Mestrado Profissional em Ensino na Educação Básica (CEPAE)
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Item type: Item , Clube de Leitura Meninas Cientistas: uma experiência de leitura de Canção para ninar menino grande, de Conceição Evaristo(Universidade Federal de Goiás, 2026-06-24) Matos, Marcela Ferreira; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; https://orcid.org/0000-0003-4624-4484; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; https://orcid.org/0000-0003-4624-4484; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; https://orcid.org/0000-0002-8166-7784; Aurora Neta, Maria; http://lattes.cnpq.br/7310669041427660; https://orcid.org/0009-0006-8631-6760This research presents the results of a reading experience involving the book Canção para ninar menino grande (Lullaby for a Big Boy), 2018, by Conceição Evaristo, conducted in the first semester of 2025 with students from integrated high school and higher education programs. The activity took place within the Clube de Leitura Meninas Cientistas (Girls in Science Reading Club) ", affiliated with the Federal Institute of Goiás (IFG), Uruaçu Campus. The Club was established in 2024 by the Literature team of the "Meninas Cientistas" Extension Program, which has been developing initiatives since 2021 to read and discuss literary texts focused on female emancipation, integrating the humanities with STEAM fields (Science, Technology, Engineering, Arts, and Mathematics). To facilitate discussions during bi-weekly meetings—held either remotely or in a hybrid format—the reading of Evaristo’s work was divided into three stages. The theoretical framework underpinning this study draws on authors such as Candido (2011), Todorov (2009), Calvino (1993), Zilberman (1993), Munita (2024), Petit (2019), and Adichie (2017). Data analysis followed a qualitative-interpretative approach, based on meeting interactions, field notes, and questionnaire responses. The study concludes that the reading club format serves as an effective pedagogical strategy for engaging with literary texts and debating urgent social issues, such as the role of women in society. This study aims to contribute to reader development and foster a critical, reflective, and emancipatory education, thereby upholding the right to literature. The research also resulted in the creation of an educational product in the form of a website, titled "Website Clube de Leitura Meninas Cientistas." This study is part of the Stricto Sensu Professional Master’s Program in Basic Education Teaching at the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG).Item type: Item , Crianças migrantes internacionais na Rede Municipal de Educação de Goiânia, Goiás: acolhimento e alfabetização(Universidade Federal de Goiás, 2026-06-30) Nunes, Jakeline Pereira; Carvalho, Maria Alice de Sousa; http://lattes.cnpq.br/2591284191781967; https://orcid.org/0000-0001-9610-3458; Carvalho, Maria Alice de Sousa; http://lattes.cnpq.br/2591284191781967; https://orcid.org/0000-0001-9610-3458; Cavalcante, Cláudia Valente; http://lattes.cnpq.br/2596699122693694; https://orcid.org/0000-0001-9521-6784; Souza, Rosiris Pereira de; http://lattes.cnpq.br/0238029467586422; https://orcid.org/0000-0002-0137-2522This research analyzes the processes of reception and literacy of international migrant children in the Municipal Education Network of Goiânia, considering the institutional guidelines of the Municipal Department of Education (SME) and the pedagogical practices developed in the early years of Elementary School. Developed within the Graduate Program in Basic Education Teaching (PPGEEB), at the Center for Teaching and Research Applied to Education (CEPAE), Federal University of Goiás (UFG), it is based on the increasing presence of international migrant children in the municipal network and the challenges that this phenomenon poses to educational policies and school practices related to reception, inclusion, and literacy in contexts of linguistic and cultural diversity. The objective of the research was to analyze how the processes of reception and literacy of these children are configured in the Municipal Education Network of Goiânia, based on the analysis of guiding documents and pedagogical practices developed by teachers in the early years of Elementary School. This is a qualitative study, developed through a bibliographic survey, documentary analysis, and empirical investigation conducted in a public school within the municipal network. Documents from the Municipal Department of Education, the Political-Pedagogical Project of the school investigated, and interviews conducted with four teachers were analyzed in order to understand their perceptions, experiences, and pedagogical strategies. The results show that, although there have been advances in the normative framework related to the reception of international migrant children, challenges remain in implementing these guidelines in everyday school practices. The absence of specific training for working with international migrant students, the lack of systematized methodological guidelines for literacy in contexts of linguistic and cultural diversity, and the predominance of strategies developed through teachers’ individual initiatives stand out. A distance was also identified between the institutional guidelines and their implementation in the pedagogical practices developed at the school investigated. As an educational product, the ebook Literacy of International Migrant Children: Between Languages and Cultures was developed, containing guidelines and pedagogical proposals aimed at teaching practices in contexts of linguistic and cultural diversityItem type: Item , Educação inclusiva e atendimento educacional especializado: marcos normativos e mediações pedagógicas à luz do Desenho Universal para a Aprendizagem(Universidade Federal de Goiás, 2026-06-19) Silva, Mariana Maria; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Alves, Denise de Oliveira; http://lattes.cnpq.br/1319604772523792; https://orcid.org/0009-0001-4504-3421; Bernardo, Fabio Garcia; http://lattes.cnpq.br/8578382473920859; https://orcid.org/0000-0003-3785-4184This research analyzes the materialization of the normative devices of Inclusive Education in This research analyzes the implementation of normative frameworks for inclusive education within Specialized Educational Services, focusing on practices grounded in Universal Design for Learning (UDL) and collaborative teaching. The study addressed the following research question: how are inclusive education guidelines and policies put into practice within Specialized Educational Services, and what challenges and contradictions affect their implementation at a public school in the state of Goiás? The general objective is to investigate how the normative frameworks guiding inclusive education in Brazil align with pedagogical practices in Specialized Educational Services, viewed through the lens of Universal Design for Learning (UDL) and collaborative teaching. The research is conceptually and theoretically grounded in the work of Mantoan (2015; 2022; 2025), Freire (2005), Vygotsky (1998; 2021; 2022), Nunes and Madureira (2015), and Viralonga (2014), among other researchers in the field of inclusive education. Methodologically, this is a qualitative study conducted at the Center for Teaching and Research Applied to Education (CEPAE) within the Graduate Program in Basic Education Teaching (PPGEEB) at the Federal University of Goiás (UFG). To carry out this study, a combination of methods was employed: