Mestrado Profissional em Ensino na Educação Básica (CEPAE)
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Item Formação de professores: ações escolares psicanaliticamente orientadas que discutam tendência à automutilação e à ideação suicida(Universidade Federal de Goiás, 2024-01-18) Santos, Maria Zilma Ferreira; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Gonçalves, Letícia de Souza; Mello, Layssa Gabriela Almeida e SilvaThis research, carried out in the Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education, offered by the Center for Education and Research Applied to Education, of the Federal University of Goiás (PPGEEB-CEPAE-UFG) 2020 to 2023, had the general objective carrying out a study on adolescence and the tendency to self-mutilation and suicidal ideation at this stage of life. To this end, an extension course was held for teachers from a public school, in which some employees from the administrative sector also participated spontaneously. The central research question is the following: What psychoanalytically oriented actions could be present in the school environment to mitigate the anguish characteristic of adolescence? This research is justified by the importance of building, together with the teacher, a school environment in which adolescents can talk about the anxieties that can lead to tendencies towards self-mutilation and suicidal ideation. The purpose of studying the topic is to observe the behavior of students and investigate which factors related to the school environment are brought to the anguish and anxiety of adolescents, leading them to self-mutilate and have suicidal ideas. Based on studies on adolescence and education, based on psychoanalysis and also on public policies, there are official documents that deal with these issues, school actions were built that contribute to a better quality of coexistence in the school environment. The main theorists behind this study are: Calligaris, Contardo. (2000), Voltolini, Rinaldo (2011; 2018), Dunker, Christian. (2017) and Alberti, Sônia. (2009). As part of the educational product, based on the completion of teacher training and the publications raised in the course, I developed an e-book as an Educational Product called “Knowledge about adolescence, education, psychoanalysis and public policies: school actions produced by teachers who discuss the tendency to selfmutilation and to suicidal ideation in the school environment”; which involves subjects such as: adolescence and its relationship with self-mutilation and suicidal ideation, subjectivities and the views of teachers in the context of basic education, reflections on teaching practice to identify students with a tendency to self-mutilation and suicidal ideation, actions that encourage students to express themselves about their suffering.Item Razão Comunicativa e Educação: Uma relação didático-metodológica do estudo da razão dialógica em Jürgen Habermas, com a erística segundo Arthur Schopenhauer(Universidade Federal de Goiás, 2024-01-10) Ferreira, Enilson Macedo; Schulz, Almiro; http://lattes.cnpq.br/0388519214129360; Schulz, Almiro; Ferreira, Evandson Paiva; Queiroz, Fabricio David deThe pedagogy of communicative action, as it is a field in theoretical development, and with epistemological parameters that aim to rationally clarify the foundations, methodologies and paths of intersubjectivity, requires an empirical understanding of the current educational reality. Thus, in this work, the parameters of communicative action were studied, according to Jürgen Habermas, relating the action models with the responses of teachers who volunteered to answer a questionnaire about their communicative actions. In the relationship between content and the student body. As there is a need to have material that guides pedagogical communication in this proposal, an educational product was suggested that will serve as a template for these communicative mechanisms, taking greater advantage of the intelligence of students in regular education. Because communication is a rational and collective order, the study of communicative action helps to create possibilities for the didactic use of speech in relation to the teaching-learning process, with the appropriate science content. In the first part of this same study, it is understood that rationalizing under communicative agreements, constituting structures that highlight paths to the proposed veracity, avoiding eristic paths. In the second part, the reflection is to introductoryly address aspects of eristics that move away from the principles of veracity in favor of conveniences, ideologies and dogmas. The Habermesian models will be adapted as a form of technical guidance, based on the analyzes of the teachers who contributed to this research, as well as contrasting with the eristic stratagems investigated in Schopenhauer's philosophy, explained in the third part that highlights the parameters of the pedagogy of communicative action. The use of speech, in an appropriate way, combined with didactic theories and conducted according to Habermesian models, is the basis for an attempt to found a pedagogy of communicative action that can be used during the teaching-learning process, which is the product proposal educational in the last part of this work.This educational product, in E-book format, provides pedagogical models of communicative actions and rationalizable ideals to guide both speech and is accessible for use by professionals. This practical theoretical research resulted in a work entitled “Communicative Reason and Education: A didactic-methodological relationship of the study of dialogical reason in Jürgen Habermas, with eristics according to Arthur Schopenhauer”, developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. The product is available in the appendices and accessible in the UFG dissertation database entitled: Communicative action introducing didactic pedagogical aspects in the communicative relationship between teachers and students of an instructional nature, containing elucidative aspects obtained after theoretical readings of Habermasian action models, and analyzes of interviews collected by volunteers in the field of education, using the discursive/textual genre. Thus, the results were promising after attempts to use it in regular education classes.Item Paradesportos de precisão na Educação de Jovens e Adultos: uma abordagem intercultural(Universidade Federal de Goiás, 2024-10-30) Fraga, Naiza Fernandes; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Rabelo, Danilo; Salermo, Marina