Mestrado Profissional em Ensino na Educação Básica (CEPAE)
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Item Conceição Evaristo: a leitura de contos no processo de formação do leitor literário(Universidade Federal de Goiás, 2024-01-19) Santos Junior, Inimar; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Rogério Max Canedo; Vieira, Ilma Socorro GonçalvesThis work presents a proposal for the development of literary readers in basic education through the reading of stories from the collection "Olhos D'água" by Conceição Evaristo. Racism, poverty, social exclusion, violence against women and children are some of the themes addressed in the collection of stories, assembled to create a didactic sequence to be implemented in a first-year class of high school at a public state school in Aparecida de Goiânia-Go. The guiding hypothesis is that by selecting a work by Conceição Evaristo, a black woman, intellectual, and author recognized for the literary aesthetic value of her works, it is possible to contribute to the formation of an autonomous, proficient, critical, and reflective literary reader; consequently, a citizen more sympathetic to the social problems of our country. At the same time, the formation of the literary reader allows the democratization of a cultural asset that cannot be denied, especially to children and adolescents. We define this work as action research (GIL, 2019). The theoretical framework includes scholars such as Candido (1993, 1995), Cortázar (2006), Cuti (2010), Colomer (2007), Todorov (2010), and others. The data analysis assumes an interpretative character based on the studied authors, student productions that encompass the applied didactic sequence, photos, and teacher's diary notes. The action research culminated, in 2024, in an educational product in the form of an ebook entitled My writings: art and writing of first year high school students. Its content was developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG based on the records made in the logbook and student productions, including texts and paintings. It is a work that aligns with Law 10639/03, which made the study of African history and Africans, the struggle of blacks in Brazil, Brazilian black culture, and the role of blacks in the formation of national society.Item Os Quadrinhos na Escola e a Gibiteca Escolar: orientações para a implementação e organização de gibitecas escolares(Universidade Federal de Goiás, 2024-05-09) Borges, Apollyany Serpa dos Santos; Ramos, Rubem Borges Teixeira; http://lattes.cnpq.br/6361601693845635; Santos, Wanderley Alves dos; http://lattes.cnpq.br/5078490431730083; Santos, Wanderley Alves dos; Cruvinel , Roberta Carvalho; Perotto, Lilian UckerComics are rich sources in artistic, cultural, and informative terms, and they are also fully viable materials to be used and incorporated into the pedagogical context. In this sense, school comic’s libraries emerge as mediators capable of bringing schools closer to comics and expanding the view beyond the recreational reading of these materials. Within this context, and also recognizing the persistent mistrust or even the lack of familiarity on the part of a piece of stakeholders with the material, it is achievable to consider that the adoption of the genres of literary adaptations in comics in school comic’s libraries can be a strategy to introduce such materials. Since they are already known narratives, they end up being more tangible, facilitating connection, work, and minimizing any barriers. Thus, believing in the beneficial possibilities of using comics in educational institutions and also aiming to promote the creation of more schools comic’s libraries, this dissertation developed within the Professional Master's Program in Teaching in Basic Education of the Graduate Program Stricto Sensu of the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) of Universidade Federal de Goiás (UFG), aimed at developing an instructional material, in ebook format, called "Comics Belong in Schools Too: Ideas and Proposals for a School Comics’ Library", which provides guidelines for the creation, implementation, and management of a school comics’ library, focusing on a collection with novels adaptations in comics. The material was published in the CAPES repository and also in on-line bookstores, with the download available for free. For its preparation, in addition to bibliographic research, a case study was also carried out, using the method of participant observation and the application of questionnaires in brazilian comic book libraries forma May 2023 to July 2023, which allowed a greater approach to the environment and its daily routine. With the information collected and organized, an analysis by data triangulation was carried out, which allowed the correlation of data seen in different situations, thus being able to certify such reports and information collected and observed. Thus, all these steps were essential for the construction of the presented final product.Item O TikTok e o Ensino de Danças Urbanas(Universidade Federal de Goiás, 2024-02-06) Neves, Deyzylany Ferreira; Pimentel, Fernanda Cruvinel; http://lattes.cnpq.br/1018678187660803; Pimentel, Fernanda Cruvinel; Dea, Vanessa Helena Santana Dalla; Marani, Vitor HugoPhysical Education, by relying on critical theories of education, seeks to overcome the borderline perspective of apprehension and development of motor skills, aiming to provide students with access to socio-historical knowledge of body culture. From this perspective, we seek to develop innovative pedagogical practices from this field of knowledge that enable the formation of critical citizens who are aware of the multiplicity of knowledge related to the body, beyond biological and/or