bibliographic research, document analysis, fieldwork, and semi-structured interviews with the teachers who drafted the PNEEPEI/2008 policy, regular classroom teachers, support staff, parents of students attending Specialized Educational Service (AEE) classrooms, and the management team of a public school in the Goiás State network. As an educational product, an e-book titled “Universal Design for Learning and Collaborative Teaching: pedagogical mediations for school inclusion” was developed; it was conceived as a practical and reflective resource aimed at understanding and applying UDL and collaborative teaching, with an emphasis on mediating the learning process. It is intended to support management teams and teachers in developing collaborative, inclusive pedagogical actions aimed at enhancing learning and strengthening the principles of inclusive education within the AEE framework. The results reveal that, although inclusive education policies and guidelines represent a significant milestone for the advancement of school inclusion, their implementation remains limited. A misalignment is observed between inclusive regulatory guidelines and the curricular documents guiding pedagogical practices in the school setting, alongside structural challenges faced by teachers—particularly regarding continuing education and collaborative work. Finally, the study concludes that strengthening policies for continuing education, public funding, curricular reorganization, and daily pedagogical actions—such as collaborative planning, activity flexibility, the use of accessible resources, and monitoring student needs—is fundamental to consolidating an inclusive school that recognizes differences as an integral part of the learning process.Item type: Item , Abordagem Psicomotora com estudante autista na Educação Básica: vivências na aprendizagem matemática(Universidade Federal de Goiás, 2026-06-19) Deus, Tamara Nogueira de; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; https://orcid.org/0000-0003-0175-0762; Sá, Ana Claudia Antonio Maranhão; http://lattes.cnpq.br/7314060768768924; https://orcid.org/0000-0002-3646-8823; Faria, Elisabeth Cristina de; ttp://lattes.cnpq.br/5007480938176936; https://orcid.org/0000-0001-5008-1898; Silva, Sunamita Souza; http://lattes.cnpq.br/3092191789705063The awareness regarding the inclusion of autistic students in educational institutions, understanding them as individuals with a right to learning, is crucial for increasing the efficiency of educational strategies and ensuring an environment favorable to their development. We propose to investigate this theme based on the following research problem: how can the development of laterality influence the acquisition of mathematical signs by this student with ASD, through the teacher's perspective in Physical Education classes, in interface with mathematical learning? The general objective was established to analyze how laterality influences the understanding of mathematical codes by a student with ASD currently at Support Level 2. To this end, the specific objectives were: to jointly evaluate with a psychomotor specialist the laterality of a student with ASD, including the assessment of four indices: eye, ear, hand, and foot; to identify aspects of laterality in the context of Physical Education and its relationship with the learning of mathematical concepts; and to develop a continuing education program to assist Physical Education professionals in creating activities for laterality development that impact the mathematical learning process of students with ASD. Through a qualitative approach and a pedagogical-investigative intervention method, we sought to understand the full complexity of the educational processes involving the student with ASD. Data collection utilized participant observation, semi-structured interviews, and open questionnaires with everyone involved in Leonel's schooling, in addition to documentary analysis (school reports and records). This work was theoretically grounded in Vigotski (2021), Luria (1979; 2015), Lobo (2017), and López (2017). The experience observed in Leonel's school journey highlights the presence of environmental and attitudinal barriers that go beyond his individual characteristics. Veiled segregation in school activities, the offering of pedagogical proposals poorly integrated into the collective, and the absence of adequate mediation strategies reveal a scenario in which the limitation does not reside exclusively in the student, but in the inadequacy of the school environment regarding his specific needs. The research demonstrated that laterality is not a theme foreign to School Physical Education, but a structuring component of cognitive development, as it ratified its role in promoting integral development through activities that stimulate body awareness, coordination, balance, and spatial exploration. The educational product titled “Laterality, Development, and Inclusion in School Physical Education” was developed during the Professional Master's in Basic Education Teaching of the Stricto Sensu Graduate Program at CEPAE/UFG. It consists of video-content produced through the experiences acquired in our educational practice and the activities conducted during Physical Education classes with a student with ASD in a school in Goiânia. The lessons were planned, developed, filmed, and photographed by the researcher-teacher and made available on YouTube (a video-sharing platform).Item type: Item , Articulação entre o letramento informacional e prática de produção textual na educação básica: a plataforma sala dos professores como espaço de formação docente(Universidade Federal de Goiás, 2026-05-02) Lima, Danielle Gomes Geraes; Moura, Elisandra Filetti; http://lattes.cnpq.br/9971042664882129; https://orcid.org/0009-0002-4762-9183; Moura, Elisandra Filetti; http://lattes.cnpq.br/9971042664882129; https://orcid.org/0009-0002-4762-9183; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Araújo, Cristina Batista de; http://lattes.cnpq.br/9719737304831941; https://orcid.org/0000-0002-1020-9612This research is situated within the scope of the professional stricto sensu master’s program in Teaching in Basic Education (PPGEEB/CEPAE) at the Federal University of Goiás (UFG) and is integrated into the research line Theoretical-Methodological Conceptions and Teaching Practices. In view of the decline in top-scoring essays in recent years and considering the difficulties reported by basic education professionals in teaching the structure of the argumentative essay writing, this study aims to implement the Sala dos Professores Platform : a support space for portuguese language teachers in Basic education’.”