BrasilianoPara-sports, as an expression of the culture of physical practices of people with disabilities, can enrich Physical Education classes in Youth and Adult Education (EJA). Given its insufficient space in the curriculum and the lack of studies on the subject, the research is justified by the absence of systematized pedagogical proposals that promote the teaching of this culture and physical practices. Thus, this work proposes to reflect on the following problem: what is the relevance of teaching precision parasports in Physical Education classes in EJA? The main objective was to analyze the intervention proposal with precision parasports for EJA students. The specific objectives aim to identify and analyze the knowledge of Physical Education teachers who work in Basic Education about parasports, in addition to determining the modalities and strategies addressed in their classes; identify and analyze the knowledge of EJA students about parasports; and analyze the limits and potentialities of a pedagogical intervention with precision parasports in Physical Education classes. The methodology is qualitative, of the action research type. Online questionnaires were applied to 55 elementary school Physical Education teachers. In addition, an intervention proposal was developed in a Municipal School in Goiânia, with precision parasports modalities built on an intercultural approach. This stage included the participation of 23 students from the 1st to 4th grade of elementary school in EJA, aged between 41 and 71 years. The research is anchored in the perspective of intercultural education and cultural curriculum, including authors such as Candau (2011; 2016), Neira (2016a; 2016b), Walsh (2007; 2009) and others. The results indicate that teachers recognize the use of parasports as a tool to promote inclusion and develop empathy, using different methods such as experiences, games and seminars. The most worked modalities were sitting volleyball, goalball and bocce, facing challenges such as the lack of adequate materials and teacher preparation. In the case of EJA students, ableist attitudes were initially observed, but experiences with parasports resulted in greater engagement and changes in perceptions about people with disabilities. Structural challenges were noted, reinforcing the need for greater public funding. The intervention highlighted the relevance of precision parasports for this audience, contributing to Physical Education in EJA. This dissertation, developed in the Professional Master's Program in Teaching in Basic Education at CEPAE/UFG, resulted in the didactic sequence "Precision parasports in Physical Education classes: An Intercultural Proposal". The e-book offers suggestions for activities on precision parasports and discusses topics related to the culture of people with disabilities and is available free of charge in the CAPES repository and on the CIAR (Integrated Center for Networked Learning) website.Item A importância do conto de Mia Couto para formação de leitores e para discussão da discriminação racial(Universidade Federal de Goiás, 2023-10-27) Manuel, Eliane Rodrigues Alves; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Aurora Neta, MariaThis action research (Singer, 2011), part of the Professional Master's Degree Program in Basic Education Teaching at the Center for Teaching and Applied Research in Education (CEPAE) at the Federal University of Goiás (UFG), aimed to promote the development of literary readers in Basic Education. The study was based on authors such as Andruetto (2017), Antonio Candido (2004), Calvino (1993), Colomer (2002), Freire (1989), Humberto Eco (2009), Lajolo (2004), Todorov (2010), and Zilberman (1991). Additionally, the research sought to foster critical awareness among readers, particularly concerning racial discrimination and prejudice, drawing on the contributions of Ferreira, Fernandes, and Alberti (2000), Fischmann and Zilber (2002), Jones (1973), Marques (2005), Munanga (1999), Oliveira (1994), and Reis (2003). To achieve these objectives, readings and discussions were held on the short stories "The Baobab That Dreamed of Birds" and "Sidney Poitier at Feripe Beruberu's Barbershop," narratives from the book Every Man is a Race by Mozambican author Mia Couto. The research was conducted with 8th and 9th-grade students at Jardim Europa Adventist School (CAJE), a private school in Goiânia, during 2021. By the end of the study, students completed writing activities that demonstrated both satisfactory engagement with the literary texts and a critical understanding of racial discrimination and prejudice, as depicted in the stories and present in Brazilian society. An Educational Product was developed as a result, titled "The Importance of Mia Couto's Short Stories for Reader Development and Discussion on Racial Discrimination," in e-book format, which presented the research results based on a scientific process involving theoretical planning and qualitative and quantitative methods, articulated through the activities carried out with the students. Therefore, it can be concluded that the goals of the action research were achieved.Item Os saberes das práticas corporais indígenas na educação física escolar(Universidade Federal de Goiás, 2024-10-25) Barale, Thaisa Santos; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Pimentel, Fernanda Cruvinel; Vilarinho Neto, SissíliaGiven the need to address indigenous body culture in school Physical Education classes, this research began with the question: What are the pedagogical potentials of developing an educational product for Physical Education teachers about indigenous body practices in collaboration with students from the Indigenous Licentiate program at UFG? The general objective was to design, develop, and analyze an educational product about indigenous body practices for Physical Education teachers working in intermediate years of Elementary Education who have little or no knowledge on the subject. The initial hypothesis of the research was that developing an educational product proposal about indigenous culture, built in partnership with students from the Intercultural Indigenous Licentiate course, promotes a school education focused on otherness, recognizing the right to difference. For this research, we used principles of educational action research, which sought to improve practices through reflection and collaborative action. Three groups participated in the research: the first composed of students from the Intercultural Indigenous Licentiate course, the second by elementary school