vanessa Rosa; http://lattes.cnpq.br/7736117519324293; Silva, Lueli Nogueira Duarte e; http://lattes.cnpq.br/0294578129306558Understanding the relationship between education and society means revealing the sometimes ambiguous demands in which education is involved in the face of the State's administrative discretion when propagating educational reforms based on the principles of neoliberalism. In which we foresee the worsening of social and educational inequalities, as well as the impoverishment of Brazilian society, impacting above all the most vulnerable and historically stigmatized and oppressed social categories, such as people with disabilities, global development disorders and high abilities/giftedness, who are the target audience of Special Education. Given this socio-historical context, we address the following investigative questions: What actions could we mobilize as a means of resistance and professional authenticity in the face of the ongoing process of devaluation of education, teachers and students? What resources do we have at our disposal in the face of and in the context of worsening inequalities and the (re)production of exclusionary and segregating practices? And more specifically, Apple (2017) and Evangelista and Triches (2015) invite us to ponder: Teacher: the profession that can change a country? And education, can it change society? Thus, based on this overview of teacher training and professionalization; the centrality of the school and Special and Inclusive Education; as well as the life story of the teacher in this process of generating emancipatory experiences in favor of the affirmation and/or institution of social and educational rights. This master's dissertation proposes, as a general objective, to outline the thought and pedagogical protagonism of professor Dulce Barros de Almeida. As specific objectives, it proposes to reconstruct the historical context of Special Education in Goiás based on the life story of a teacher who worked in public education in elementary and higher education; and, in this perspective, we intend to learn from the analysis of academic, documentary and oral records about her contributions in the political-educational context and in teacher training from an inclusive perspective in the state of Goiás. Therefore, this is a qualitative and exploratory research based on the Life History method, which uses a systematic set of interview, transcription and analysis techniques of data triangulation (oral, coming from people with professional-academic ties to Professor Dulce, in memoriam; academic-scientific, from productions by Dulce Barros de Almeida and other critical references in the educational area; and documentary, such as public educational policies, photographs, academic memorial and Lattes curriculum). The results from this study indicate that the answers to these questions lie in the pedagogical protagonism of Professor Dulce in her professional-academic performance. Furthermore, it is clear that not only memories and historical data (academic, documentary and oral) emerged, but also deep reflections on the role of the educator in the weaving of teacher training from inclusive perspectives and the creation of welcoming, critical, significant, emancipatory, democratic and inclusive educational environments. Which call on us to rethink school practices, established public and educational policies, as well as the role of the teacher and education in the face of the transformation of praxis in the face of confronting inequalities and pedagogical neoliberalism.Item type: Item , Mídia, violência Escolar e Profissão Docente(Universidade Federal de Goiás, 2025-06-16) Andrade, Suzane Oliveira De; Lopes, Rosemara Perpetua; http://lattes.cnpq.br/9979314394689470; Lopes, Rosemara Perpetua; Alves, Amone Inácia; Francisco, Marcos ViníciusThis work, part of the research line "Teacher Training, Professionalization, and Educational Work," presents the results of a master's degree study that sought to answer the following question: how do teachers and administrators view the growing number of attacks on educational institutions? To what extent is studentled school violence related to digital media, and how does this situation affect the teaching profession? The investigation was based on assumptions about the society of the spectacle, among others. This qualitative research aimed to determine possible relationships between digital media, school violence, and the teaching profession, focusing on the work of practicing teachers in basic education. The specific objectives are to assess how school violence is addressed by Brazilian educational legislation; to map the relationships between media and school violence highlighted in the educational literature over the last five years (2019-2024) and from what epistemological perspective, considering the different media popularized during this period; To investigate how violence is being treated within educational institutions and how teachers and administrators view student-perpetrated violence at school and the relationship between this violence and digital media; to examine possible links between teaching approaches and violence in schools. The study included bibliographical research, document