. The educational product consists of a pedagogical support tool focused on essay writing instruction and intended for Portuguese language teachers, with the purpose of promoting teaching practices aligned with the demands of the information society and the conceptual foundations of Information Literacy. To this end, the study draws on the works of Bakhtin (2006a; 2006b), Koch (2000), Marcuschi (2011), Geraldi (1997), Antunes (2003), Campello (2009), Demo (2021), Gasque (2012) e Kuhlthau, Maniotes e Caspari (2015) as well as normative documents such as the National Common Core Curriculum (Brasil, 2018) and the Brazilian National High School Examination (ENEM) scorer’s manual (Brasil, 2019a; 2019b; 2019c; 2019d; 2019e). In addition, a questionnaire was administered to Portuguese language teachers at Colégio José Feliciano, located in Piracanjuba, Goiás. The educators’ responses motivated the development of lesson plans for essay writing instruction from the perspective of Information Literacy. Reports on the participation of high school students were also essential for defining the content to be presented on the platform. This data set is complemented by the essays produced during the pedagogical intervention and the students’ scores on the ENEM between 2024 and 2025, which are examined in the results analysis. From this perspective, the study seeks to contribute to the pedagogical practice of Portuguese language teachers, particularly with regard to essay writing instruction, in a society deeply influenced by digital technologies and marked by an emerging need to deal with information overload in an ethical, critical, and reflective manner. In this context, the educational productc also includes vídeos guiding the implementation of the activities and presenting the theoretical assumptions underlying the study. Additionally, it includes lesson plans, activity proposals, and suggestions of current topics for essay instruction from the perspective of Information Literacy. All materials are freely available for download and use by educators, who also have access to a space dedicated to the exchange of experiences. Thus, this thesis presents important contributions to essay writing instruction in basic education schools, including meaningful suggestions for changes in traditional teaching methodologies that are still prevalent in classrooms.Item type: Item , A poesia drummondiana na formação de leitores na Educação de Jovens e Adultos (EJA) - Ensino Médio: uma prática de aprendizagem humanizadora(Universidade Federal de Goiás, 2026-03-02) Vasconcelos, Cleusa Alves de Sousa; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Faria , Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Felizardo, Alexandre Bonafim; http://lattes.cnpq.br/1959419139144723This dissertation presents the trajectory and results of research developed within the Professional Master's Program in Basic Education Teaching, at the Center for Teaching and Research Applied to Education (PPGEEB/CEPAE), Federal University of Goiás (UFG), and falls within the research line of Theoretical-Methodological Conceptions and Teaching Practices. The general objective of the research was the formation of poetry readers in High School – Youth and Adult Education (EJA) modality, using as a literary corpus the “Poetic Anthology” by Carlos Drummond de Andrade. This author was chosen because he is a classic of Brazilian literature and because his texts present everyday themes with a less elaborate language, yet dense in meaning, making it closer to the student's reality. It is known that literary experience occurs through direct contact with the text, and for this, it is necessary to enable reading practices that stimulate aesthetic enjoyment through literature, which is a right, as Candido (2004) postulates. In this context, the poem is an essential object because, being constituted by various stylistic resources, it allows the reader to seek the production of meaning, providing them with unique experiences. Therefore, through action research (Thiollent, 2011), didactic-methodological conditions were sought that contribute to the formation of the literary reader in this teaching modality. The research participants were students from the third period of the EJA (Youth and Adult Education) program at the Benedito Lucimar Hesketh da Silva State School. To support the study, authors who discuss the teaching of literature were used as theoretical support, such as: Andruetto (2017), Bértolo (2018), Borges (2003), Calvino (2007), Candido (1997), Cosson (2022), Moisés (2012), Paz (1982) and Zilberman (1991, 2012), in addition to curricular documents governing Basic Education, such as the new National Common Curricular Base (BNCC). With the aim of assisting teachers in their pedagogical practices related to literary reading, an educational product in the form of an e-book was created containing a didactic sequence based on readings of the selected work and other activities carried out with students during the field research, entitled “Drummond in verse and action: reading and writing poetry in Youth and Adult Education”.Item type: Item , Mulheres do Povoado Vermelho, no município de Cavalcante, Goiás: um olhar sobre as propostas de alfabetização do governo de Goiás no espaço quilombola (2022)(Universidade Federal de Goiás, 2026-02-23) Leite, Cláudia Helena; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Vieira, Cecília Maria; Rabelo, DaniloThis study investigates the implementation and meanings of the Literacy and Family Project developed by the Goiás State Department of Education, focusing on quilombola women from Povoado Vermelho, in the municipality of Cavalcante, Goiás, Brazil. Grounded in a decolonial and intersectional perspective, the study aims to analyze the literacy experiences of these women within the scope of the project, in order to understand how access to reading and writing re-signifies their life trajectories, identities, and the exercise of citizenship. The qualitative investigation combined documentary analysis of public policies with semi-structured interviews and participant observation, prioritizing attentive listening to participants and valuing their narratives as producers of knowledge. The theoretical framework draws on scholars who examine education, race, and womanhood from decolonial and intersectional perspectives, including Arroyo (2004, 2017), Carneiro (2005), Collins and Bilge (2021), Freire (1979, 2021, 2024), Gomes (2005, 2007, 2017), hooks (2018), Munanga (2003), and Nascimento (2016). The findings reveal literacy as a multidimensional process of rehumanization, promoting: the recovery of dignity and self-esteem; the concrete exercise of autonomy in everyday life; the connection between learning, spirituality, and ancestry; the awakening of political consciousness and advocacy capacity; and the strengthening of community and intergenerational bonds. This experience highlights the potential of territorialized and dialogical educational policies to confront structural racism and epistemicide, transforming literacy into a tool for liberation and historical reparation. As an educational product, the documentary “When Literacy Meets Struggle: Narratives of Women from Povoado Vermelho, Literacy, and Life” was produced, linked to this Professional Master’s dissertation in Teaching in Basic Education, within the Graduate Program (Stricto Sensu) of the Center for Teaching and Applied Educational Research at the Federal University of Goiás (CEPAE/UFG). The documentary aims to promote scientific dissemination and foster critical reflection on quilombola educationItem type: Item , O Papel Mediador do Tutor na EaD: tensões, contradições e paradoxos(Universidade Federal de Goiás, 2026-03-13) Sobocinski, Karoline Moraes; Lopes, Janice Pereira; http://lattes.cnpq.br/1099722508962833; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Moraes , Moema Gomes; Lopes , Janice Pereira; Gonçalves Júnior, Marcos Antonio; Pacheco , Andressa Sasaki VasquesThe practice of the tutor in Distance Education (DE) constitutes an essential component of the pedagogical organization of this modality, articulating actions that support students and accompany the development of academic activities. In this context, this study was guided by the following research question: How are tutoring activities developed in undergraduate distance education programs? In order to