students, and the third by Physical Education teachers. Data collection was carried out using questionnaires and semi-structured interviews, and data analysis was performed using Content Analysis techniques through a qualitative approach. For data collection from elementary school students, 130 questionnaires were applied to one fifth-grade class, one sixth-grade class, and two seventh-grade classes. A total of 122 questionnaires with open and closed questions about prior knowledge regarding indigenous peoples, their culture, and their physical practices were collected, along with the consent form signed by the guardians. The data from this research revealed the invisibility of indigenous knowledge in schools. During the same period, initial semi-structured interviews were conducted with Physical Education teachers working with these students. The results of these interviews aligned with those of the students, demonstrating the need for the production of materials that contribute to the development of knowledge about indigenous culture and their physical practices. Therefore, an educational product was chosen, constructed with the knowledge related to the research with the intercultural indigenous licensure students, who brought suggestions of physical practices for regular physical education. This material was produced in text format, developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG. As a result of the process, the e-book "Indigenous Physical Practices in School Physical Education" was created, evaluated at the end by the Physical Education teachers involved in the research.Item Construções identitárias de crianças negras: o uso de pôsteres como resultado da linguagem imagética em uma escola do município de Jussara (GO)(Universidade Federal de Goiás, 2024-10-11) Alves, Sadrack Oliveira; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Faria, Kalyna Ynanhiá Silva deThis dissertation addresses the use of a school's image production as a possible influencing mechanism in the identity construction of self-declared black children. When approaching the racial issue, it is based on the assumption that black children's identities are first formed in a world that is still racist, surrounded by the pedagogy of hegemonic ideologies. In the meantime, having as its locus a teaching unit in Jussara (GO), this research investigates how (and if) imagery language can contribute to the racialized identification of the study subjects, such as children. In order to respond to this concern, participants are invited, through an office, to draw how they would like to see themselves represented in the drawings on the institution's walls, culminating in the construction of a portfolio with illustrative illustrations. Such posters culminate in the educational product entitled “Where do I see myself? Identity selfrepresentation portfolio”, developed during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG). A qualitative methodology, of an exploratory nature, consists of the application of a drawing office and an identification questionnaire, allowing individuals to understand the notions of identity, representation and representativeness.Item WebQuest: uma proposta para o ensino de história e cultura afro-brasileira nos anos iniciais do Ensino Fundamental(Universidade Federal de Goiás, 2024-10-04) Lima, Lilian de Paula; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Oliveira, Wellington Cardoso de; Wreeswijk, Anna Maria DiasThis dissertation, the result of research carried out in the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG), aims to reflect on the teaching for ethnic-racial relations. Bibliographical research was carried out discussing concepts such as race, whiteness and racism from authors from the decolonial theoretical perspective and participatory research in two 4th year classes of the initial grades of a school in the municipal network of Aparecida de Goiânia. After a period of observation and reflection, the educational product WebQuest “Afro-Brazilian culture and the fight against racism” was produced, which is available on Google Sites with links to videos, reports, guided tours and games so that students can complete a task proposed in the WebQuest itself. Racism, which still persists in our society, needs to be combated in several spheres, including education, teaching students the origin of the idea of race and racism and how to have attitudes that break with these practices. This dissertation and the educational product intend to be another tool for us to build, through education, an anti-racist societyItem A biblioteca escolar e sua contribuição para uma educação antirracista: utilização da literatura negro-brasileira na parceria entre bibliotecária(o) e professoras(es) a partir do uso do livro Becos da Memória(Universidade Federal de Goiás, 2024-09-27) Sousa, Thaís Gabrielly Fernandes; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Valério, Erinaldo Dias; Rabelo, DaniloThis research aims to contribute to anti-racist education in secondary schools, presenting proposals for themes raised by reading the book Becos da Memória, by Conceição Evaristo, which can be dialogued with the different subjects in the school curriculum. To build the theoretical framework, we used works by various authors from a decolonial and contemporary perspective, prioritizing black people who produce in the field of Education and Librarianship, including Conceição Evaristo (2021), Muniz Sodré (2023), Eliane Cavalleiro (2021), bell hooks (2013), Zélia Amador de Deus (2020), Bernadete Campello (2012), Plácida Santos (2002), Marta Valentim (2002), Waldeck Silva (1995), Ezequiel Silva (1995), Emiliana Borges and Melina Santos (2020), Sara Vieira and Erinaldo Valério (2020), Vanessa Cardoso (2020), Nilma Lino Gomes (2021), Antonio Candido (1998), Sylvia Castrillón (2011), among others. This is basic research, with a qualitative approach and using the action research technique taught by Antônio Chizzotti (2014), with the teachers as active subjects and participants in the research. In order to validate the proposal for the educational product, two questionnaires were applied: an initial one, to survey the research participants; and a final questionnaire, to evaluate and validate the educational product produced by the librarian-researcher. To analyze the results, the Content Analysis technique was applied, as taught by Maria Laura Puglisi Barbosa Franco (2021) and Paulo Roberto Dalla Valle and Jacques de Lima Ferreira (2024). The action research culminated in the construction of the