Mestrado em Educação (FE)

URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tde/251

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A modernidade no Ocidente e no Oriente e o processo de formação humana à luz da teoria crítica de Theodor Adorno
(Universidade Federal de Goiás, 2026-04-28) Soares, Maria Fernanda Medeiros; Pereira, Márcia Ferreira Torres; http://lattes.cnpq.br/2231224475242389; Furtado, Rita Márcia Magalhães; Oliveira, Joycelaine Aparecida de; Freitas, Nivaldo Alexandre de
This dissertation examines the contradictions inherent in the dominant modernization project that permeate relations between East and West, given that this project focuses on the process of human formation (Bildung). The historical focus of the research is Iran following the 1979 Islamic Revolution, and the overall objective is to analyze the concept of Bildung in light of critical social theory, which legitimizes the possibility of social transformation by establishing a relationship between testimonial literature and socio-historical and identity-related developments, culture, and religious traditions in Iran permeated by dominant Western modernization. To this end, the works Persepolis (2007) by Marjane Satrapi and Reading Lolita in Tehran (2023) by Azar Nafisi were selected, due to their form of “testimonial literature.” The bibliographic methodology is also documentary in nature, given the analysis of the works, due to their testimonial character. Both works serve as historical sources, allowing for an understanding of the reality of Iran from the narrator’s perspective. Final considerations of the research indicate that religion functions as a form of domination, just as modernity does, establishing a traditionalist and religious Iran that does not completely break with modernity and justifies domination based on Islam, in contrast to the domination exercised by the West.
Educação, tecnologia e formação crítica: emancipação ou barbárie em tempos de GPT
(Universidade Federal de Goiás, 2026-03-05) Miranda, Gabriela Gomes; Zanolla, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708; Zanolla, Silvia Rosa da Silva; http://lattes.cnpq.br/5315228656448708; Chaves, Juliana de Castro; http://lattes.cnpq.br/3451634243455443; Gimbo, Fernando Sepe; http://lattes.cnpq.br/6905120167516416
Adorno and Horkheimer (1985) coined the term culture industry to designate the advertising strategies of late capitalism, which intensify large-scale production and consumption standardized goods, operating from calculating and mimetic thinking that reduces consumers to statistical material. This system manipulates individuals’ integration into culture as the product of economic monopoly, capturing consumers in ways that induce them to succumb without resistance to what the market compulsively offers. At the time the term was coined, systems such as artificial intelligence or ChatGPT did not exist; however, the technical rationale based on repetition expressed by the authors is like the logic of classification, statistics, efficiency and probability of such current technological systems. Thus, although the writings of Adorno and Horkheimer (1985) date from a period before this technology, their discussion points to a system in capitalist culture oriented towards repetition and modeling that affects individuals, limiting their imagination and spontaneity, their capacity to create, in order to produce people in the same way that it models the industry as a whole. The culture industry functions as an instrument of late capitalism to sustain conservative liberalism in the name of neoliberalism, which disguises ultraliberalism (Zanolla, 2007; 2010a; 2010b, 2015, 2025). In contrast, education is not limited to institutional and formal contexts; it carries emancipatory cultural potential while dialectically engaging in both adaptation and transformation of the world. Therefore, education today has faced challenges related to technology. In particular, ChatGPT (Generative Pre-trained Transformer) stands out as a factor in re-signifying critical and creative thinking, in a context of numerous transformations and uncertainties about the future of broader culture in a way never before seen by educators (Floridi, 2023). Thus, this work aims at a discussion that draws on Frankfurt School critical theory, updating it by highlighting the relationship between the culture industry and artificial intelligence, especially ChatGPT, its implications in the current technological context and its challenges to education. This discussion will be based primarily on Adorno (1986, 1995, 2004, 2019, 2020), Adorno and Horkheimer (1985), Benjamin (1987, 2000), and Marcuse (2015); regarding artificial intelligence, Weizenbaum (1976), Searle (1980), Floridi (2023), and Vallor (2024). This work consists of qualitative research in the human sciences (Minayo, 2002), although it also deals with quantitative data from research on the use of ChatGPT (Chatterji et al., 2025; Kosmyna et al., 2025). It is noted that the effects of using and interacting with this technology pose a particularly risks to education, particularly regarding its potential for critical thinking and autonomy. Therefore, a discussion regarding its use and ways to value human thought is necessary.