analysis, and empirical data collection through an online questionnaire administered to teachers at public schools in Goiânia. The results highlighted teachers' and administrators' perceptions of the increase in violence in schools, exacerbated by digital media and the distancing of guardians and family members from school life, as well as the lack of effective public policies to prevent and combat media-related violence such as cyberbullying. Furthermore, they pointed out that the media contributes to the spectacularization of violence and the weakening of teaching authority, increasing the challenges facing the profession. They also revealed that, although legal regulations exist on the topic, school violence, and the teaching profession, they are largely ineffective in practice, demonstrating a disconnect between legislation and the reality of the school environment. In conclusion, the study suggests that investments in public education are essential to creating safe and welcoming school environments, where respect and peaceful coexistence are promoted.Item type: Item , Os estudos sobre neoliberalismo e educação escolar em sete periódicos educacionais entre 2016 e 2023(Universidade Federal de Goiás, 2025-05-13) Pedrosa, Izadora Sarmento Loureiro; Silva, Luís Gustavo Alexandre da; http://lattes.cnpq.br/1785054448250672; Silva, Luís Gustavo Alexandre da; http://lattes.cnpq.br/1785054448250672; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Echalar, Jhonny David; http://lattes.cnpq.br/5746522784363534This research falls within the field of State, Policies, and History of Education, and seeks to investigate the relationship between neoliberalism and school education. It is a bibliographic review that analyzes articles published in scientific journals between the years 2016 and 2023. The chosen time frame was established based on the understanding that this period marks the advancement of (neo)conservative policies in Brazil. A key challenge of this study is to address the following proposition: considering the academic-scientific literature that explores the relationship between neoliberalism and school education, this research focuses on analyzing the content of these studies—particularly the research questions and problems posed—in order to subject scientific thought itself to rational reflection. It asks: how is the Brazilian scientific production about school education on the (s) relationship(s) between education and neoliberalism? Thus, the research began with a theoretical-conceptual analysis of the foundations of neoliberalism and school education, examining their historical contexts and possible consequences for the school environment, as schools have increasingly been shaped into models that reproduce neoliberal policies and are used as instruments for market expansion. The study analyzes 41 full articles published in well-regarded academic journals in the field, using the bibliographic research methodology (Lima and Mioto, 2007) and based on the content analysis method (Bardin, 1989). The selected journals include: Revista Brasileira de Educação (ANPEd); Revista Educação e Pesquisa (USP), from the Southeast region; Revista Inter-Ação (UFG), from the Center-West region; Revista Práxis Educativa (UEPG), from the South; Revista Cocar (UEPA), from the North; Revista Germinal (UFBA), from the Northeast; and Revista Retratos da Escola, published by the National Confederation of Education Workers (CNTE). The main theoretical references that supported the analysis of the subject include works by Antunes (1999; 2022), Apple (2003), Cury (2008), Dardot and Laval (2006), Freitas (2018), Harvey (1992; 2014), Ianni (2004), Laval (2019), Lima (2012), Lima and Mioto (2007), Marx (2010), Miranda (2020), Saad Filho and Morais (2018), Sampaio et al. (2002), among others. It is understood that neoliberalism represents the most authoritarian phase of capitalist development to date, as it seeks to convert and reduce education—a fundamental element in shaping society—into a mere service. The main contributions of this research lie in highlighting how recent academic production has addressed and problematized the relationship between neoliberalism and Brazilian school education, synthesizing and emphasizing the predominant themes found in these studies: Curriculum Policies, Training by the School, Reform Teacher Education, Precarization/Privatization of Education, Social Exclusion/Inequality, and Conservatism/Neoconservatism.Item type: Item , A importância do ambiente virtual de aprendizagem na institucionalização da EaD em uma instituição pública: o caso do IF Goiano(Universidade Federal de Goiás, 2025-02-28) Deus, Karen Brina Borges de; Lima, Daniela da Costa Britto Pereira; https://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; https://lattes.cnpq.br/2278807353455371; Assis, Lucia Maria de; http://lattes.cnpq.br/3762461583276086; Matamoros, Jenny Margoth ZelayaThe subject of this study is Distance Education (DE) as a public policy and the role of the Virtual Learning Environment (VLE) in the institutionalization of this modality. This dissertation is related to the Master's degree of the Postgraduate Program in Education of the Faculty of Education of the Federal