Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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    Gêmeos autistas em processo de alfabetização: linguagem e aprendizagem matemática no ensino regular em Goiânia
    (Universidade Federal de Goiás, 2023-11-16) Santos, Maria do Socorro Venancio dos; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, Jaqueline Araújo; Moraes, Moema Gomes; Silva, Paulo Roberto de Jesus; Araújo, Claudia Helena dos Santos
    Considering the importance of Special and Inclusive Education in Brazil, this study had the general objective of analyzing how the mathematical literacy process of twin children with Autism Spectrum Disorder (ASD) takes place, based on the use of teaching resources that emerge from their demands. educational. Therefore, we were prompted to investigate which characteristics should contain didactic resources capable of assisting in the literacy process and the development of oral and written mathematical language in twin brothers with ASD? In this sense, the research was qualitative, and for data collection we used technological means and observation and mediation techniques, semi-structured interviews, audio recordings, with the teaching and support teachers, the psychopedagogue, and the therapeutic companion. children's school. This first moment, together with the observations at the school research field were crucial for the creation and development of the Educational Products, the animations “Beto, the fireman” and the pedagogical proposals. The products are available on the YouTube channel, in the appendices and on the website entitled: Beto, the Firefighter: learning about magnitudes and capacity measurements. The Educational Products mentioned were extension tools developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, which contributed both to the pedagogical mediation processes and assisted in the learning process and development of ideas. twins math. As a second enrichment proposal, we developed three Pedagogical Proposals, corresponding to each animation, as a means of offering important information to teachers and professionals that corroborate the process of language, learning and the development of mathematical ideas of twins with ASD. The theoretical constructs of the dissertation in question were explored in Vygotsky and Luria. Thus, the data were analyzed following the assumptions of Vygostky's Socio-Historical-Cultural Theory. In this way, the results obtained provided valuable insights into the role of social interaction, adaptation, pedagogical mediation and language in the construction of mathematical knowledge and the development of higher psychological functions. Therefore, Category 1 Analysis describes social interaction and the concept of adaptation in Vygostky related to twins with ASD in the literacy process; Category 2 Analysis brings aspects related to learning the concept of magnitudes and capacity measurements and the mathematical ideas developed by the twins, associating adaptation and the system of signs and symbols; in Category 3 Analysis, we specify educational demands, outlining pedagogical mediation and the use of teaching resources; we finish with the Analysis of category 4, presenting a focus on the oral and written mathematical language of the twins, relating language and human behavior in Vygotsky.
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    Educação histórica e o uso das TDICs: uma proposta de ensino de história utilizando as mídias digitais
    (Universidade Federal de Goiás, 2023-01-25) Bueno, Fernanda Magalhães; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Teixeira, Rafael Saddi
    The present research presented to the Course of the Strict Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG) has as its object of investigation the possibility of using Digital Information and Communication Technologies (TDICs) in the teaching of History from the theoretical and methodological assumptions of Historical Education. Historical Education is a line of research within the area of teaching History that aims at a didactic built by historians, uniting the assumptions of reference science with classroom practice to understand the development of historical thinking and historical awareness to from the elucidation not only of what is learned in history, but also of how history is learned. Based on the investigation, an educational product entitled “Why Study History? Sequence of three tutorial videos on studying History in basic education” was developed. The product is a sequence of three videos available on the YouTube platform that aims to highlight the significance of the study of the discipline of History in the current school and, finally, to show resources that favor students in the production and sharing of their school work related to the discipline of History, so that they use technology in the service of contact with varied historical sources, in the service of authorship of knowledge and in the service of communication and sharing of their learning. The research methodology consists of bibliographical research, application of questionnaires with the objective of investigating the conception of students of the ninth year of elementary school of a private school in Goiânia about what History is, its usefulness and, also, to investigate the relationship of these students with the TDICs. From the analysis of the students' answers to the questionnaires and based on the theory and methodology of Historical Education, the educational product was developed with the objective of filling the lack of guidance in relation to the discipline of History and the use of TDICs. The educational product was presented to the students and evaluated by them in order to analyze its relevance to the educational scenario.