Formação e semiformação: uma análise dialética dos elementos regressivos e violentos da cultura em “Dom Casmurro” à luz da teoria crítica frankfurtiana
(Universidade Federal de Goiás, 2026-04-23) Sousa, Leila Gomes de Luz; Pereira, Márcia Ferreira Torres; https://lattes.cnpq.br/2231224475242389; Pereira, Márcia Ferreira Torres; Faria, Gina Glaydes Guimarães de; Real, Márcio Penna Corte; Freitas, Nivaldo Alexandre de
This dissertation aims to develop a critical analysis of cultural formation, taking into account the contributions of literature in its ethical and aesthetic aspects, with a view to questioning the reality shaped by the dialectical critique of research on regressive contexts that give rise to acts of violence and barbarism. The object of this study—the literary analysis of Machado de Assis’s “Dom Casmurro,” a complex work that presents the categories used in the research as a productive tension for rethinking cultural formation—is presented as an immanent critique in light of Frankfurt School critical theory. The analysis of concepts and theoretical perspectives establishes a relationship between culture, education, and society, focusing on the process of humanization of individuals in a contemporary context and the capacity to resist dominant rationality. The analysis is developed by considering the premises of Frankfurt School critical theory, which allow for the identification of and resistance to regressive and violent elements in the formation of subjects. From a theoretical-methodological standpoint, the research is grounded in Adornian negative dialectics. The methodology is theoretical-bibliographic in nature, involving successive analytical readings to understand the text’s vocabulary and overall vision, as well as textual analysis through the main theme and the logical sequence of specific arguments. The theoretical f ramework is Theodor Adorno and Horkheimer.
(Des)Caminhos na formação continuada de professores com tecnologias digitais em Luziânia/Go (2005-2025): entre o instrumental e o crítico
(Universidade Federal de Goiás, 2026-02-24) Faria, Rafaella Hellen; Lopes, Rosemara Perpetua; http://lattes.cnpq.br/9979314394689470; Lopes, Rosemara Perpetua; http://lattes.cnpq.br/9979314394689470; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Porfírio, Luciana Cristina; http://lattes.cnpq.br/1925269291468143
This study, developed within the Research Line “Teacher Education and Educational Work,” aimed to investigate continuing teacher education for pedagogical work with digital technologies offered to teachers in the early years of elementary education in the municipality of Luziânia over the last two decades, with emphasis on educational initiatives and policies, while also considering actions implemented in the state of Goiás. The following specific objectives guided the study: to map national policies for continuing teacher education in digital technologies aimed at the early years of elementary education from 2005 to 2025; to identify and categorize courses and other continuing education actions focused on pedagogical work with digital technologies in the early years of elementary education implemented in the municipality of Luziânia; to characterize continuing teacher education in digital technologies offered to teachers in the early years of schooling in Luziânia in terms of workload, duration, location, target audience, content, and objectives; and to analyze and discuss such education with regard to the knowledge conveyed, the underlying approach, and its relations with school reality. A qualitative documentary study was conducted through the analysis of official documents and records of continuing education initiatives identified at three administrative levels: federal, state, and municipal. Grounded in assumptions about continuing teacher education and the need for teachers’ critical appropriation of digital technologies, the study found that, although the period from 2005 to 2025 registered advances in the expansion of educational offerings, an instrumental and fragmented conception of teacher education still prevails, marked by short-term offerings, the predominance of self-instructional distance education, and weak articulation with the real needs of teaching practice. The study also identified the incipient nature of digital teacher education policies in early childhood education and in the early years of elementary education, as well as weaknesses in the official documentation of educational actions, such as municipal documents lacking complete information on workload and target audience, in addition to discontinuity in such actions. The findings indicate that the continuing education initiatives identified, although they expand the presence of digital technologies in training processes, especially through the use of digital platforms, virtual environments, and technological resources as support for the provision of such actions, still remain far from a critical approach, understood here as one that promotes pedagogical reflection, articulation with the curriculum, teacher mediation, and the problematization of the use of technologies in the school context, thus revealing gaps in the articulation between public policies for continuing teacher education and teaching work.