University of Goiás (PPGE/UFG), associated with the research line State, Policies and History of Education, which studies and analyzes the State, the transformations resulting from its actions in the formulation and materialization of social policies, especially educational policies. The objective of this research is to analyze the VLE as a constituent element of distance education, seeking to understand its implementation, institutionalization, institutional policies, and requirements that regulate its choice, as well as its role in the provision of distance education at the institution and its role in the provision of distance education at the Federal Institute of Education, Science and Technology Goiano (IF Goiano). The specific objectives of this study are: to learn about the history and concepts of distance education, VLE, and institutional policies for this modality; to identify the intentions, importance, and criteria for choosing VLE and its impact on the provision of distance education courses; to analyze institutional public policies for the implementation, promotion and use of VLE, as well as its role as a constituent element of distance education. The qualitative, exploratory, bibliographic, and documentary research, according to Creswell (2010), Minayo (2009), Vousgerau and Romanowski (2014), and Minayo, Deslandes and Gomes (2016), investigates the importance of continuous attention to the constituent elements of distance education, its processes, and arrangements, from implementation to full integration. For the analysis and understanding of the object, in the chapter on the institutionalization and characteristics of distance education in Brazil, the study was based on the contributions of Freire (1987), Esman and Blaise (1966), Esman (1972), Dimaggio and Powell (1983), Curry (1991; 1992), Tolbert and Zucker (1998), Sobrinho (2003), Dourado, Oliveira and Santos (2007), Dourado and Oliveira (2009), Dourado and Santos (2011), Platt (2009), Lima (2013), Lima (2014a), Lima (2014b), Peixoto (2015), Lima (2019), Fonseca (2020), Kesar and Sam (2012), Rodrigues (2021), Lima, Rodrigues and Cruz (2021), Kesar (2007), Deus, Cruz and Lima (2023), Cruz (2018, 2022) and Medeiros (2009). To explore the historical concept and materialization of the VLE as an educational platform and its materialization in educational practice, this work was based on the authors Freire (1967), DeFleur and Ball-Rokeach (1993), André (2002), Paulsen (2002), Santos (2003), Lemos (2003), Castells (2000; 2003), Leitão and Nicolaci-da-Costa (2000; 2003), Hohlfeldt, Martino and França (2001), Pereira, Schimitt and Dias (2002), Filatro (2008), Haguenauer et al. (2009), Haguenauer, Mussi and Filho (2012), Sales, Valente and Aragão (2010), Silva (2011), Santos (2006; 2016), Schmitt and Dias (2007), Ruas (2016), Belloni (2021), Clarenc (2013), Silva and Paiva (2023), Furtado and Amiel (2016), Galeffi (2011), Fonseca (2020), Rodrigues (2021), Focault (2000), Toshi (2011), Evaristo (2018), Santos and Araújo (2009), Franco et al. (2003) and Lima et al. (2024). One of the study's conclusions is that the VLE when integrated into a well-structured, standardized, and regulated institutional policy, can support and underpin the institutionalization of distance education and the goals of the Higher Education Institution (HEI). From this perspective, the VLE becomes an important tool for promoting the inclusion and education of students by stimulating their intellectual autonomy and critical awareness. However, it is important to recognize that in distance education, these benefits do not depend exclusively on the use of the VLE, as it is one of the components of distance education. The role of the VLE in distance education policy must, therefore, be clearly understood, taking into account its educational potential, its importance in the distance education ecosystem, as well as the challenges and contradictions inherent in the modality.Item type: Item , A permanência de estudantes cotistas de renda inferior: o Programa Acolhe UFG (2018-2023)(Universidade Federal de Goiás, 2025-04-25) Ventura, Déborah Freire; Silva, Maísa Miralva da; http://lattes.cnpq.br/5100268908025158; Moraes, Karine Nunes de; http://lattes.cnpq.br/6017907286532794; Moraes, Karine Nunes de; Silva, Maísa Miralva da; Valdez, Diane; Maciel , Carina ElisabethThe main objective of this study is to analyze whether the Acolhe UFG Program contributes to the permanence of students admitted through the Unified Selection System (SiSU), in the vacancies destined by the by the Quota Law for students with a gross per capita family income of less than one and a half minimum wage and a half, from 2018/2 to 2023/2, at UFG, on the campuses of Goiânia (campus Colemar Natal e Silva and Samambaia campuses). The research sought to answer the following questions: did the Acolhe UFG Program's assistance immediately after enrolment contributed to staying on the degree course? What were the main challenges to remain in the undergraduate program? How important is student assistance for lower-income students? The time frame established includes 2018 - the year the program was implemented - until 2023 the time limit of the research and because this is the last year with