instrumental reductionism. In the current context, urban dances have gained increasing prominence among young people, being an artistic and cultural expression that promotes well-being and creativity. However, the teaching of these dances in Physical Education classes often remains traditional and limited, not fully exploiting the educational and engaging potential they offer. In this sense, there is a need to explore new pedagogical approaches, incorporating the use of contemporary tools to make the teaching of urban dance more effective and attractive. This work aims to analyze how TikTok, a video sharing platform, can become a pedagogical tool in teaching urban dances in Physical Education, aiming to provide students with a more meaningful and enriching experience. To carry out this research and through a study of art, we based ourselves primarily on the following authors, Barin, Ellensohn (2020); Silva, Morais and Costa (2022), which brings the limits and possibilities of working with urban dances at school, and Guarato (2020), with the clarification of the origin of urban dances and their historical transformations, as well as their foundations and its constituent elements. In addition to TikTok's academic production, to present and discuss the advantages and challenges of experiencing this application as an educational tool. Furthermore, the work was 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). The research is bibliographical and qualitative in nature, complemented by documentary analysis, which deepened the theoretical/practical dimensions of the teaching-learning process of urban dances in school education using the social network TikTok as a pedagogical tool. The literature presented highlights the relevance of using this social network as a pedagogical tool in teaching urban dances in Physical Education from different perspectives, highlighting both its advantages and student motivation (Alves and Diaz, 2004; Camargo and Vieira, 2017), as concerns about superficiality and cultural appropriation (Silva, 2020). As an extension of the research, he developed an educational product, entitled "Urban Dances on TikTok", with a class sequencer for teaching urban dances in the Physical Education discipline, using TikTok as a pedagogical tool.Item Formação do leitor literário e pedagogia dos multiletramentos em escola sem biblioteca escolar: redesigning contos literários(Universidade Federal de Goiás, 2024-01-26) Batista, Lanne Janaína; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Vieira, Ilma Socorro Gonçalves; Felizardo, Alexandre BonafimThis Dissertation Thesis covers the path and results of the research developed in the Professional Master's Degree Stricto sensu of the Postgraduate Program in Basic Education Teaching, of the Teaching and Research Applied in Education Center (PPGEEB/CEPAE), of the Federal University of Goiás (UFG) and is within the line of research TheoreticalMethodological Conceptions and Teaching Practices. As there are many obstacles found regarding the training of literary readers in Brazilian Basic Education related to the difficulty of accessing literary books, such as the lack of school libraries, especially in public schools, and methodological difficulties faced by teachers, this research develops didacticmethodological conditions for the training of literary readers in Basic Education, in a school without a school library, through the reading of literary short stories, mediated by Multiliteracies Pedagogy, under the methodological bias of participatory action research. As a theoretical contribution, it includes, among others: for issues related to the teaching of literature – Andruetto (2012, 2017), Candido (1999, 2004), Cosson (2014, 2016, 2021), Montes (2020), Petit (2008, 2009, 2013, 2019), Todorov (2006, 2009) and Zilberman (2008, 2012); literary reading as sharing a cultural capital guaranteed by reading the classics – Bourdieu (2007), Calvino (2007), Saviani (2009; 2011) and Snyders (1993); to think about the school library, the IFLA Guidelines (2016) and for the development of Multiliteracies Pedagogy and the redesign, Cazden et al. (2021), Kalantzis, Cope and Pinheiro (2020), Rojo and Moura (2019). The pedagogical intervention done with students in the 9th year of Elementary School, from a school in the state education network of Goiás that does not have a school library, brings as a literary corpus the books ‘Midnight mass and other short stories by Machado de Assis’ – comic adaptation and original stories – and the book ‘Family ties’ by Clarice Lispector. The pedagogical coordinator and Portuguese language teachers from the Final Years of Elementary School are also part of the research subjects. The results of the pedagogical intervention were positive because of the student’s great participation, the interest in the readings done and the appropriation of literary reading strategies in a process of identification between readers and reading. Such results were realized through the analysis of data collection instruments: field diary, three questionnaires and textual productions of the fanfiction genre, made from the perspective of redesign, granting reliability to the proposed didactic-methodological path and corroborating the relevance of the theoretical bases used that support the importance of training the literary reader even in Basic Education. As a result of the pedagogical intervention, the educational product is presented like an e-book entitled ‘From reader to author: literary reading and production of fanfics in the classroom’, which presents paths for the training of literary readers in schools without a school library based on the humanistic interaction that literature provides and the pedagogical