address this question, the general objective of the research was to analyze the implications of the development of tutoring activities in the undergraduate Mathematics Teacher Education program at the Universidade Federal de Goiáss (UFG), offered in the distance education modality. The investigation was conducted in the undergraduate Mathematics Teacher Education program at the Universidade Federal de Goiás (UFG), offered through distance education within the framework of the Open University of Brazil (UAB) system. The theoretical framework was grounded in studies by Araújo (2014), Alonso (2010), Belloni (2015), Nogueira and de Almeida Moraes (2019), Peixoto (2015), Sancho (2016), Toschi (2004), among others. This research is characterized as a qualitative case study with a participant research orientation. Data collection instruments included observation of the investigated context, questionnaires, interviews, and the development of a tutor training course. Grounded in the historical-dialectical materialism method, the study established three analytical categories: objective working conditions, communication in distance education, and pedagogical mediation. As part of the methodological trajectory, a tutor training course entitled “Mediation and Training of Tutors for Distance Education” was developed, based on elements observed in tutoring practice, needs identified in the analyzed studies, and the theoretical framework adopted. The course and the e-book entitled “Communication in Distance Education: A Focus on the Mediating Role of the Tutor”, developed as complementary material to the course, constitute the educational products produced during the research process within the Professional Master’s Degree Program in Teaching in Basic Education at the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE), Universidade Federal de Goiás (UFG), Brazil, in the research line Theoretical-Methodological Conceptions and Teaching Practices. The educational products are available in the appendices. The results indicate that the tutor’s role, although essentially characterized by pedagogical practice, is permeated by structural contradictions.Item type: Item , O labirinto da BNCC e a filosofia: os aportes da educação filosófica no ensino médio para uma formação a prova de “fake news”(Universidade Federal de Goiás, 2025-09-29) Castarataro, Matías; Ferreira, Evandson Paiva; https://lattes.cnpq.br/7965226718782985; Ferreira, Evandson Paiva; https://lattes.cnpq.br/7965226718782985; Rabelo, Danilo; https://lattes.cnpq.br/4278387419597282; Oliveira, Heitor Coelho Franca de; https://lattes.cnpq.br/0540795123582856In a time when information spreads rapidly, often without the individuals sharing it participating in its creation or minimally verifying its truthfulness, the problems are evident. This research aims to demonstrate how the articulation, integration, and relationship of philosophical concepts— particularly Jean-Paul Sartre’s concept of "freedom" and René Descartes’ "methodical doubt"— are essential for the development of various competencies and skills, especially Specific Competency No. 6 of the BNCC (National Common Curricular Base) in the area of Human and Social Sciences for High School. Even though the BNCC has removed the mandatory status of Philosophy in High School, no better tool will be found for its objectives and for combating "fake news." These concepts are usually studied separately, as there is nearly a 300-year gap between the two philosophers, and philosophy is often taught as a history or narrative that displays "the gallery of heroes of thinking reason" (Hegel, 2006), without inviting students to participate in it, synthesizing the acquired concepts in their own philosophical reflection. Descartes’ "methodical doubt" provides the understanding that no one is free from error, even in the simplest things, and that to avoid mistakes as much as possible, knowledge should be subjected to a method allowing rigorous epistemological analysis. Sartre’s "freedom" is the philosophical foundation for a solid morality that, in dialogue with "methodical doubt," seeks to explain that an individual’s responsibility is absolute for all their actions—a philosophy essential for democratic commitment. The research will use a qualitative methodology, of a descriptive nature, with a technical procedure that incorporates concepts from action research. Supported by this technical procedure, it carries out a bibliographic analysis of the phenomenon in question and, on the other hand, develops and applies an educational product consisting, first, of an e-book entitled “Subjectivity, ‘Fake News’ and Philosophy: A Commitment to Democratic Debate” and, second, of a teaching plan with a 32- hour workload. This dissertation is affiliated with the Professional Stricto Sensu Master’s Program of the Graduate Program in Teaching in Basic Education, at the Center for Teaching and Applied Educational Research (CEPAE) of the Federal University of Goiás (UFG).Item type: Item , O papel dos materiais didáticos no ensino de língua portuguesa em sala de aula: perspectivas funcionais de linguagem(Universidade Federal de Goiás, 2025-12-17) Santos, Larissa Borges; Moura, Elisandra Filetti; Moura, Elisandra Filetti; Carvalho, Iris Oliveira de; Bertoque, Lennie Aryete Dias PereiraThis research seeks to conduct a thorough investigation into how the use of Portuguese language textbooks and supplementary materials has been assisting students in the process of teaching and learning the language. Thus, the study aims to analyze the theoretical and methodological approaches adopted in the teaching materials used by a seventh-grade class in a state public school, where the research will be carried out, examining how these resources may or may not contribute to the development of students’ linguistic skills and competencies within the context of Portuguese language teaching and learning. One of the objectives of this research is to examine the relationship between the teaching of the formal written modality of Portuguese and other linguistic variants as presented in classroom teaching practices. Given this focus, it becomes necessary to identify how the teaching materials used by the teacher can contribute to language instruction. To this end, the research draws on scholars who discuss functionalist approaches to language, such as Bagno (2015), Neves (2010), Antunes (2007), and Martelotta (2022). It also includes authors like Rangel (2006) and Marcuschi (2020), who provide theoretical support regarding the use of Portuguese language teaching materials, as well as the National Curriculum Parameters (PCN – Brazil, 1997) and the National Common Curricular Base (BNCC, 2017), both fundamental to understanding the core issues addressed in this study. The methodology adopted for the construction of the research corpus will be based on a qualitative approach, consisting of a case study involving a teacher from the state public education system and the teaching materials they use or develop for Portuguese language instruction. Finally, the research aims to produce an educational product in the form of a didactic sequence entitled “The Use of Poetry in the Classroom: Reframing Didactic Proposals,” developed and implemented within the Graduate Program in Teaching and Basic Education (PPGEEB). This product will include reflections and proposed activities designed for seventh-grade students—an intermediate stage in the schooling process—who have already mastered basic linguistic structures. The activities will be