an income cut-off of up to one and a half times the minimum gross family income per capita forper capita for admission as a lower-income quota holder. The research is based on Marx (2013), Netto (2010), Netto and Braz (2006), Lima and Mioto (2007), Ianni (2004), Dias Sobrinho (2010), Maciel (2015, 2016), Mancebo (2015), Sandel (2020), Oliveira (2008), Resende and Miranda (2016). The analysis is based on historical materialism, making it possible to critically analyze the historical and social movement of reality. This is an explanatory field study with a quantitative and qualitative approach, in which the students are the subjects of this study. The data on admission, permanence and completion were collected on the ANALISA UFG platform, directly at the institution, and an online questionnaire was also used to give a voice to the students assisted by the Acolhe UFG Program. The analysis carried out was Bardin's Content Analysis (1977). This research made it possible to identify the socio-economic and academic academic profile of lower-income quota students assisted by the Acolhe UFG Program, who are mostly black women, aged between 18 and 24, with up to half a minimum wage per capita. It was evident that permanence involves not only social, cultural social, cultural, family and economic conditions, but also personal, structural, psychological and pedagogical conditions. In order to stay, the student needs to be included in other throughout their academic career, which are not restricted to student assistance, but they must also involve academic programs that strengthen the link with the university. Three factors condition, were reiterated by the students as challenges to their permanence: the distance between where they live and the university, having to combine study and work, and mental health. The data showed that immediate student assistance programs, such as the Acolhe UFG Program, strongly contribute to the permanence of students with lower income in the first semester of their course. Only 1.7% (24 students) of the 1,455 scholarship holders in the program left the university in the first semester, and 1.2% (17 students) in the following semester. The evaluations presented by the students also indicated that, since it is a temporary program, in order to remain in the program in the long term, students must be given priority in ongoing student assistance programs and scholarships with continuous service.Item type: Item , Práticas pedagógicas nos Anos Iniciais do Ensino Fundamental na Abordagem Ciência-Tecnologia-Sociedade (CTS): um olhar para as pesquisas acadêmicas brasileiras(Universidade Federal de Goiás, 2025-02-25) Oliveira, Mikaelly Ferraz de; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Limonta, Sandra Valéria; Genovese, Cinthia Leticia de Carvalho RoversiThe master’s degree research “Pedagogical practices in the Early Years of Elementary School in the Science-Technology-Society (CTS) approach: a look at Brazilian academic research” links to Training, Teacher Professionalization and Educational Work from Programa de Pós-Graduação em Educação da Universidade Federal de Goiás (PPGE UFG) and it aimed to explain how STS approach was historically constituted and what relations were established with pedagogical practices in Initial Years of Brazilian Elementary School? The Science-Technology-Society (STS) approach was developed during a context of criticism of developmental model that dominated part of world and got visibility in science teaching field, since the moment it substantiated the Parâmetros Curriculares Nacionais (PCNs) (Brazil, 1998). The theoretical-methodological reference substantiates itself in Marx (2017), Kopnin (1978), Kosik (1976), Lefebvre (1995) and Cheptulin (1982). To discuss scientific knowledge and teaching, Oliveira (2019) and Otto (2021) guide us, and to substantiate the STS approach, we support ourselves in the studies of Pinheiro (2005), Auler (2002), Linsingen (2007), Santos (2016), Santos and Mortimer (2000) and Strieder (2012). This research sets itself as a research ruled by historical-dialectical materialism (HDM), as a method of investigation and analysis, which bibliographic study, of the knowledge state type, selected the academic productions in Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). The search of material to be analyzed should contain in title, abstract or key-words, through the following descriptors, combined: ((science AND technology AND society) OR (STS) AND (elementary school OR initial years). It was found and analyzed in six dissertations, released in the period from 2004 to 2023. In general, it is highlighted that the main STS study objects in Initial Years of Elementary School are teaching contents, mainly the contents connected to human feed and to energetic resources, and the curriculum. The analysis of researches revealed the STS conceptions linked to North American and South American strand became prominent in the analyzed corpus. Recurrence of dialectical conceptions of school knowledge in analyzed researches. However, most of researches was based on technocentric approach to discuss technology, therefore, substantiated in formal logic. We emphasize the necessity of an educational project that