educational product, a textual activity guide, entitled “Anti-racist education based on black-Brazilian literature: interlocutions between ‘Becos da Memória’ and the subjects of the new high school”, developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, made available in online format. The activity guide presents suggestions for interlocutions between themes raised by the reading of the book Becos da Memória, by Conceição Evaristo, for dialog with the racial themes proposed in the teaching curriculum of the Positivo System, adopted by the field school, which can be developed by all high school teachers, especially with the partnership of the librarian, classroom and school library. This dissertation and the educational product aim to present yet another tool to combat racism within the school environment, promoting awareness about being an anti-racist educator, learning about the history of black people in Brazil and its social effects from post-slavery to the present day, also seeking to strengthen the role of the librarian as a reader and educator, proposing dynamic activities that can be used as a starting point for building new proposals, promoting literature as an integral part of the school environmentItem As relações étnico-raciais na experiência cineclubista escolar(Universidade Federal de Goiás, 2024-07-02) Porto, Rosana Almeida; Rocha , Maria Alice de Sousa Carvalho; http://lattes.cnpq.br/259128419178196; Rocha, Maria Alice de Sousa Carvalho; Ribeiro, Pollyanna Rosa; Vreeswijk, Anna Maria DiasThis study sought to investigate how a student film club experience can contribute to the study of ethnic-racial relations. To this end, we adopted a perspective of cinema as art in school and capable of promoting alterity, as proposed by Bergala (2008). The research was carried out in a state public school in Goiânia-GO, with students from the 6th to 9th year of primary school. For this qualitative action-research, a bibliographical review was initially carried out on the subject of race, using theorists who deal with the racial issue. Empirical research was also carried out using participant observation. The activities developed were: film screenings, discussions and analyses of the themes addressed in the works, film exercises and audiovisual production with the students. These activities culminated in the creation of a script as an educational product of the activities carried out, entitled "Script for film club experiences", available at the end of this dissertation. This pedagogical proposal for teaching ethnic-racial relations was developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Programme at CEPAE/UFG. The product was implemented and experienced at the school and the results can be accessed on the YouTube channel called "Film club experiences at school". This channel presents the results obtained after the implementation of a participatory pedagogical intervention, which was carried out based on the proposal by Bergala (2008), Migliorini (2015), Fresquet (2013) and Albuquerque (2022). The results were significant and made it possible to build important knowledge about ethnic-racial issues, as well as stimulating the students' creativity and protagonism.Item Alunos(as) do ensino fundamental filhos(as) de pais encarcerados: um estudo de caso(Universidade Federal de Goiás, 2024-06-28) Pôrto, Francisca Solange de Carvalho; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire , Silvana Matias; Rocha, Maria Alice de Sousa Carvalho; Mesquita , Deise Nanci de CastroThis work aims to bring to the debate the theme of students who are children of incarcerated parents, demonstrating that this situation can interfere with both their school development and behaviour. Brazil ranks third in the world in terms of incarcerated population, and a significant portion of this population consists of parents of school-aged children. Some studies indicate that these students are practically considered a forgotten population by academia, given the scarce scientific production about them, and by government officials at the state, federal, and municipal levels. Laws benefiting these students are scarce, if not non-existent, which contributes to making them invisible. These students are also affected by social stigma and/or discrimination, which encourages them to remain anonymous and silent. To support our research, we sought theoretical support from authors such as Goffman (2004), Mantoan (2003), Minayo (2000, 2003, 2014), Ormeño, Maia, and Williams (2018), Santos (2006), Severino (2002), and Stella (2009), among others, as well as documents from state, municipal, and federal agencies, national laws such as the Federal Constitution, the Statute of the Child and Adolescent, the Law of Guidelines and Bases of Education, the Penal Execution Law, and international treaties such as the Salamanca Declaration (1994). In addition to the bibliographical research, we went into the field to gather data through discussions and questionnaires regarding the following questions: Does having one of the parents incarcerated hinder the development of the school progress of the student? Regarding social stigma, what can we, as education professionals, do? And regarding the invisibility of this public, especially by the government? After heated debates among educators and the researcher, it was possible to build our reflections and jointly develop suggestions and/or guidelines aimed at reducing the social stigma and bullying suffered by these students who are children of parents deprived of freedom, making them feel part of the school and social context, allowing them to break free from the silence that surrounds them. Therefore, the research conducted in the Professional Master of Arts Program in Basic Education Teaching at the Center for Teaching and Applied Research in Education, Federal University of Goiás, allowed us to develop our educational product entitled: "Children of Incarcerated Parents: Guidelines for Schools" which will be made available in textual material form, in the form of a booklet.Item As mulheres estudantes da educação de jovens e adultos de Goiás(Universidade Federal de Goiás, 2024-02-02) Santos, Bruna Danielly Peroba dos; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Faria, Viviane Fleury de; Anaquiri, Mirna Kambeba Omágua - YetêThis study proposes an investigation into the universe of Youth and Adult Education (EJA) in the state of Goiás. It seeks to reveal, in this context, the trajectory of female students and their contributions as a transformative subject. Bear in mind that