developed from an interactional perspective, grounded in principles of functional grammar, with the goal of providing contributions to the professional practice of elementary school teachers.Item type: Item , O saber e a prática do(a) professor(a) do atendimento educacional especializado (AEE) na escolarização do(a) educando(a) com altas habilidades/superdotação no estado de Goiás(Universidade Federal de Goiás, 2025-10-31) Gomes, Andréa Leandro; Cruvinel, Roberta Carvalho; http://lattes.cnpq.br/3053531163464109; Cruvinel, Roberta Carvalho; http://lattes.cnpq.br/3053531163464109; Ruas, Kelly Cristina da Silva; http://lattes.cnpq.br/8231968273810631; Santos, Wanderley Alves dos; http://lattes.cnpq.br/5078490431730083The realization of this research arose from the need observed in my professional practice in the area of Special Education, with the work with the High Skills / Giftedness (AH/S), in Basic Education. This public has high potential in learning and specific interests, require enriching educational experiences, capable of favoring the full development of their capabilities, however, one of the main challenges in the area is to find effective ways to indicate, with precision and agility, students that demonstrate characteristics of AH/S, for a future specialized evaluation. The study has as general objective, to investigate the knowledge of the teachers responsible for Specialized Educational Care (ESA) on AH/S, and how these knowledge are being applied in the schooling of the student with AH/S in the State of Goiás. The method of the approach was qualitative, with data collection using a questionnaire, a semi-structured interview and documentary analysis of the Pedagogical Political Projects (PPP) of the participating institutions of the research. The field research was conducted in 12 state schools in the State of Goiás, applied to 12 teachers who work in the multifunctional resource rooms, contemplating 03 Regional Coordinations of Education of the network. The theoretical framework is based on the conception of Joseph Renzulli (1997; 2004), complemented by authors such as Angela Virgolim (2007), Cristina Delou (2007), Denise Fleith (2001; and 2022), Eunice Alencar (2001), Howard Gardner (1995; 2003), Robert Sternberg (1997;2000 and 2003), among others, whose researches have contributed significantly to the field of AH/S. This field research made it possible to identify several obstacles in the referral process for AH/S evaluation, such as gaps in the understanding of the concept of giftedness/talentedness, insufficient professional training on the topic, difficulties in the articulation between schools, AEE, and NAAH/S, and limited institutional recognition and appreciation of issues related to AH/S. Thus, it resulted in the elaboration of the educational product entitled Indication Survey for High Skills/Giftedness - SIPAHS, developed during the Professional Master in Teaching in Basic Education of the Stricto Sensu Graduate Program of CEPAE/UFG. SIPAHS is a pedagogical software2 created to support teachers in the indication of students with characteristics of AH/S, offering a practical and objective instrument based on recognized criteria, which makes this process more functional. The product is available in the mode of software entitled SIPAHS.Item type: Item , A Bocha Paralímpica na escola: vivência e inclusão na Educação Física escolar(Universidade Federal de Goiás, 2024-11-13) Lima, Wálisson Francisco de; Déa, Vanessa Helena Santana Dalla; http://lattes.cnpq.br/4747115499551611; Déa, Vanessa Helena Santana Dalla; http://lattes.cnpq.br/4747115499551611; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Lima, Lana Ferreira de; http://lattes.cnpq.br/9085513869381363This research was developed within the scope of the Professional Master's Program in Basic Education Teaching, at the Center for Teaching and Research Applied to Education (CEPAE), of the Federal University of Goiás (UFG). Through this study, we seek to understand the history of Paralympic sports in society, reflecting on the inclusion of diversity in Physical Education classes and on Paralympic body practices in Basic Education schools. The problem that originated our research questions whether Physical Education teachers recognize the importance of school inclusion, inquiring how they act in the production of individual and collective knowledge about Paralympic sports in their classes. We aim to understand teachers' conceptions regarding school inclusion, establishing dialogues in order to build pathways for the democratization of Paralympic sports in schools. We aim to understand the history of the sport known as Paralympic Boccia and to encourage experiences with this sport in Physical Education classes, enabling the engagement of people with physical or neurodiversity in society through the multiple relationships that individuals establish with each other in the collective construction of knowledge. Based on the principles of social and qualitative research, we developed a "case study" with Physical Education teachers in the first phase of Elementary School at the Guiomar Rosa de Oliveira Municipal School, located in the municipality of Aparecida de Goiânia, in the state of Goiás. We present an Educational Product in the form of a Didactic Sequence, entitled "Paralympic Boccia as pedagogical content in Physical Education classes". This instructional teaching material was tested in the research field and can be applied in various pedagogical experiences in Physical Education classes. We conclude that Physical Education teachers recognize the importance of school inclusion, but still address Paralympic sports in a superficial way. Paralympic Boccia has been marginalized in the educational process due to teachers' lack of knowledge on the subject and the absence of Paralympic sports in their initial teacher training. Beyond producing knowledge and generating reflection and debate on the inclusion of diversity in schools, we seek to help guarantee the rights of all students to a quality public education that promotes their freedom and autonomy in today's society.Item type: Item , Percepções de docentes sobre suas experiências na EJA nas modalidades de ensino a distância e de ensino remoto emergencial(Universidade Federal de Goiás, 2025-08-29) Batista, Marlúcia Rosa; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Souza, Rosiris Pereira de; Dalla Déa, Vanessa Helena SantanaYouth and Adult Education (EJA) is a modality created to include individuals who did not complete Basic Education for various reasons. Composed of a diverse group, EJA requires special attention due to its particularities, and it is notable that it is a modality that presents advances and setbacks regarding the appreciation of the professionals involved. Starting in 2019, distance EJA was created, and soon after, due to the COVID-19 pandemic, emergency remote learning was implemented. In both cases, EJA teachers and students had to adapt to processes mediated by Digital Information and Communication Technologies (TDICs). Given the possibilities of EJA and distance learning, we decided to investigate teachers' perceptions of their experiences in EJA, both in distance learning and emergency remote learning modalities. This dissertation was developed within the scope of the Professional Master's Program in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). As a result of the research process, an educational product was developed, entitled "Network of Knowledge: Connecting Teachers to Digital Resources for