resists to capitalism hegemonic project and collaborates for a critic and emancipating formation of the Brazilian youth.Item type: Item , “Negro não, pardo!”: entre a percepção de si e atribuição do outro na comissão de heteroidentificação(Universidade Federal de Goiás, 2025-03-10) Santos, Ingrid Sousa Lima dos; Machado, Maria Izabel; http://lattes.cnpq.br/5727858375243141; Machado, Maria Izabel; Alves, Wanderson Ferreira; Carvalho, Thais Regina deEmbargada.Item type: Item , Formação cultural, experiência e educação à luz dos escritos adornianos: um estudo bibliográfico(Universidade Federal de Goiás, 2025-02-26) Souza, Mirian Rodrigues de; Viana, Cynthia Maria Jorge; http://lattes.cnpq.br/3672548542379915; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Faria, Gina Glaydes Guimarães de; Viana, Cynthia Maria Jorge; Pereira, Marcia Ferreira Torres; Soares, Renata Leite...Item type: Item , Trabalho pedagógico com leitura e escrita na pandemia: o que dizem as pesquisas acadêmicas?(Universidade Federal de Goiás, 2025-02-26) Ferreira, Ana Paula; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Barbosa, Ivone Garcia; Peixoto, JoanaThe present master's work is linked to the line of Training, Teacher Professionalization and Educational Work of the Graduate Program in Education of the Federal University of Goiás and to the Kadjót research group (Interinstitutional Group of Studies and Research on the Relations between Technologies and Education). Based on the historical-dialectical materialist method (MHD) as a theoretical-methodological foundation to understand the object studied (Kopnin, 1978; Kosik, 1995; Lefebvre, 1975) and based on Historical-Cultural Theory (Vigotski, 2007; 2009, 2017; Mendonça, 2018; Rigon; Asbahr; Moretti, 2010; Smolka, 2012), we understand reading and writing as the basis for other learning, being the gateway to all subsequent developmental processes. Since it is through education that the individual is humanized, formed, becomes aware of the environment in which he is part and transforms. The research in question presents the following research problem: how did academic research portray the pedagogical work with reading and writing in the pandemic period? In this context, through a state-ofknowledge research, we sought to explain the pedagogical work in academic research on reading and writing in the early years of elementary school during the pandemic. Academic works published in the Brazilian Digital Library of Theses and Dissertations (BDTD), with a time frame between the years 2020 and 2023, were analyzed, based on descriptors pertinent to the object. The corpus of the research was consolidated in six dissertations and two theses, only one of which was authored by men and without any research from graduate programs (PPG) in the north and south regions of the country. The PPGs from which the research originated are linked to the area of Education, Special Education, Knowledge and Social Inclusion, Digital Technologies and Language. The main themes addressed by the research were: pedagogical transposition from face-to-face to remote; reading and writing practices with digital technologies; students' meanings for their literacy and appropriation of writing. In all researches, the use of digital technologies was portrayed, including cell phones, computers, notebooks, tablets, and analog resources to carry out activities, such as printed materials, pencils and paper. Six of them pointed out that there were difficulties in teaching literacy in times of pandemic. However, it was possible to carry out reading and writing activities and, according to the research, the interaction between students, teachers and media was expanded. Finally, we understand that the pedagogical work for reading and writing in the pandemic period was portrayed in a way that met the expectations of remote emergency teaching (ERE), in which they contemplated the production of texts in digital supports, videos, music, podcasts, creation of an application to capture children's initial writing, teaching based on equivalence with stimuli in matrices for reading sentences, the use of platforms, websites, virtual learning environments (VLE), applications, social networks and web conference spaces, which allowed contact with students online and remotely. However, it was pointed out that not everyone was able to participate due to the absence of technological devices, so deliveries of printed materials to students were carried out. The way pedagogical work was developed during the pandemic triggered an excessive workload, in addition to those carried out in schools. There was a transposition of the activities carried out in the classroom to the screens, and the participation of the families to conduct the activities was relevant in the period, however, they did not always exist. Researchers and teachers sought to meet the guidelines for the area of education in the pandemic period, even with so many challenges. The theoretical strands that supported the process of appropriation of reading and writing in Brazil are constructivism and literacy, and constructivism, supported by current government policies, has guided the bias of learning to learn, and based teaching for the development