movements of Multiliteracies Pedagogy, and, finally, brings fanfics produced by students.Item Educação de Surdos na Perspectiva Inclusiva: alfabetização matemática na proposta bilíngue(Universidade Federal de Goiás, 2024-11-19) Jesus, Solange Sodré de; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Araújo, Jaqueline; Moraes, Moema Gomes; Lopes, Janice Pereira; Kranz, Claudia RosanaThis research addresses pedagogical practices for teaching Mathematics in bilingual pedagogy, with the educational product entitled Pedagogical Practices for Mathematical Literacy: bilingual proposal for the deaf and hearing in view of the continued training of teachers in the format of an e-book according to the criteria of the Graduate Program and the Institution (CEPAE/UFG). The research problem is: what content can be included in a continuing education course that serves as instruments for the inclusion and interaction of deaf and hearing people from a bilingual perspective? The general objective seeks to analyze the inclusive perspective on mathematical literacy in bilingual pedagogy. As for the specific objectives; we try to a) identify pedagogical practices with the teaching of mathematics for deaf and hearing people in bilingual pedagogy, b) analyze the limits and possibilities of applying mathematics activities for deaf and hearing people in elementary school resulting from a pedagogical proposal in bilingual modality and c) develop the educational product for teacher training. The methodology was of a qualitative, ethnographic nature, with fieldwork at a municipal public school, in the 5th year of elementary school, with a total of 28 students enrolled. Questionnaires and recordings of on-site experiences were administered. The main authors used as sources were Vigotski (2018; 2010) Fernandes (2010) Santana (2007), Luria (1986), Lampreia (1999) and others, dealing with the concepts of inclusion, pedagogical practice and bilingual pedagogy. The research highlights the importance of mediation in teaching, according to Vigotski (2018), and students' preference for collaborative tasks that stimulate the development of higher psychological functions. It highlights the importance of knowing the students' reality, carrying out diagnostic assessments and planning inclusive activities, especially in bilingual contexts. Interaction between deaf and hearing students, with the support of interpreting teachers, and the ongoing training of educators are essential to guarantee quality and inclusive education.Item Os Simpsons no ensino de geografia: uma análise de mediação didática no 9º ano do ensino fundamental(Universidade Federal de Goiás, 2024-12-17) Sousa, Jailson Silva De; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Alves, Adriana Olivia; Silva, Alexsander Batista eThe teaching of Geography, from the perspective of Milton Santos, should be centered on space, a set of systems and actions in which man is the transforming agent. Therefore, he should be and be aware of his actions and capabilities. Given this importance, Milton Santos argued that Geography teaching should focus on geographical space, and classes should teach students to read the world. Only then would we be training, as Paulo Freire defends, true citizens. However, we constantly witness questions such as "what is Geography for?" or "I won't use Geography for anything!". These statements make it clear that the mediation between Geography teaching and the student is not taking place. The complexities of geographical space are not being learned, and the objective of Geography teaching is not present in thousands of classrooms across Brazil. This perception encouraged me to seek methodological paths that would enable an effective teaching-learning relationship centered on a conscious elaboration of the concepts studied. This research is committed to the use of an animated series as a resource for mediation between what is intended to be taught and how to engage students, inserting them in the process of understanding the content. This dissertation, developed within the scope of the Graduate Program in Teaching in Basic Education (Professional Master's) of the Center for Teaching and Research Applied to Education at the Federal University of Goiás (PPGEEB-CepaeUFG), had as its fundamental objective to investigate the potential of the animated series The Simpsons in mediating the teaching of skills and competencies related to geographical concepts in 9th-grade elementary school classes. The provoking problem of this research revolves around verifying the potential of using an animated series in Geography classes in the quest to develop an engaging teaching-learning relationship in the classroom, involving students in geographical themes. The research is based on the perspective of Geography teaching and on research by Cavalcanti (2012, 2013), Castrogiovanni (2010), Straforini (2008), Carlos (1999), Pontuschka, Paganelli and Cacete (2009), Castrogiovanni, Callai and Kaercher (2017) and Castellar (2022) on the relationship between teaching and media; Barbosa (1999; 2009), Moran (2000), Leão and Leão (2008), Santos (2022), Kenski (2005) and Barbosa (1999) to understand the importance of mediation in the teaching-learning process; Silva (2010; 2007), Domingos (2012) and Kenski (2003), among others. This research followed a qualitative action research methodological perspective, developed in a State Military Police School in the state of Goiás in the city of Aparecida de Goiânia, in a 9th-grade class. Data were collected through the researcher's experience in the field school, student involvement with the proposed activities, reports, and activities. The result of this research consists of this dissertation and an educational product