Religião natural e educação natural: a (de)formação do homem moderno
(Universidade Federal de Goiás, 2026-02-20) Camargo, Guilherme Henrique Martins; Paiva , Wilson Alves de; http://lattes.cnpq.br/7384413996427337; Paiva, Wilson Alves de; Alves, Amone Inácia; Silva, Genildo Ferreira da
Considering that the thought of Jean-Jacques Rousseau underpins and intensifies modern discussions on human nature, the formation of the human being, and the exercise of religiosity, this dissertation has as its general objective the analysis of the intrinsic relationship between natural education and natural religion in the formative process of the modern individual, investigating how this articulation presents itself as a critical response to the (de)formation produced by civil society and its institutions. As specific objectives, the study seeks to: (a) understand the Rousseauian conception of nature and natural goodness; (b) examine the role of conscience and sensitive reason in moral and religious formation; and (c) reflect on the educational implications of this proposal for existence in society. The justification of the study lies in the contemporary relevance of Rousseau’s diagnosis of the social, moral, and religious corruption of the modern individual, marked by materialism, the fragmentation of human relationships, and the emptying of the sense of the sacred, which makes it pertinent to revisit his formative categories in light of the contemporary challenges of education. From a methodological standpoint, this is a qualitative study of a bibliographic and hermeneutical nature, grounded in the analysis of Rousseau’s central works, especially Émile, or On Education, with particular focus on the section Profession of Faith of the Savoyard Vicar, as well as on critical studies and commentators engaged with the philosophy of education and religion. The guiding hypothesis is that, for Rousseau, natural education and natural religion constitute a single formative movement oriented by nature, capable of safeguarding the human being from social degradation and of promoting a sensitive and moral formation that enables both life in society and openness to transcendence. It is further argued that conscience, far from an Enlightenment notion of freedom detached from moral references, operates as a mediating instance between the individual, civil obligations, and the “Author of Things,” guiding human beings in self-knowledge, ethical life, and religious experience. It is concluded that the integration of natural education and natural religion constitutes, in Rousseau’s thought, a path of purification of the modern individual, restoring existential meaning, moral responsibility, and the possibility of access to the sacred.
Cuidado e cuidado de si: um estudo com professoras da educação infantil
(Universidade Federal de Goiás, 2026-03-05) Dutra, Marcia Regina Tristão; Machado, Maria Izabel; http://lattes.cnpq.br/5727858375243141; Machado, Maria Izabel; Pietrafesa, José Paulo; Carvalho, Thaís Regina de
This dissertation investigates the self-care practices of female Early Childhood Education teachers aged 35 and older, seeking to understand how these women articulate self-care in the face of professional and personal demands, in a context marked by gender inequalities and the historical naturalization of female dedication to caring for others. The research is qualitative, with semi-structured interviews, and is based on theoretical categories related to care, intersectionality, the sexual division of labor, technologies of the self, experience, and self-narration. Preliminary data analysis indicates that, although the teachers recognize the importance of self-care, they face significant barriers, such as professional overload, domestic responsibilities, and institutional limitations, which strain the implementation of these practices. The interviews also reveal that self-care manifests itself ethically, subjectively meaningfully, and as a strategy of agency, allowing teachers to maintain well-being and autonomy, and to reflect on their personal and professional trajectories. Preliminary results highlight the need for institutional policies and practices that effectively support self-care and the appreciation of educators' physical and emotional health.