of skills and abilities, meeting the demands of the market. Contrary to this conception, only one research approaches the historicalcultural perspective, as it understands that learning consists of the process of appropriation of cultural objects, which are the result of interaction, social/pedagogical mediation and language. Dealing with the appropriation of reading and writing from a socio-historical perspective is synonymous with becoming aware, through a process of complexification of the first verbal language, which is transformed into internal language and becomes more complex into written language, therefore, humanizing, transformative and basic for other learningItem type: Item , Programa Nacional das Escolas Cívico- Militares (2019-2022): regulamentação, adesão e resistências(Universidade Federal de Goiás, 2023-09-12) Tomazini, Amanda Marques; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Oliveira, João Ferreira de; Mascarenhas, Aline Daiane NunesThis research presents an analysis of the National Program of Civic-Military Schools (PECIM), regulated by Federal Decree 10.004/2019 in the period 2019-2022. In order to answer the problem of this research, which is to characterize the process of militarization of public schools proposed by the Bolsonaro Government. Specific objectives were outlined that guided the path taken, namely: to characterize the process of militarization of public schools induced by the Bolsonaro Government, situating the actions of the Ministry of Education and the Ministry of Defense regarding the implementation of Civic-Military Schools; discuss the official documents that regulate PECIM; map adherence to the program at the national level between 2019 and 2022 and catalog documents issued by scientific, legal and social organizations that prove the existence of resistance to PECIM. The study is justified by the need for scientific analysis of this model of educational assistance and its consequences for the field of educational policies and for the formation of children and youth. We seek to discuss the various aspects of this militarized management model, pointing out its incompatibility with the fundamental precepts of educational legislation in Brazil, especially with regard to the necessary defense of public, secular, free schools with socially recognized quality. For this purpose, a qualitative research was carried out through a bibliographic review and document analysis. It results in two chapters: the first discusses the neoconservative neoliberal alliance and its repercussions on educational policies, locating the militarization of public schools within this context; the second characterizes the process of regulation and adherence to PECIM at the national level and also the movements of resistance to the program. The central theoretical foundation adopted includes studies by Apple (2003), Freitas (2018) and Santos (2020).Item type: Item , Inteligência artificial e racionalidade instrumental: implicações do ChatGPT nos processos educativos(Universidade Federal de Goiás, 2025-02-27) Melo, Michele Carolina de Jesus; Toassa, Gisele; http://lattes.cnpq.br/3606800477592959; Toassa, Gisele; Chaves, Juliana de Castro; Maia, Ari Fernando; Souza, André Barcellos Carlos deThis master’s research, developed in the Graduate Program in Education at the Federal University of Goiás (PPGE/UFG) and situated within the research line of Educational Process Fundamentals, focuses on analyzing the growing use of artificial intelligence, particularly ChatGPT, in educational processes. The main objective of the study is to analyze the implications of using ChatGPT as a mediator in knowledge production and its consequences for the constitution of individuals. The study also aims to analyze the connections between the development of the tool and instrumental rationality, which is objectively produced by the capitalist mode of production, as well as the updates of pseudo-formative processes in contemporary society. Therefore, this research involves the analysis of a subject supported by the theoretical foundations of Critical Social Theory. The main references are Adorno (1959/2010), Adorno and Horkheimer (1947/1985), Horkheimer (1947/2015), and Marx (1867/2023). The fact that ChatGPT has developed and gained popularity as the primary "solution" to knowledge production needs, within the range of tools based on artificial intelligence development, is something that deserves further exploration and a more detailed view. This is because the tool appropriates intellectual labor historically produced and presents this "knowledge" as ready-to-use information to individuals, under the illusion of authorship. In this process, there is a predominance of intellectual economy among the users of the tool, implying an ephemeral experience with strictly pragmatic meaning. Thus, this research object problematizes the already announced disharmony between the development of artificial intelligence and the principles of humanization. From the study conducted, it was possible to observe some emerging trends in this particular historical moment, updated through the relationship of individuals with ChatGPT. Among them are: the expropriation of authorship, as the production