the lack of training leads to several limiting situations throughout life. So this study seeks to reveal statistical data on the topic; the organizational contexts of EJA and the narratives of women who, in adulthood, follow EJA, to construct and reconstruct their subjectivity. Based on documentary data from the Map of Illiteracy in Brazil (2000) and Education in Displacement (2010), it was possible to identify how this population fits into the need to establish dialogues and educational strategies to collaborate with their literacy process. Therefore, the study was constructed, based on documentary analysis, bibliographical consultations and interviews, and finally, an E-book “ Ciranda das Mulheres Estudantes: narrative das Marias” was produced. The educational product is interested in publicizing the knowledge extracted the narratives of the women students. Postgraduate Teaching in Basic Education (PGEEB). Because recognizing the narratives of these women, dialoguing with the school can strengthen the pedagogical act. Thus, when we consider the trajectory and historicity of these women as the study is to agree with the possibilities of recognizing the importance of the subject.Item Turma da Mônica em: abordagem de personagens com deficiência na perspectiva da inclusão para o ensino fundamental(Universidade Federal de Goiás, 2024-05-27) Oliveira, Fernanda Marques de; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Bezerra, Cláudia Santos Gonçalves Barreto; Silva, Wagner Bandeira daThere are several types of barriers present in the daily lives of people with disabilities, and the most significant are related to attitudes fueled by prejudice and ableism. To minimize this prejudice, anti-ableist information can be included in Elementary School content, in a playful way, through Comic Books (HQs). In this context, this work aims to propose an inclusive approach for Elementary School regarding the reading of Monica's Gang comic books, the result of research carried out in the Postgraduate Program in Basic Education Teaching, Master's Degree, PPGEEB, CEPAE/UFG. The work also has the following specific objectives: to analyze the anti-ableist potential of Monica's Gang comic books; to present an educational proposal for reading and interpreting texts, from the perspective of inclusion, for Elementary School teachers, which will constitute the educational product. To approach the proposed theme, the type of qualitative research will be used, with bibliographical research and documentary research. The state of the art consists of research carried out on the BDTD and CAPES platforms. For the analysis of the state of the art, the hypothesis is that there are no works that address anti-ableism in the comics of Turma da Mônica. For the analysis of the corpus of this research, the hypothesis is that although there is an attempt to address the inclusion of characters with disabilities in the comics of Turma da Mônica, the type of approach still often refers to the ableist bias, represented, most of the time, by the emphasis on the character's disability. The analysis of the comics has as its theoretical basis, mainly, Amaral (1998), Gonçalves; Albino; Vaz (2009), Vendramin (2009). The corpus of the research consists of fragments of seven comics involving characters with disabilities from Turma da Mônica and taken from the project of the Comptroller General of the Union - CGU “Um por todos e todos por um!” and two specific to the character André. The hypothesis resulting from the analysis of the corpus is that, although there is an attempt to address the inclusion of characters with disabilities in the Turma da Mônica comics, the type of approach still often refers to the ableist bias, represented, in most cases, by the person being taken for the disability. The educational product, entitled “Turma da Mônica em HQ X Ableism: reading and interpretation proposal for elementary school”, resulting from the proposed analyses, will be a book in digital format intended for elementary school teachers and will indicate guidelines for the work of reading and interpreting Turma da Mônica comics from the perspective of inclusion.Item A ocupação do Jardim Nova Esperança: narrativas de estudantes da rede Municipal de Goiânia(Universidade Federal de Goiás, 2024-02-06) Honorato , Rafaela Paula; Gonçalves; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Vreeswijk, Anna Maria Dias; Garcia, Allysson FernandesThis research presented to the Stricto Sensu Professional Master's Course of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG) has as its object of investigation historical narratives about the process of occupation of Jardim Nova Esperança, by students from Education for Youth and Adults (EJA) at Escola Municipal Jardim Nova Esperança. This work is part of the field of investigations that has been called Historical Education, constitutive of the area of History Teaching, and whose focus is, mainly, research related to the analysis of historical ideas and historical consciousness of the subjects. In this way, the general intention of the research was articulated with the theoretical concepts of Jorn Rüsen (2001), Barca (2012); Schmidt (2009) and Cerri (2011) and the historiography of Goiás that discusses the process of occupation of Jardim Nova Esperança. Based on the investigation, an educational product was developed entitled: My place in the world: Digital collection and didactic sequence Jardim Nova Esperança. The educational product is a didactic sequence with three lesson plans that aims to assist teachers and students in the research process about the community in which they live and/or teach. In order to corroborate the didactic sequence, a Digital Historical Collection of Jardim Nova Esperança was created to facilitate access to documents that date back to the historical past of this community.Finally, we demonstrate that the methodology of this research consisted of fieldwork of a qualitative nature analyzing the activities proposed in the previously mentioned field school and based on the analysis of interviews carried out with members of the occupation process of the neighborhood that was the subject of this research.Item O encantador de palavras: poesia de Manoel de Barros e formação do leitor na segunda fase do ensino fundamental(Universidade Federal de Goiás, 2022-06-24) Isaias, Fernanda Gomes Pacheco; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Lima, Clêidna Aparecida de; Felizardo, Alexandre BonafimThis work is the result of a research developed in the course of Professional Master's