Educação sexual, silenciamentos e neoconservadorismo em Goiânia
(Universidade Federal de Goiás, 2026-02-18) Sousa, Patrícia Elizabeth Jesus De; Machado, Maria Izabel; https://lattes.cnpq.br/5727858375243141; Machado, Maria Izabel; Alves, Amone Inácia; Avelar, Rezende Bruno de
Embargado
Mediação didática transdisciplinar: tessituras na educação básica
(Universidade Federal de Goiás, 2025-12-17) Silva, Thaís Gouvêa; Suanno, Marilza Vanessa Rosa; http://lattes.cnpq.br/7736117519324293; Suanno, Marilza Vanessa Rosa; Limonta, Sandra Valéria; Pinho, Maria José de; Ramirez, Núria Lorenzo
Embargado
Educação básica em tempos de pandemia de COVID-19: processos de tomada de decisão do estado de Goiás entre 2020 e 2021
(Universidade Federal de Goiás, 2023-11-01) Costa, Fernando Wagner da; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Lima, Daniela da Costa Britto Pereira; http://lattes.cnpq.br/2278807353455371; Suanno, Marilza Vanessa Rosa; http://lattes.cnpq.br/7736117519324293; Casagrande, Ana Lara; http://lattes.cnpq.br/9987834719353996
In the face of the health crisis caused by the COVID-19 pandemic, which required the transition from face-to-face classes to emergency remote learning in basic education institutions, this study aims to analyze the decision-making process for the implementation of emergency remote learning in the public education network of the state of Goiás. This change lasted throughout the 2020 school year and extended until the end of the first semester of 2021. We used a qualitative research approach, based on the collection of public data, and we resorted to bibliographic and documentary research to understand the strategies adopted by the government of Goiás during the period of Emergency Remote Learning. Our study focuses on the public policy cycle, with emphasis on the government's decision-making process, in contrast to the reality of students, who were removed from the physical school environment and abruptly inserted into remote learning.Imagem de Students on laptops during remote learningAbre em uma nova janela The decisions of the government of Goiás regarding the suspension of face-to-face classes and the transition to the emergency remote model were made quickly, but they presented significant failures, especially with regard to access to education. This becomes even more evident when we consider that the first measures required internet access and equipment that were not accessible to most educators and students. Over time, the government adapted to the reality of students, but within the limits of the period of emergency remote learning, while also planning the gradual return of face-toface classes. We conclude that it is urgent to implement policies that guarantee internet access and the availability of equipment that meets the needs of students and educators in the teaching and learning process, so that the government can respond effectively to emergency situations that prevent face-to-face classes for any reason. In addition, issues such as these should be considered in the training of teachers and in the adaptation of solutions to the local reality, so that in emergency situations, access to education is prioritized. We hope that this study can contribute to the development of a more effective and quality planning for students during exceptional periods. This study provides valuable insights into the challenges and opportunities of emergency remote learning. It highlights the importance of access to technology and the need for teachers to be prepared to teach in a remote setting. The study also suggests that policies should be developed to ensure that all students have access to quality education, regardless of the circumstances.
O regime de acumulação flexível e seus desdobramentos: processos de flexibilização na Rede Municipal de Educação de Goiânia
(Universidade Federal de Goiás, 2025-10-03) Andrade, Darlyene Iviane da Costa Silva; Miranda, Marília Gouvea de; http://lattes.cnpq.br/7051422864028373; Miranda, Marilia Gouvea de; http://lattes.cnpq.br/7051422864028373; Faria, Gina Glaydes Guimarães de; http://lattes.cnpq.br/8702171584840775; Mundim, Maria Augusta Peixoto; http://lattes.cnpq.br/6469765131687056; Barra, Valdeniza Maria Lopes da; http://lattes.cnpq.br/5208424484929612; Freitas, Raquel Aparecida Marra da Madeira; http://lattes.cnpq.br/4340349253071492
This thesis is linked to the Culture and Fundamentals of Education research line of the Graduate Program in Education at UFG. This study sought to investigate references to flexibility mechanisms present in the guiding documents for pedagogical work in the early years of elementary school in the Goiânia Municipal Education System and their possible implications for student training, considering especially their relationship with the flexible accumulation regime. This is a qualitative investigation, developed through documentary analysis, based on the Expanded Curriculum Document for Goiás (2020) and the Guiding Concepts for Pedagogical Work in the Goiânia Municipal Education System (2022). The analysis allowed us to identify references in the documents to flexibilization processes that are articulated in four areas: participation, protagonism, knowledge paradigm, and diversity. Mediated predominantly by instrumentalization mechanisms, these processes reiterate the fulfillment of flexible accumulation demands for education with a view to training for the labor market regulated by this new regime.