Teaching Training and Practice." The product was structured to connect teachers with official digital resources, aiming to improve their teaching practices. To this end, the material is organized into two complementary axes: (i) practical tutorials for using the EJATec and Moodle platforms, with an emphasis on learning mediation in EJA; and (ii) institutional videos promoting and providing guidance on the continuing education services offered by CEPFOR and the Integrated Center for Postgraduate Monitoring (CIAR-UFG). The research problem was: What are the perceptions of History and Physical Education teachers in Basic Education regarding distance learning and emergency remote learning? The objective is to determine the perceptions of History and Physical Education teachers in Basic Education regarding distance learning and emergency remote learning. The study was developed based on interviews with EJA teachers, and its analysis was based on the Content Analysis technique. The data revealed that the interviewed teachers face many challenges in their daily work, such as lack of student participation, limited access to TDICs, difficulties with reading and writing that compromise content understanding, lack of dissemination of distance learning and adult education, precarious teaching practices, and a lack of continuing education for teachers to better equip them to use TDICs.Item type: Item , Capitães da Areia: uma proposta de leitura do romance de Jorge Amado em sala de aula(Universidade Federal de Goiás, 2025-06-30) Sousa Júnior, Pablo Van Leer Gomes Marçal e; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Silva, Rogério Max Canedo; http://lattes.cnpq.br/4622711395003234; Pilati, Alexandre Simões; http://lattes.cnpq.br/6004431804659763This study proposes the formation of literary readers in basic education. Based on the classroom reading of Jorge Amado's novel Capitães da Areia (Captains of the Sands), the research involves two 9th-grade classes from the Center for Teaching and Research Applied to Education at the Federal University of Goiás. In this way, it addresses central issues related to the formation of literary readers in Brazil, the role of the Pró-Livro Institute, the emergence of the novel as a literary genre, and the historical context of the 1930s novel in the country, in addition to discussing Jorge Amado's proletarian novel. This study seeks to answer some questions about the reading experience: Does literature shape humanist citizens? Does it serve as a form of social identification? How is Capitães da Areia received in the school context? In what ways can the novel contribute to the teaching of literature in schools? Does literature promote social change? To answer these questions, the study is grounded in the works of Sônia Kramer (2000), Maria Teresa Andruetto (2012), and Vera Teixeira Aguiar (2011). Furthermore, it analyzes the formation of the 1930s novel from the perspectives of Lafetá (2000) and Antônio Candido (1989, 1995, 2010). It also investigates the impact of neoliberalism on education, as outlined by sociologist Christian Laval (2004), and reflects on emancipatory education based on the contributions of Paulo Freire (1996). The data analysis follows an interpretive approach, considering the applied didactic sequence, the classroom reading experience, the screening of the film and music, as well as the notes and questionnaires used throughout the research. This action research, conducted between late 2023 and early 2024, resulted in the creation of an educational product in the form of a blog titled Capitães da Areia: From Oppression to Freedom. The study is part of the Professional Master's Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG).Item type: Item , Desenho Universal para Aprendizagem: a geometria e as práticas pedagógicas inclusivas para educando cego(Universidade Federal de Goiás, 2025-08-15) Silva, Jéssica Adrielle Sousa da; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Denise de Oliveira Alves; http://lattes.cnpq.br/1319604772523792; Bianchini, Barbara Lutaif; http://lattes.cnpq.br/2660310999149810This research, which was developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG, between the years 2022 to 2025.Discussing inclusion in the school context and in the teaching process presents significant challenges. This research focuses on educational inclusion, particularly in the teaching of Geometry, addressing the perception of people with and without disabilities. The stigmatized view of these individuals, whether they have physical, cognitive, or sensory disabilities, affects the way teaching methodologies are applied. This often results in a stereotype of disability. It is believed that such prejudices label students as less capable, promoting the idea that development in school is difficult. Equality must be contextualized, allowing each individual access to flexible learning methodologies to meet their needs. Therefore, it is essential to reflect on school inclusion processes, valuing diversity and the construction of students' social identity. The object of study of this dissertation is the mathematics teaching methodology based on the principles of Universal Design for Learning (UDL) for blind students. The study aims to analyze the teaching practices that best support the mathematical learning of a blind student with cerebral palsy in a regular classroom, using the principles of Universal Design for Learning (UDL). To achieve this objective, we used the pedagogical-investigative intervention method, based on mathematics classes in the 7th grade of Elementary School at a municipal school in the city of Goiânia, Goiás. Regarding the theoretical framework, we used theoretical-methodological conceptions on cultural development that are related to the Historical-Cultural Theory of Vygotsky and Luria to understand more about human development. Here, we will also discuss the concept of disability supported by the main theoretical conceptions and developed by authors such as: Beyer (2006); Mantoan (1997; 2003); and on mediation from the Historical-Cultural Theory, Luria (1992); Fávero (1995); Vygotsky, Luria, and Leontiev (2010); the Zone of Proximal Development, Vygotsky (2007); Oliveira (1995); Universal Design for Learning, Zerbato and Mendes (2018); Mendes Júnior (2016); Kranz (2014); Heredero (2020); (Rose and Meyer, 2002). The research results showed that applying the principles of UDL enabled greater student engagement, favored their participation in geometry activities, and expanded classroom interactions, especially when tactile materials, sound resources, and pedagogical mediation were used. It was found that curricular flexibility and the use of accessible resources not only enhanced mathematics learning but also promoted an inclusive experience, contributing to the development of autonomy and the appreciation of diversity in the educational process. The research culminated in the educational product entitled "Inclusion, why? And for what? A podcast with reflections on difficulties encountered in Basic Education," developed during the Professional Master's program, based on field diary entries. The product is available in the appendices and on the website: YouTubeItem type: Item , Narrativas de futuras pedagogas em relação ao ensino e à aprendizagem matemática(Universidade Federal de Goiás, 2025-07-02) Mendonça, Rhebeca Oliveira; Carvalho, Maria Goretti Quintiliano; http://lattes.cnpq.br/0144330782033440; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Gonçalves Júnior, Marcos