generated by the tool is done by an intelligence that is not the user's own, depriving the individual of creativity, autonomy, and therefore authorship; the existence of a productivity-driven logic, intrinsic to capitalist rationality, which imposes constant pressure on individuals to optimize their time and increase productivity, constituting them to relentlessly seek immediate results at the expense of process and reflection; the abandonment of developing certain human capacities, such as concentration and focus; the decline in reading ability; as well as an intensification of the process of capital valorization and the deepening of labor devaluation due to the advent of generative artificial intelligence. To analyze the reconfiguration of the world of work through AI, this research draws on the Marxian category of machinery, questioning whether this category is still explanatory of reality. Thus, the main contribution of the research is to reveal that ChatGPT is produced within the logic of instrumental rationality and, when used as a mediating tool for knowledge production, contributes to the (de)formation of individuals, reaffirming reification and dehumanization as a historical trend.Item type: Item , O protagonismo das crianças no processo educativo-pedagógico da pré-escola(Universidade Federal de Goiás, 2023-04) Costa, Edilene Fernandes da; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Suanno, Marilza Vanessa Rosa; Silveira, Telma Aparecida Teles MartinsThis text presents the results and analyzes resulting from the research “The protagonism of children in the educational-pedagogical process of preschool”, presented as a subproject linked to the project “Public Policies and Childhood Education in Goiás: history, conceptions, projects and practices, developed by the “Studies and Research Center on Childhood and its Education in Different Contexts, at the Faculty of Education of the Federal University of Goiás (NEPIEC/FE/UFG). It is also linked to the line of research “Training, Teaching Professionalization and Educational Work” of the Postgraduate Program in Education (PPGE/ FE/ UFG). The research, anchored in historical-dialectical materialism, had as its central question: the protagonism of children in the educational-pedagogical process of preschool. In this way, through an ethnographic study, we sought to analyze the performance of four and five years old children in daily practices of an educational-pedagogical character, highlighting those in which there were expressions of child protagonism. The locus of the research was one of the clusters of a Municipal Center of Early Childhood Education, located in the city of Trindade, in the state of Goiás. The data collected in the empirical stage revealed that, even in the midst of many tensions and contradictions, there are manifestations and expressions of protagonism children, especially when the environments are playful, in which children are able to dialogue, decide, intervene, choose, suggest and indicate paths for solutions to individual or collective situations. In social relationships/interactions, in the formal educational context, children demonstrated their protagonism through their insurgencies by transgressing, resisting or even subverting what was planned and established in the routine. Thus, they directly interfere in the teacher's pedagogical proposal, giving new meaning to the activities and even their meaning. Regarding the work for the development of the protagonist child, there was a process initiated, still embryonic, a collective work that needs to be fostered in the light of one's own praxis, with analysis, deepening and theoretical-practical clarity of conceptions which engender educational practices daily pedagogies. Furthermore, it was seen that it is necessary to involve children as active participants in political, pedagogical and aesthetic processes, as well it was understood that planning and organization are essential, thinking about the educational and social context and cooperating with the activities of collective life. So, we concluded that children can and should be social authors in the construction of their own knowledge, stories and cultures, which have demonstrated great potential to collaborate with the educational-pedagogical processes of the educational institution.Item type: Item , Pensar a educação para uma educação do pensar: autoridade e totalitarismo na filosofia de Hannah Arendt(Universidade Federal de Goiás, 2025-02-28) Pimentel, Isael Rodrigues; Furtado, Rita Márcia Magalhães; http://lattes.cnpq.br/2445364912204332; Furtado, Rita Márcia Magalhães; Pereira, Márcia Ferreira Torres; Corbiniano, Simone Alexandre MartinsHannah Arendt, la filósofa que vivió momentos históricos que marcaron la historia de la humanidad, dejó una amplia reflexión filosófica, fruto de una dolorosa experiencia. La forma en que Arendt desarrolla su filosofía casi se asemeja a una petición urgente para que la historia no se repita. En Los orígenes del totalitarismo analiza los caminos que siguió la humanidad hasta llegar al siglo de la barbarie. En La condición humana, Arendt lleva a sus lectores a pensar en lo que hace cuando transforma la magnitud humana en algo trivial, superficial y banal. En