Ensino Supletivo destinado aos trabalhadores em Goiás: aspectos do Projeto Saturnus
(Universidade Federal de Goiás, 2025-09-16) Santos, Neusa Maria dos; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Machado, Maria Margarida; http://lattes.cnpq.br/3133555536143694; Freitas, Marinaide Lima de Queiroz; http://lattes.cnpq.br/0771452713521203
This dissertation was developed within the scope of the line Work, Education, and Social Movements: Critical and Intersectional Perspectives, linked to the Graduate Program in Education at the Federal University of Goiás. The object of study is the Saturnus Project, a supplementary education initiative implemented in Goiás between 1977 and 1996, within the context of public educational policies guided by Law nº 5.692/1971. The empirical corpus of the research consisted of documents from the Saturnus Project, which, for the purposes of the study, were understood as historical sources. The objective of the research was to characterize the Saturnus Project as a form of provision of supplementary education (primary level) in the state of Goiás in order to understand the processes of implementation, execution, monitoring, and completion of the project. Based on the methodological approach of José D’Assunção Barros, source screening and a process of serialization were carried out, allowing for contextualized analyses based on the social, political, and institutional frameworks of the period during which the project was in effect. In its implementation, formative intentions geared toward alignment with the productive logic were evident, resulting in reduced content and a streamlined form of education. Regarding execution, the data point to a lack of structured planning, methodological improvisation, and simplification of content, thus expressing the compensatory nature of the project. As for monitoring, the sources indicate control and evaluation practices focused more on regulation and certification than on learning. The research highlights the limitations of supplementary education during the period, such as limited infrastructure, condensed curricula, and a strong emphasis on certification, elements that contributed to the reproduction of educational inequalities. By reconstructing the trajectory of the Saturnus Project, the dissertation contributes to the preservation of the memory of working youth and adult education in Goiás and strengthens the work of CMV – Goiás. Considering the current reality of Youth and Adult Education, it becomes clear that many historical challenges persist, such as the discontinuity of actions, stigmatization of the modality, insufficient teacher training, and unstable public policies. This persistence of challenges underscores the importance of research in revealing, through the relationship between what was and what has been, the ongoing elements that continue to shape the trajectory of working youth and adult education.
Papel e atribuições do coordenador pedagógico: Análise a partir do Pacto pela Educação em Goiás (2011-2024)
(Universidade Federal de Goiás, 2025-08-25) Sugizaki, Deborah Maria Garzezi Cassetari; Barros, Fernanda; http://lattes.cnpq.br/8492651615485756; Suanno, Marilza Vanessa Rosa; http://lattes.cnpq.br/7736117519324293; Suanno, Marilza Vanessa Rosa; http://lattes.cnpq.br/7736117519324293; Barros, Fernanda; http://lattes.cnpq.br/8492651615485756; Alves, Amone Inácia; http://lattes.cnpq.br/4562850692564105; Silva, Edileuza Fernandes da; http://lattes.cnpq.br/8952690372824382; Oliveira, Sheila Santos de; http://lattes.cnpq.br/8472465784313262
Resumo
“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 de
Resumo
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 Santos
resumo
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 Freitas
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 Barros
This 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.
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/0294578129306558
Understanding 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.
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 Vinícius
This 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.
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/5746522784363534
This 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.
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 Zelaya
The 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.

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