Antonio; Carvalho, Maria Goretti Quintiliano; Souza, Renato Sardinha de; Oliveira, Agnaldo deThis dissertation, linked to the Professional Master's Stricto Sensu Program in Basic Education Teaching, at the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG), is grounded in the research-training approach, with an emphasis on the formative trajectory of the master's student and on listening to the mathematics learning experiences of Pedagogy undergraduates. The research focuses on the formative memorials written by students in the 6th semester at the Universidade Estadual de Goiás – Campus Oeste (São Luís de Montes Belos), who were enrolled in the course “Mathematics Content and Teaching Processes” in 2023. The investigation is guided by the following question: “How are future female educators, undergraduate students in a public Brazilian university, being transformed to teach mathematics in the early years of elementary education?” The main objective is to analyze and understand the marks that these future teachers carry regarding the learning and teaching of mathematics, as manifested in the life trajectories recorded in their memorials. To achieve this goal, the methodology adopted was that of research-formation, as proposed by Marie-Christine Josso, which views the researcher as an involved subject undergoing constant (trans)formation throughout the investigative process. The materials used included formative memorials, a semi-structured interview with the course instructor, field diary notes, audio recordings, and theoretical contributions from (auto)biographical narratives, according to Francis Michael Connelly and Dilma Maria Melo. The narrative analysis revealed that many students carry negative experiences with mathematics, shaped by unengaging methodologies and demotivating practices, resulting in feelings of insecurity and resistance toward the subject. Throughout their training, a process of re-signification of these experiences was observed, with an appreciation for playful and interdisciplinary practices. The educational product developed, “Between Pages and Numbers: training workshops with literature, mathematics, and games”, contributed to this process by promoting spaces for dialogue, reflection, and authorship. It is concluded that both the students and the author experienced processes of teacher (trans)formation, strengthening their professional identities and opening up more creative pathways for teaching mathematics in the early years of elementary school.Item type: Item , Leitura literária e construção de identidades por crianças dos anos Iniciais do Ensino Fundamental(Universidade Federal de Goiás, 2025-07-04) Mendes, Patrícia Socorro Faria; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Aurora Neta, Maria; http://lattes.cnpq.br/7310669041427660Does access to literature enable children to break with stereotypical representations of "being" in the world (culturally and historically entrenched) and construct their own gender identity? Can literary reading contribute to the problematization of gender relations? This research was guided by these questions, aiming to investigate the aesthetic and humanizing functions fulfilled by some literary narratives received by children, which dialogue with universal classics and invite a critical rethinking of patterns and stereotypes still prevalent in Brazilian society. The possibility of redefining how children have developed their subjectivities and assimilated gender relations within the patriarchal model of this society motivates the research. The hypothesis confirmed by the investigation is that literary language has the potential to stimulate the imagination and, by articulating and establishing the symbolic, can further broaden children's understanding of the world. Literary reading, in this sense, allows us to reframe concepts about gender identities and their relationships in the most diverse spheres of social life. Therefore, in this work, genders are discussed as constituents of the human condition, understanding that identities are not exclusively formed by biological determinants but are also constructed based on social relationships. Thus, the general objective of the research, developed during a Professional Master's program linked to the Graduate Program in Teaching in Basic Education, of the Center for Teaching and Research Applied to Education, at the Federal University of Goiás (PPGEEB-Cepae-UFG), was to identify and analyze social and cultural representations related to gender through the reading of children's literature by children in the initial years of elementary school. The action research involved a qualitative approach and developed from a literary reading project with students aged 9-10 enrolled in a school in the Goiânia Municipal Education Network in 2023. The literary corpus of the reading project consisted of three contemporary works aimed at child readers. The approach to each work contemplated reflections on discourses still prevalent in society that reflect the interest in shaping children, often drawing on a moralistic bias drawn from traditional fairy tales. Data collection was carried out through audio recordings, written notes of the class, facilitated by the interaction between text and reader, and dialogues mediated by the researcher. The Educational Product is an e-book titled "Once Upon a Time... Gender Identities from Children's Perspectives and Narratives," consisting of three literary workshops, short stories, illustrations, and productions by the children participating in the reading project. It focuses on issues related to the construction of gender identities and new ways of establishing gender relations in society. Studies by Andruetto (2017), Candido (2011), Compagnon (2009), Machado (2002, 2011), Bakhtin (1997), Louro (2002, 2014), Foucault (2014), Saffioti (2015), Butler (2023), Zilberman (1985, 2005, 2009), among others, serve as references for the discussions.Item type: Item , Educação infantil entre narrativas e poemas: a literatura como espaço de fruição e de constituição da linguagem oral e escrita(Universidade Federal de Goiás, 2024-10-30) Vasconcelos, Daniella Borges de Faria; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Oliveira Neto, José Firmino de; http://lattes.cnpq.br/9450281471017580This dissertation explores the use of literary narratives as a methodological resource for developing the oral and written language of children aged 4 to 5 in a Municipal Early Childhood Education Center (CMEI) in Goiânia, Goiás. The guiding research question is: How can literary narratives, poems, and songs contribute to literary literacy and language development in Early Childhood Education? Based on this question, the general objective of the dissertation is to investigate how narratives, together with poems, can support the literary literacy of children and foster an interest in reading in the EI-D1 group (3 years old) of a CMEI in Goiânia. The study is grounded in a pedagogical approach that uses literary narratives as a tool for language development. The methodology adopted was action research, involving the continuous implementation and evaluation of pedagogical practices through an action plan that included diversifying learning spaces and storytelling activities. The dissertation is structured to address the contribution of literary reading to the formation of oral and written language in early childhood education. The study also draws on theories about the importance of exposing children to different forms of literary art from early