Stricto Sensu in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG), campus- Goiânia, addresses the contribution of poetry of Manoel de Barros in the formation of the reader in the second phase of the basic education. This research seeks to investigate why children have stopped reading poetry and, mainly, how the school can promote this reunion between the poetic text and the reader. The Monsenhor Angelino school, in the city of Inhumas - Goiás, was chosen with the eighth grade class for the application and investigation of the research. The concern with the formation of readers and, more specifically with the poetry reader, is the main motivation for the development of this research. With this, it aims to investigate how the stimulus to the practice of poetry reading is provided to young people, as well as how to develop creativity, sensitivity and criticality, thus achieving the main objective, the formation of the poetry reader. Thus, the research presented consisted of two stages, the first of bibliographic analysis with the elaboration of two chapters dedicated to the study of the theoretical contribution on poetry in the classroom, the formation of the literary reader, the ludic in the awakening of poetry , and the poetry of Manoel de Barros. In the second stage, it consists of meetings of workshops for reading the poetry of Manoel de Barros held at the school-camp. For the development of the research, it was guided by the theoretical assumptions of Zilberman (1985), Candido (1995), Todorov (2009), Paz (1982), Bloom (2001), Adorno (1983), among others. Data collection took place through observation of the participants, readings of poetic texts by Manoel de Barros such as “Oficina” and “Obrar” and others present in the works “Poesias Completas” and “Memórias Inventadas: a Segunda Infância”, from written productions in relation to the activities applied and the exhibition of the activities carried out in a soiree of virtual poetry. Finally, when analyzing the data, an educational product was developed, in the form of an e-book, "Desenhos Verbais de Manoel de Barros: poesia na sala de aula" contemplating through reflective narratives and sharing the experience gained by the students.Item Os aplicativos educacionais à luz da pedagogia histórico-crítica no ensino e na aprendizagem de matemática(Universidade Federal de Goiás, 2024-07-08) Duarte, Paulo César Vieira; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Moraes , Moema Gomes; Faria, Elisabeth Cristina de; Silva, Fernanda Cristina daThe present research is a Stricto Sensu Professional Master's dissertation, linked to the research line Methodological theoretical conceptions and teaching practices, of the Postgraduate Program in Teaching in Basic Education (PPGEEB) of the Center for Teaching and Research Applied to Education (Cepae) from the Federal University of Goiás (UFG). This study investigated the use of educational applications for teaching work, in the light of Historical Critical Pedagogy (PHC), in Mathematics classes in the final years of Elementary School (EF). The research was conducted using a qualitative approach, carried out in the field, with one teacher and 27 students from a ninth-grade PE class at Escola Maria de Lourdes Estivalet Teixeira, located in the municipality of Goiatuba, Goiás. The problem question that guided this research was the following: What are the didactic contributions of educational applications, in light of PHC, for teaching work in the teaching and learning process of Mathematics in the final years of EF? The general objective was to analyze the pedagogical possibilities of educational applications as teaching resources, in the light of PHC, in Mathematics classes in the final years of EF. To this end, the methodological proposal began the construction of the theoretical framework, which included several authors, such as: Araújo (2020), Conceição (2018), Cysneiros (1999), Deslandes, Gomes and Minayo (2009), Gasparin (2012), Giardinetto (2021), Gil (2008), Lakatos and Marconi (2003), Marsiglia (2011), Marx (1987; 2014), Moraes (2014; 2016, Moraes and Peixoto (2017), Moraes, Bueno and Do Nascimento (2017), Nascimento (2016), Peixoto and Moraes (2017), Peixoto (2012; 2016; 2022), Petenucci (2008), Saviani and Duarte (2021), Saviani (2021a; 2021b), Toschi (2005; 2019), Toschi et al. (2010), among others. For data collection, five types of instruments were used: semi-structured interviews, questionnaires, participant observation, field diary and assessments. Training was carried out with the teacher participating in the research on PHC teaching. After curating applications for cell phones, GeoGebra was chosen to implement a teaching project, and the content worked on in the classroom was 1st grade Systems of Equations. From the process of pedagogical discussion throughout the research, the development of the educational product “An approach to Historical-Critical Pedagogy in Teaching Practice” emerged, resulting in a didactic pedagogical material (e-book). It is presented as a pedagogical support material for Mathematics teachers in the integration of educational applications in the light of PHC in the teaching and learning of Mathematics. Therefore, it appears that there were didactic contributions by offering visual and interactive resources that helped students understand mathematical content in a more dynamic and interactive way. They also enabled the personalization of teaching, immediate result to students, in addition to encouraging student participation, making Mathematics classes more interesting and motivating, increasing interest and enthusiasm for the subject. The results of this study can contribute to pedagogical practices, but future research can deepen the investigation and even consider the long-term impact. Collaboration between schools, teachers, researchers and developers is a possibility to be considered.Item O Goalball como conteúdo na educação física escolar na educação básica: uma proposta didática(Universidade Federal de Goiás, 2024-04-15) Cauhy, Leticia Cristina de Andrade; Déa, Vanessa Helena Santana Dalla; http://lattes.cnpq.br/4747115499551611; Déa, Vanessa Helena Santana Dalla; Silva, Ana Paula Salles da; Lima, Lana Ferreira deIn this sense, our general objective is to propose pedagogical strategies for teaching the paralympic sport Goalball in school Physical Education, and the specific ones, review the literature on legislation in inclusive education and systematize the specific knowledge of Goalball, carry out a survey of studies on the its teaching, learn