La vida del espíritu, la filósofa centra sus esfuerzos en la tríada pensar-querer-juzgar como fundamento para la preservación del mundo común. Es, pues, en la intersección de estas tres obras que Arendt desarrolla temas tan queridos por la contemporaneidad, como la educación, la política, la autoridad y el poder. Estas cuestiones se vuelven aún más importantes y urgentes cuando se las considera desde la perspectiva actual, con el avance y la naturalización de las ideologías y prácticas totalitarias en el campo político; con la dilución de lo humano en detrimento del consumismo; con la transformación de la educación en un proceso de creación de habilidades; y con la desaparición de la autoridad y la sobrevaloración de lo inmediato. Así, este trabajo, a través de una revisión bibliográfica de las obras de Arendt y sus estudiosos, se propone pensar la crisis del pensamiento en la educación contemporánea y las consecuencias de su ausencia en el campo políticoItem type: Item , "Essa nega que nem informação tem": da escolarização racista à docência como resistência(Universidade Federal de Goiás, 2025-03-12) Leite, Ana Maria Silva; Machado, Maria Izabel; http://lattes.cnpq.br/5727858375243141; Machado, Maria Izabel; Alves, Amone Inácia; Bastos, Rachel Benta Messias; Carvalho, Thais Regina de....Item type: Item , Entre gingas e saberes: um estudo sobre a educação das relações étnico-raciais nos cursos de licenciatura da UFG(Universidade Federal de Goiás, 2024-08-01) Paula, Karollina Agatha Schineider de; Real, Márcio Penna Côrte; http://lattes.cnpq.br/1976193858153118; Real, Márcio Penna Côrte; Bastos, Rachel Benta Messias; Carvalho, Thaís Regina de; Zanolla, Silvia Rosa da SilvaThis master's thesis examines how the undergraduate programs at the Federal University of Goiás (UFG) have adapted to meet the requirements of Law 10.639/2003. The aim is to understand how subjects related to Education for Ethnic-Racial Relations (ERER), as well as African and Afro-Brazilian history and culture, are taught in various departments and colleges at the university. The theoretical framework focuses on decolonial and anti-racist perspectives, considering the colonial structures and racial issues that shape Brazilian society. This study includes contributions from Black authors. The research involved analyzing documents such as the National Education Guidelines (LDB 9394/96), Law 10.639/2003, along with other educational resolutions and curriculum guidelines. The political-pedagogical projects of UFG's undergraduate courses were also examined, particularly concerning ERER and Afro-Brazilian history. The analysis indicated that while significant progress has been made in establishing affirmative policies, practical implementation remains lacking due to the absence of a requirement for anti-racist courses in the curriculum. Transforming the Brazilian education system into a truly inclusive and anti-racist environment continues to be a major challenge, as the colonial legacy still influences perceptions of Black individuals as inferior, marginalizing their culture and knowledge.Item type: Item , O Documento Curricular para Goiás – Etapa Ensino Médio e a centralidade nas competências linguísticas como mote das reformas(Universidade Federal de Goiás, 2024-10-10) Silva, Atos Paulo Rodrigues; Assis, Lucia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lucia Maria de; Limonta, Sandra Valéria; Faria, Edna SilvaThis research is part of the field of educational policies, specifically the subfield of curricular policies, with the curriculum for teaching Portuguese as its main corpus. This is historicaldocumentary research, which has as its object of analysis the Bimestralization of the components of Basic General Education and the Training Itineraries of the Documento Curricular para Goiás – Etapa Ensino Médio (DC-GOEM). The sequential organization of the contents, skills and learning objectives set out in the documents is problematized according to the critical theory of the curriculum, based on authors such as Apple (1982; 2000; 2003), Laval (2004) and Dardot and Laval (2016), seeking to highlight the relationships between the changes defined from the process of homogenization and flexibility of subjectivities as a driving force for the development of neoliberal rationality, more suited to the needs of the market in contemporary times. We also used authors from the field of critical education, namely, Ramos (2001; 2010; 2017), Kuenzer (1991; 2000; 2007) and Frigotto, Ciavatta and Ramos (2005), to describe the progress and nuances of this process in the Brazilian context, relating, as supported by authors such as Pochmann (2017), Dourado (2007; 2010; 2019), Cury (2002; 2018) and Saviani (2013a; 2013b; 2016), the educational reform to national and international macroeconomic changes. Considering the specificity of the approach to teaching Portuguese, we turn to authors such as Calvet (2002; 2007), Bourdieu (1977; 2011), Oliveira (2007; 2016) and Pratt (2013), in order to understand the centrality given to the broad area of languages in the new curriculum, recognizing the acquisition and development of linguistic skills as the main instrument for constructing subjects, and, therefore, subjectivities.