entitled The Simpsons in geography teaching: didactic mediation for the 9th grade of elementary school. This product aims to contribute to the teaching practice of Geography teachers in basic education, offering a collection of didactic sequences with suggestions for episodes of The Simpsons series, in addition to proposals for classes and activities focused on the contents aimed at the 9th grade of Elementary School.Item Educação linguística de inglês com o uso de metodologias ativas: a construção do conhecimento a partir da leitura da obra “Wonder” de R. J. Palacio em uma escola pública(Universidade Federal de Goiás, 2024-11-18) Santos, Zinalda Aparecida dos; Cruvinel, Roberta Carvalho; Cruvinel, Roberta Carvalho; Vieira , Ilma Socorro Gonçalves; Mello, Laryssa Gabriela Almeida e SilvaThis research´s theme is English Linguistic Education and the construction of knowledge with the use of active methodologies based on reading the literary work Wonder, by R. J. Palacio in a public school. The difficulties presented by public school students in English language classes, with outdated teaching methods, support the research problem: “How the application of active methodologies in basic education can contribute to the reading of literary works, with the aim of enabling more meaningful learning in the English language?” Therefore, the main objective of the research was to: understand the concepts of active methodologies that seek to signal paths in the development of a meaningful and collaborative linguistic education for English language learners, capable of enabling the enrichment of the pedagogical process of teaching with students. Furthermore, the defense for a “more active” English language education is presented based on authors such as Kramsch (2012), Carl Rogers (1977) and Bacich and Moran (2015), as well as Vygotsky`s sociocultural theory (2007). The defense for an English linguistic education based on reading literary works is based on Bakhtin (2006) and Vieira (2019, 2020, 2022), among others. The methodology applied is suitable for participatory action research, with bibliographical research and development of an education product. The literary work worked on was Wonder, by R. J. Palacio, followed by the film Wonder (Extraordinary), from 2017, with a proposal for English linguistic education through active methodologies, more specifically the strategies: spiral learning, station rotation and use of audiovisual. And secondary: apply some strategies from active methodologies in reading and understanding the literary book Wonder, by R. J. Palacio, and develop a didactic sequence, based on the application of acquired knowledge, to inspire teachers of English as an additional language in reading classes and textual interpretation. The theoretical basic is based on the reflection proposed by authors such as Teixeira (1956, 1971), Libâneo (1990), Freire (1996), Dewey (1979) and others, on the pedagogical process in traditional teaching-learning and the need to other an education based on social transformation. The education product – whose title is “The reading of literary works based on the application of strategies and activities of active methodologies in English classes: concepts and practices” –, the result of research developed during the Professional Master`s Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, is a didactic sequence, developed and applied in a public school, in the city of Aparecida de Goiânia, in 2023, with 2nd grade high school students. The result suggests that the use of active methodologies in basic education for English linguistic education based on reading literary works proved to be fruitful in the sense that it met the students` interests in terms of the pedagogical resources used. Furthermore, valuing students` previous knowledge and experiences made the process of English language education meaningful for them. The adoption of collaboration to carry out the proposed activities enable students to overcome their fears, anxieties and insecurities and thus, be motivated to invest in knowledge of the additional language being studied and in reading a literary work.Item A Literatura infantil e os jogos digitais educacionais como recursos didáticos para a alfabetização matemática(Universidade Federal de Goiás, 2024-05-02) Silva, Élida Ferreira da; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Moraes, Moema Gomes; Araújo, Jaqueline; Machado, Patrícia Roberta de Almeida CastroThis dissertation belongs to the research line "School Practices and Application of Knowledge" of the Graduate Program in Teaching in Basic Education, at the Center for Teaching and Applied Research in Education, Federal University of Goiás, which investigates the possibilities of learning mathematics through the use of children's literature and educational digital games as teaching resources. The research problem was: How does the process of mathematical literacy develop in first-year elementary school children when using children's literature and educational digital games as teaching resources? To answer this question, a qualitative approach was adopted through a participant research conducted in two stages: initially, an interview was conducted to understand fundamental aspects of mathematical literacy to develop the educational products; later, after finalizing the products, a field activity was carried out. Five pedagogical meetings were held with five first-year elementary school children from a municipal school in the city of Senador Canedo, Goiás.The theoretical foundation permeated the entire research, supported by scholars such as Lev Vygotsky (1995-2018), Libâneo (1994-2012), Barbosa (1997), Pino (2010), Negrine (1994), Facci (2006), Diniz (2001), Moura (1991; 2012), Lorensatti (2009), Lorenzato (2006; 2010), Peixoto and Araújo (2012), Vieira Pinto (2005), among others, who discuss the interaction between the child and the environment in the learning and development process, as well as didactic strategies for mathematical literacy and the understanding of technology in educational contexts.Data collection was carried out through interviews and observation, which contributed to data analysis, especially regarding the applicability of educational products in mathematics learning environments. The educational products created are available on a free webpage, which provides links to access the children's literary book "Luca and the Birthday of Senador Canedo" and the educational digital games "Elidinha's Games" developed during the research.Through critical reflection, the results indicate that the use of literary books and digital games as teaching resources can enhance didactic strategies aimed at promoting the development of mathematical literacy and the ability to interpret mathematical contexts and everyday situations. This study shows that children's literature and digital games are teaching resources that support teachers' work, contributing to educational success by integrating them into pedagogical practices and the adopted pedagogical framework.Item Ensino de filosofia intercultural no ensino médio para a efetivação da Lei N° 11.645/08(Universidade Federal de Goiás, 2024-07-29) Faria, Débora Christie Cardoso de; Dantas , Luís Thiago Freire; http://lattes.cnpq.br/5880502716036432; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira , Evandson Paiva; Rabelo, Danilo; Dantas, Luís Thiago Freire; Schnorr, Gisele MouraDiscussions about the knowledge present in the curriculum in basic education have expanded in recent decades and in the teaching of philosophy in Brazil, the problematization of the Eurocentric matrix of knowledge has been strengthened. This movement is aligned with the provisions set out in law 10.639/03 and its modification, law 11.645/08, which includes the mandatory study of African, AfroBrazilian and indigenous culture in basic education. It is in this context in which this research is located. Carried out within the scope of the Professional Master in Science stricto sensu from the post-grad program in Basic Education teaching in the Research and Teaching Education Applied center (CEPAE – Centro de Ensino e Pesquisa aplicada à Educação) from the Federal University of Goiás (UFG) between the years 2021 and 2024, this study establishes as a research problem the possibility of implementing law 11.645/08 in the teaching of philosophy in the state education system of Mato Grosso through the study of the philosophical dimension of the culture of the Xavante people. Therefore, this is qualitative research and adopts action research as a methodology. In this way, it proceeds with bibliographical research on the ways in which the school institution in Brazil, given the history of colonization, deals with the issue of cultural and racial diversity. The concepts that guide this bibliographical investigation are epistemicide (Carneiro, 2005) and ethnocide (Clastres, 2004) and refer to the processes that demonstrate cultural hierarchy, the degradation of knowledge produced by non-white groups and the dehumanization of racialized subjects, including in formal educational institutions. To understand how this problem is posed in Brazilian education after the promulgation of the Federal Constitution of 1988 and law 11.645/08, I carry out a critical analysis of the curricular documents that guide basic education, more specifically the Ensino Médio (Brazilian High school) stage, in Mato Grosso. Thus, considering Candau (2018) and Walsh (2009), I identify liberal multiculturalism as the cultural approach adopted by the Nacional Curricular Commom Base (BNCC, 2018) and the Mato Grosso Curricular Reference Document for High School (DRC/MTEM). In this context, given the BNCC and the DRC/MT-EM that provide for the study of indigenous themes, in order to understand how philosophy teachers practice in the state education system of Mato Grosso with regard to the Education of Ethnic-Racial Relations (ERER), a questionnaire was applied to these professionals in the aforementioned system. The responses from the thirty-two teachers who participated in the research contributed to the construction of the philosophy workshop held in a second-grade high school class at a state public school in MT. This workshop sought the intercultural philosophy of Raúl Fornet-Betancourt (2003; 2020), Paulo Freire (2013) and bell hooks (2017) as a didactic-pedagogical basis for its execution. In consequence, as a proposal for anti-racist teaching practices in philosophy teaching, the research explores the notion shared by intercultural philosophy, which understands philosophy as a practice present in the most different cultures since it is an exercise that brings together the efforts of a given group to give meaning to existence. Among the references adopted for the construction of the workshop are also academic and audiovisual works authored by or with the collaboration of indigenous people from the Xavante people. The discussions held in this dissertation and the review and systematization of the workshop experience gave rise to the educational product of this research, entitled “Intercultural philosophy in high school for the implementation of law no. 11.645/08: a proposal based on the philosophy, history and culture of the Xavante people”. The intention is that these elaborations contribute to the discussion about anti-racist practices in teaching indigenous philosophies in basic education.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.