about strategies and materials for teaching this modality and, finally, develop, based on practical needs arising from the investigative field, pedagogical strategies, adapted to the context of public schools in Goiás. The theme of the Paralympic sport Goalball at school will provide students with great development, one of which is the experience of sports for people with or without disabilities and its adaptation for students at school, creating awareness about sports practice for people with disabilities, making this modality known. Regarding the theoretical framework, we used the studies covered by Davi Rodrigues (2003), Márcio Morato (2008), Mantoan (2020), among others. The analysis adopted will be qualitative in nature, focusing on exploratory interventional research. The locus of the investigative work was a regular public school, located in the northern region of Goiânia, Goiás. Our object of study will be the Physical Education teachers at that school and the pedagogical activities of these subjects. Therefore, we carried out semi-structured interviews with teachers and a practical diagnostic intervention activity at school. We then processed the data and organized the information generated from the interviews. And, later, we present the data produced in the research field. As a result, teachers pointed to the lack of continued training and the lack of infrastructure and materials as the biggest challenges faced. The research culminated in the educational product, developed during the Stricto Sensu Professional Master's Course of the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG), from records made in the logbook and data processing. We developed written didactic and instructional material, with the proposition and theme: “Didactic sequence for teaching Goalball”, which will be made available through social networks, aiming to train teaching pedagogical practice, trying to meet the needs and problems highlighted by teachers who were part of the researched sample, thus enabling the qualification of pedagogical practice by the subjects involved in the investigative work.Item O minimalismo como alternativa ao consumismo moderno no ensino da educação básica(Universidade Federal de Goiás, 2024-07-09) Borges, Carmen Helena Pereira; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Ferreira, Evandson Paiva; Queiroz, Fabrício David deThis dissertation presents an investigation into minimalism and forms of consumption and consumerism in the context of high school, in a school in the municipality of Caldas Novas. This study is part of the research conducted in the Postgraduate Program in Teaching in Basic Education at the Center for Teaching and Research Applied to Education at the Federal University of Goiás (CEPAE-UFG). The discussion is based on the behavior of today's society, characterized by exacerbated consumerism that leads to negative consequences for the environment and promotes an excessive appreciation of material goods. To this end, minimalism was investigated as an alternative to consumerism. The objective of this research was to understand how consumption and/or consumerism is configured as a practice that develops daily, and to promote a short course (webquest) for high school students on the Minimalist lifestyle and all its aspects, covering some objectives from BNCC. The theoretical basis comes from authors such as: Lipovetsky (2007), Zigmunt Bauman (2008) who reflect on consumerism in today's society; Alencar (2021) and Negretto (2013) who debate Minimalism. Regarding the dissertation, the methodology adopted was action research focusing on the development and application of the educational product (webquest) on “Minimalism as a lifestyle in teaching basic education”. A semi-structured questionnaire was used to collect data and the webquest was taught in nine classes in the Life Project discipline, covering topics such as consumption, impacts of capitalist development on the environment, and minimalism. The students took notes and, after the webquest, wrote an essay and answered a questionnaire. The evaluation of the educational product followed the conceptual, pedagogical and communicational axes. The results showed that the majority of students understood the concepts of conscious consumption and sustainability, and positively evaluated the webquest, highlighting the clarity, organization and relevance of the content.Item A construção de identidades de gênero a partir da leitura de narrativas literárias de recepção infantil e juvenil(Universidade Federal de Goiás, 2024-06-25) Costa, Flávia Ferreira da; Martins, Lucinéia Scremin; http://lattes.cnpq.br/6636418419069593; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; Martins, Lucinéia Scremin; Faria, Vivianne Fleury de; Galvão, Flávia Motta de Paula; Melo, Keila Matida deThis dissertation is the result of research conducted within the scope of the Professional Master's Degree Program in Teaching in Basic Education (PPGEEB-Cepae-UFG), at the Center for Teaching and Applied Education Research (CEPAE) of the Federal University of Goiás (UFG). The underlying motivation for this study lies in understanding the transformative potential of literary reading and the conviction that access to it is a fundamental right, transcending the simple act of reading to constitute an essential citizenship practice for individuals' effective participation in a literate society. The general objective of the research was to demonstrate how certain narratives of children's and youth reception can contribute to discussions that lead to the deconstruction of stereotypes based on sexist and patriarchal conceptions by presenting fictional universes in which the constitution of female characters highlights the importance of a human formation process based on gender equity and the valorization of aspects and attitudes that seek this equity. The specific objectives were thus defined: to investigate the contributions of literary reading to the formation of readers, to contribute to the formation of literary readers in Basic Education, based on the study of narratives of children's and youth reception by Brazilian authors; to analyze how certain female characters are represented in the literature of Ana Maria Machado, Marina Colasanti, and Vita Murrow, in light of discussions about gender; to create conditions for students from a public school to become acquainted with narratives by these authors, providing new aesthetic experiences through readings that address cultural, social, and gender themes; to reflect on the importance of