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    Territórios e territorialidades: a compreensão de Aparecida de Goiânia por jovens e adultos migrantes de uma escola da rede pública estadual na educação de jovens e adultos
    (Universidade Federal de Goiás, 2023-10-25) Sá Junior, Abner Conceição de; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Olanda, Elson Rodrigues; Bento, Izabella Peracini; Teixeira, Renato Araújo
    More than the result of capital action with the connivance of the State, cities are an example of the materialization of protected relations between society and space. Aparecida de Goiânia, complex, fragmented and segregated, is an example of this condition. The present study seeks to understand the specificities of this city. Singularities, whose elucidation, are fundamental to think about a contextualized geography teaching proposal for Youth and Adult Education (EJA). Seeking to re-signify our pedagogical practice, we also seek to identify spatial practices and processes of reterritorialization of migrant students who attend this teaching modality. People whose presence is a remarkable fact in the school context of schools located in Aparecida. We are based on the observation that the migratory phenomenon, in part, explains the difficulties that many students have in identifying themselves as residents of the city. The main objective of the research is to understand how the processes of reterritorialization of migrant students can be considered for a better understanding of the city, aiming at a more meaningful teaching that provides better learning of more complex phenomena on a local, regional and national scale. global, in geography classes of Youth and Adult Education, in the city of Aparecida de Goiânia. I also hope to contribute to the debate on the re-signification of geography teaching, from a perspective of citizen training, aiming at the effective right to the city. To achieve these objectives, methodological procedures were used: bibliographical and documentary research, data collection through sessions, interview scripts and testimonials (life stories). In a class of the 3rd Semester of the Third Stage of EJA (Corresponding to the 3rd Year of Regular High School), in a state public school, located in Aparecida de Goiânia. As a theoretical framework, we prioritize authors who study the production of Brazilian and Goiás urban space: Arrais (2004, 2013), Carlos (2018, 2020), Corrêa (1989, 2016, 2020), Gottdiener (2016), Lefebvre (1999, 2004), Santos (2006, 2021) Spósito (2013); the concept of territory and correlates: Haesbaert (1997, 2006, 2021), Sack (2013), Saquet (2015, 2020), Souza (2000, 2021); and the teaching of geography: Callai (2000, 2003), Castellar and Vilhena (2019), Cavalcanti (1998, 2005, 2010, 2014) and others. The reflections made possible through bibliographical and documentary research, in addition to the tabulation of data obtained through empirical research, culminated in the elaboration of the educational product entitled: The city and its “owners”: who does Aparecida de Goiânia belong to? Developed and experienced in a real teaching and learning situation (2022). This product consisted of a didactic sequence, which sought to provide EJA students with instruments to better understand the city in which they live.
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    Práticas de leitura e acessibilidade para a formação de leitores no espaço de leitura acessível do núcleo de educação básica inclusiva e formação em práticas docentes do CEPAE/UFG
    (Universidade Federal de Goiás, 2021-03-24) Franczak, Lillian Jordânia Batista; Bezerra, Cláudia Santos Gonçalves Barreto; http://lattes.cnpq.br/8109756937099308; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa , Vanessa Helena Santana; Oliveira , Ana Flávia Teodoro de Mendonça; Costa, Vanderlei Balbino da; Bezerra, Cláudia Santos Gonçalves Barreto
    This research is included in the line of research ‘School Practices and Knowledge Application’, of the Postgraduate Program in Teaching in Basic Education, the Master in Teaching in Basic Education, from the Teaching and Research Applied to Education Center at the Federal University of Goiás (CEPAE/UFG). Its general objective is to promote accessibility and encouraging reading through inclusive practices to the reader formation at the Accessible Reading Space of the Inclusive Basic Education Core and Training in Teaching Practices of CEPAE/UFG. It speaks about inclusion, accessibility, reading, teacher training, reader formation, the access to cultural assets, the right to inclusive education as access to learning opportunities and the possibility of empowerment respecting human diversity. It starts from the essence of an education as a practice of freedom that promotes cultural and informational diffusion through literature and reading. It reverberates on the Brazilian school reality, the role of teachers and librarians in face of the demands of inclusive education in Basic Education and inclusive practices in reading spaces. As for the methodology, it is a quantitative-qualitative research using action research as a method. The field diary, questionnaires, teacher training, pedagogical experience and inclusive reading practices, drawings and photographs were used as data collection instruments, as a way of contemplating and recording all stages of action research. The subjects of the research were 20 teachers in formation (the pedagogical mediators that provide specialized educational assistance to students with specific needs), 20 students without and with disabilities, global developmental disorders, enrolled regularly in the 1st grade of elementary school, a main teacher and a teacher from the Inclusive Education Commission, both from CEPAE / UFG, in the city of Goiânia, Goiás. The conclusion is that there is a possibility to supply the real needs of teachers and librarians working in basic education through training in the area of inclusive education, the offer of accessible cultural spaces that promote the encouragement and training of inclusive readers. It is aligned with the actions of the 2030 agenda of the United Nations (2105), which in its fourth objective concerns the provision of quality education that ensures an inclusive and equitable education, as well as promoting lifelong learning opportunities throughout life, aiming at a more sustainable and resilient world by 2030. It results in an educational product in the e-book format named ‘Reading space accessible at school: reading, empathy, inclusion and universal design’. It includes theoretical and practical reflections that contribute to a transformation of inclusive and quality education aiming at significant changes in teaching in Basic Education. It is necessary to welcome and exercise empathy for, and with, students with specific needs, giving them more opportunities to reach regular schools and leave them humanized, dialogical, readers critical to a more conscious world.