childhood, highlighting how such experiences help build a rich and diverse cultural repertoire. The first chapter discusses the contribution of literary reading to the development of oral and written language in children, exploring the benefits of reading for oral expression and the challenges of learning to write. It emphasizes the role of literary texts and the importance of an affective approach in the interaction between the child, the family, and the text. The second chapter examines the aesthetic education of children through narrative and poetry, focusing on storytelling. The third chapter presents the reading corpus used in the research. The fourth chapter details the action research conducted in a CMEI in Goiânia, which investigated the impact of playful and creative strategies in promoting literary literacy. The research findings underscore the importance of reading in Early Childhood Education, highlighting diverse pedagogical practices that stimulate creativity and strengthen emotional bonds between children and families. The dissertation’s educational product is an e-book, HISTÓRIA DE PASSARINHO: Narratives Inspired by the Flights and Soarings of Childhood and Children, which documents the development of the reading project, including records of activities and reflections. The aim is to inspire similar initiatives and contribute to the promotion of literary literacy in early childhood education. Both the product and the dissertation were developed during the Professional Master’s Program in Teaching in Basic Education, part of the Stricto Sensu Graduate Program of CEPAE/UFG. The conclusion confirms that diversifying learning spaces and incorporating storytelling have a significant positive impact on children’s development, fostering creativity, motor coordination, empathy, and active participation, as well as strengthening their emotional connection with the school—ultimately contributing to a more engaging and holistic learning experienceItem type: Item , Uma análise geográfica da paisagem da Praça da Matriz de Aparecida de Goiânia-GO(Universidade Federal de Goiás, 2025-03-26) Braga, Cristina Barbosa; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Silva, Alexsander Batista; http://lattes.cnpq.br/5332136325258589The landscape is constantly constructed and reconstructed by human action, according to the needs of society at a given time. With the emergence of cities, we notice this transformation more clearly. There are important elements that should be studied and analyzed based on research, questions and understandings related to the teaching of Geography, especially the teaching of geographic landscape, city and socio-spatial formation of the Praça da Matriz in Aparecida de Goiânia-GO and fieldwork. Studies were performed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program of CEPAE/UFG, from 2021 to 2024, which resulted in an educational product entitled: “Geographic landscape, utilization and occupation of Praça da Matriz in Aparecida de Goiânia - GO”. The didactic sequence was an activity organized by the teacher-researcher, with the aim of mediating knowledge in the classroom so that students have the possibility of having a meaningful learning; it was an interactive didactic sequence based on the joint construction of knowledge through dialogue and reflection, and on the students' previous knowledge. The didactic sequence was developed based on bibliographic research, data collection and field work. Students from a 2nd year high school class from a school in the State Education Network in Aparecida de Goiânia - GO took part. Interviews were also conducted with descendants and pioneers residents. The studies conducted and mediated by the researcher professor lead the students to understand the concept of geographic landscape, city and socio-spatial formation of the municipality of Aparecida de Goiânia. An analysis was made of the considerations of the research participants about their experiences in Praça da Matriz, in Aparecida de Goiânia. The methodology used by the researcher professor was qualitative action research, which takes into account social, economic, cognitive and emotional aspects and allows greater contact with the target audience and investigation of the research object. The bibliographic research was designed and based on theoretical concepts to better carry out the study, with the expectation of providing those interested in the study in question, especially teachers and students, with elements that help them to better understand the concepts of geographic landscape, city and socio-spatial construction of Aparecida de Goiânia, so that they can analyze the space with a geographic perspective based on lived experiences focusing on the construction of significant knowledge.Item type: Item , As estórias da casa velha da ponte e a formação de leitores literários na educação básica(Universidade Federal de Goiás, 2024-06-22) Freire, Débora Cunha; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Faria, Viviane Fleury de; Silva, Leosmar Aparecido daThis dissertation addresses the trajectory and developments of the research conducted during the Graduate Program in Teaching in Basic Education at the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG), and is part of the research line Theoretical-Methodological Conceptions and Teaching Practices. The study aimed to investigate the formation of the literary reader and aesthetic enjoyment through the reading of short stories and poems by Cora Coralina. For this purpose, the study corpus includes the short stories from the book As Estórias da Casa Velha da Ponte and other prose and verse works by the mentioned author. Based on this corpus, the following theoretical references, among others, were mobilized to reflect on the teaching of literature and the formation of readers: Antonio Candido (2000, 2002, 2004), Rildo Cosson (2006), Tzvetan Todorov (2007), Maria Teresa Andruetto (2017), Teresa Colomer (2014), Regina Zilberman (1991), Paulo Freire (1994, 1996, 1997), Pierre Bourdieu (1996), Italo Calvino (2009), and Ana Maria Machado (2002). The methodology of the work is Action Research, involving 8th-grade students from a municipal school in Goiânia. The general objective of this work is to investigate how students in the final years of elementary school experience aesthetic enjoyment in literary reading through workshops on reading short stories and poems by Cora Coralina. It was observed how these readings could be stimulating aesthetic experiences to develop a taste for literary appreciation, and whether the exploration of these textual genres could motivate students to read other texts of the same genres. The collaboration was significant, generating positive results regarding reading and writing literary texts, as the workshops allowed students to be the protagonists of their reading experiences and to develop creative and subjective productions such as memory texts, poems, and rewritings of short stories. Data analysis allowed for an understanding of the effectiveness of reading practices conducted in the classroom, identifying reading preferences and the enjoyment of literary texts by students. The Educational Product is an eBook titled "Between Pages and Bridges: The Magic of Stories in the Formation of Literary Readers in Basic Education," aimed at helping elementary school teachers promote literary reading among students in the final years, contributing to the formation of readers and offering practices to encourage enjoyment through the reading of short stories