female-authored literature for the formation and strengthening of women's identity; and to contribute to the construction of gender identities in a perspective capable of breaking the chain of patriarchal practices in society. For the field research, action research methodology was adopted, in a qualitative approach, involving students from the 6th grade of Elementary Education, aged between 11 and 12 years, from a school in the northern region of Goiânia. Participant observation during the mediated readings enabled the analysis of the students' responses to the proposals for aesthetic experience, as well as the impact of these readings on the deconstruction of stereotypes that contribute to gender inequalities, prejudices, and discriminations. The analyses showed that literary reading plays a crucial role in the formation of readers, promoting the development of autonomous, critical, reflective, and, above all, humanized individuals. As an educational product of this research, an e-book entitled “WEAVING GENDER IDENTITIES: contributions of literary reading of narratives for children and young people", containing information on the investigated theme, presentation of the narratives addressed, and the didactics used. The theoretical frameworks that underpinned this study were diversified, including studies by renowned authors such as Adichie (2017), Aguiar and Bordini (1988), Auad (2004; 2022), Bourdieu (1989; 2007; 2011), Caldim (2021), Candido (1973; 2002; 2011), Chauí (1994), Coelho (1985; 2000; 2008), Colomer (2017), Louro (1995; 2000; 2002; 2013; 2014), Murano (2002), Sandroni (2007), Scott (1990; 2012), Thiollent (2011), Zilberman (1983; 1991; 2005; 2008); Zolin (2007; 2009; 2010), among others.Item A redação do ENEM: uma análise das possibilidades do trabalho com a língua portuguesa na sala de aula(Universidade Federal de Goiás, 2024-06-07) Sousa, Ana Paula Oliveira; Vieira , Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; Galvão, Flávia Motta de Paula; Gonçalves , Letícia de SouzaThis paper presents a research conducted in the Stricto sensu Professional Master's Degree Program in Teaching in Basic Education, at the Center for Teaching and Research Applied to Education (PPGEEB/CEPAE), Federal University of Goiás (UFG),within the research line Theoretical-Methodological Conceptions and Teaching Practices, between the years 2021 and 2024. Given the essays results of the National High School Exam (Enem) between the years 2019 and 2021, according to INEP data,and the decreasing index of essays scoring 1000, the proposal to develop this study emerged, aiming to investigate why the number of Enem essays scoring 1000 has been decreasing each year and what is the relationship between students' performance and the educational, social, and economic context experienced in our country. For this research, we use excellent essays analyses, as well as texts from 3rd year students of Technical High School who were preparing to take the exam in 2023. To support the work, the theoretical basis includes: Bakhtin (2016), Passarelli (2013?), Possenti (2002), Geraldi (2005), Plato and Fiorin (2000), Candido (2011), Colomer (2017), Andruetto (2017), as well as normative documents, such as National Curriculum Parameters – PCN (1997) and Common National Curricular Base – BNCC (2017), among others. Also, this research is justified by the intention to understand how Portuguese Language and Essay teachers work with texts in the classroom and how they prepare students for the Enem and, futhermore, if investment in reading and literature improves textual comprehension and the writing of argumentative essays. The methodological approach was developed through documentary analysis and participatory action research, having as analysis corpus six Enem essays scoring 1000 (from the years 2019, 2020, and 2021), as well as fourteen essays from Technical High School students who took the exam in 2023, with the researcher's interaction with the students of the chosen field school as the research locus.During the field activities, questionnaires were applied to the students, in addition to textual production and, finally, the essays were handed in with grades from two graders – the class teacher and the researcher. The educational product is the PodEdu podcast, which will be available on Spotify – a free platform that, in addition to providing music streaming services, also offers podcasts. There will be two episodes dedicated to the discussion on education and Enem essay, with interviews with Portuguese Language and Essay teachers and students who had successful scores in the exam. Therefore, the results of the documentary and field research, combined with the interviews from the media product, brought significant insight to the understanding of the bottlenecks related to textual production in the final year of Basic Education.Item Algoritmos do silêncio: as relações entre o ensino e as aprendizagens de estudantes surdos e professor, em atividades de programação com o Scratch(Universidade Federal de Goiás, 2024-05-10) Silva, Raisson Alves da; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Moraes, Moema Gomes; Lima, Luciano Feliciano deIn most cases, deaf children born to hearing parents enter school without proficiency in either Sign Language (Libras) or Portuguese. This study investigates how computer programming with Scratch can contribute to the teaching and learning process of deaf students. Theoretical frameworks were drawn from the works of Paulo Freire, José Carlos Libâneo, Tatiana Bolivar Lebedeff, and Ronice Muller de Quadros. The research conducted during the Professional Master’s Degree in Teaching in Basic Education at the Stricto Sensu Graduate Program of CEPAE/UFG, involved four deaf students from the eighth grade of elementary school at a public school affiliated with the Goiânia Association of the Deaf. Data collection methods included semi-structured interviews in Libras and video recordings of student activities. Approximately 30 hours of recordings were analyzed, revealing changes in students' problem solving strategies and collaborative behavior. The research produced an educational resource for teachers titled "ALGORITHMS OF SILENCE: THE POSSIBILITIES OF SCRATCH FOR DEAF STUDENTS," which outlines all the activities used in data collection and provides suggestions for their implementation. The findings indicate that, like other pedagogical tools, computer programming with Scratch, when used intentionally by teachers, can positively impact the teaching and learning process of deaf students.