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    A percepção da língua portuguesa como segunda língua pelo estudante surdo por meio do uso de aplicativos de comunicação digital
    (Universidade Federal de Goiás, 2023-09-25) Cardoso, Aliffer Vanduir; Carvalho, Andrea Guimarães de; http://lattes.cnpq.br/7015958282618271; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Dalla Déa, Vanessa Helena Santana; Pires, Edna Misseno
    This dissertation is based on the following question: Can digital communication applica-tions, developed for smartphones, contribute to teaching written Portuguese to deaf ado-lescent students? The general objective is to analyze activities mediated by the digital com-munication application for teaching written Portuguese to the deaf population. The specific objectives aim to observe linguistic aspects of Libras and the Portuguese language, inves-tigate the educational action and that of the subject, collect data from the activities applied to the participants, understand how L2 learning takes place and prepare a pedagogical notebook as a way of collaborating with teaching practice. The methodology has a descrip-tive, qualitative approach, with action research in the group with seven participants, using fictitious names to protect their identities. The educational product entitled: Pedagogical notebook for teaching Portuguese as a second language for the deaf: Use of technologies, the product is of the digital media type. Developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. Among the main sources of this research, Souza (2021) who deals with L2 for knowledge, Selinker (2020) addresses interlanguage, Bévort and Belloni (2009) support action re-search that improves teaching-learning, Falkembach (1987) ) brings the field diary and his reflections. The linguistic potential of the media is seen in the collection of activities of deaf individuals capable of expressing themselves using languages. The didactic-pedagogical activities mediated by digital communication applications reap results from students' under-standing and help in learning the Portuguese language. The results are divided into two phases: 1) analysis of the participants' profiles with activities that observe how they perceive their development and 2) a demonstration of activities seen as an intervention that has a fundamental role in supporting the understanding of the acquisition of the target language. As a final analysis of the results, the social function of the Portuguese language, the stu-dents demonstrated greater interest in learning the Portuguese language due to the fact that current and everyday themes were presented in the activities. In relation to methodol-ogies, the interest in the activities came from bringing appropriate and interesting method-ologies to these students, such as the examples used by applications and gamification. In relation to the potential, technologies and expressions of multi-competence, it is clear that technologies are not the villains of learning, being used in appropriate pedagogical ways they can contribute to the teaching of these deaf students.
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    Trançando histórias por uma educação antirracista: escrevivências com podcast em uma escola quilombola de Aparecida de Goiânia
    (Universidade Federal de Goiás, 2023-08-16) Santos, Lara Fogaça dos; Rocha, Maria Alice de Souza Carvalho; http://lattes.cnpq.br/2591284191781967; Lima, Cleidna Aparecida de; http://lattes.cnpq.br/7507529259541852; Lima, Cleidna Aparecida de; Rocha, Maria Alice de Souza Carvalho; Vreeswijk, Anna Maria Dias; Carvalho, Thaís Regina de
    This work aims to present research in quilombola schools as a possibility to think about pedagogical practices for anti-racist education. In this way, it proposes to build pedagogical actions that reinforce legislation that provides for the mandatory Teaching of the History of Africa and Afro-descendant Culture in Brazil, that is, Law 10.639, aiming at overcoming racism in teaching and school methodologies. Racism is part of the structure of society and is reflected in the educational process, in derogatory, stereotyped, and discriminatory consequences of peoples, bodies and black culture. To this end, understanding the need to climb steps on the teaching practice itself, based on the survey of data, notions, proposals, and experiences already lived, we opted, as a methodology, for action research, focused on actions that promote and encourage educational action in the field of anti-racist teaching methodology. Thus, as a space-time cut of this analysis, the Municipal School Serra das Areias, in Aparecida de Goiânia, was chosen, specifically because it is an urban quilombo and anti-racist pedagogical actions have already been outlined. Data collection was then carried out in the following ways: field observation, data collection about the school and the school subjects, interviews with teachers and the pedagogical coordinator, and classes and workshops on and through the podcast with the students. In the process of building the Educational Product, it is intended to present a podcast, “Trançando Histórias,” an audio program that tells stories with black representation and stories, which raise discussions about Afro-descendant culture, and through it, the intervention project. Bearing in mind the above, various bibliographic sources were sought to help understand and support assisted practice. Among classic texts of national education, others that deal specifically with Law 10.639, course conclusion works and scientific articles, I highlight the following authors who helped me to support the analyses: hooks (2013, 2017), Bento (2002), Café, 2015, Evaristo (2019), Freire (1967), Gomes (2013), Gonzalez (1982), Kilomba (2019), Bâ (2010), Quijano (2005), Oliveira (2021) and Nascimento (1985), in his learning theory, among others. Therefore, it was, is and will be possible to dialogue and create practices, based on the use of the podcast, that reflect the racial debate. Finally, an analysis and discussion of the results will be made and further reflection on the impacts, difficulties, and changes, after the activities carried out in the quilombola schools.
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    A pedagogização do frescobol na educação física escolar: uma proposta baseada na pedagogia histórico-crítica
    (Universidade Federal de Goiás, 2023-08-09) Moraes, Sara Caroliny Marques; Silva, Alcir Horácio da; http://lattes.cnpq.br/2857038940673415; Silva, Alcir Horácio da; Cruvinel, Fernanda Pimentel; Inácio, Humberto Luís de Deus
    The present work has as object of study the school physical education and the teaching of the sport racquetball in the school. It is justified by the need to look at the manifestation of racquetball body culture as a powerful practice for thematization at school as a content of physical education. However, in the context of hegemony of some school physical education contents, would racquetball be a possible sport/game at school? Is racquetball presented as an overcoming possibility in physical education classes, to reduce the hegemony of certain content? To answer these and other questions, the research, developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program at CEPAE/UFG, investigated the possibilities for teaching racquetball as a physical education content in a school of the Municipal Education Network of Goiania, intervening with the implementation of a methodological proposal for teaching racquetball, subsidized by the contribution theorist of Critical Historical Pedagogy and Action Research. It was verified that it is possible to diversify the contents of Physical Education through racquetball, even with challenges and limitations, and still present a possibility of racket sport at school, which breaks with the traditionalism of competitive sports. In addition to thematizing racquetball with the 5th grade elementary school students, the intervention aimed at the development of an educational product in the configuration of a didactic sequencer, covering historical, social, cultural, technical, leisure and sports performance aspects, as well as playfulness and cooperativeness belonging to the essence of the game. The educational product “FRESCOBOL AND ITS PEDAGOGICAL PRACTICE AT SCHOOL” is available to those interested in teaching racquetball, especially for physical education teachers, in the appendix and on the EduCapes portal.
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    Metodologias ativas: reflexões sobre o percurso entre a tradição e a inovação
    (Universidade Federal de Goiás, 2023-08-18) Lima, Adriane Oliveira de; Gonçalves, Letícia de Souza; http://lattes.cnpq.br/0857546056795502; Gonçalves, Letícia de Souza; Egido, Alex Alves; Gonçalves, Glauco Roberto
    Faced with a scenario of changes in various social segments, the educational field also needs to adapt to the new times, since education is organized and formatted to meet the demands of society, but it is a very complex task. One of the points that require attention concerns the relationship between those involved in the teaching and learning process. The purpose of this work is to reflect on the literature and teaching practice on such methodologies. As guides, we propose the following questions: What are active methodologies? Since when and where does the search for student autonomy in education come from? Are we teachers, in fact, prepared for the proposed changes with the use of active methodologies? Active methodologies have potential, but what is the vision regarding their use in a neoliberal education? Therefore, our objective is to understand and propose reflections, from the teaching point of view, about active methodologies, the attempt to implement them in our classroom practices in basic education, in addition bringing the discussion about the neoliberal aspects that use the innovation discourse to promote these methodologies as products to be sold. As a theoretical background, we will bring some authors such as Bacich, Neto and Trevisani (2015), Mello, Neto and Petrillo (2019) with the concept and characteristics of active methodologies; Dewey (2011) and Freire (1993 and 1996) with discussions on building autonomy; Libâneo (2013) and Nunes (2008) about the position and challenge of teachers in the face of innovations; Laval (2019), Mordente (2020), Borges (2020) and Silveira (2009) with the reading of the neoliberal forces active in Brazilian Education. The educational product during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Graduate Program CEPAE / UFG is available on the website entitled: “Active methodologies: reflections” https://www.metodologiasativasreflexoes.com/, of an expository nature, it has a blog part that has posts resulting from the bibliographical survey and curation of materials on the subject, the forum with reflective questions about active methodologies and teaching practice and sharing activities in Spanish and Portuguese Language. The intention is to reach basic education teachers who share the anxieties related to the use of active methodologies, so that there is a space for conceptual clarification and an invitation to reflect on the teaching praxis, those involved and the teaching and learning process.
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    (Re)contos de Machado de Assis: uma viagem ao mundo das HQ's e sua contribuição para a formação do leitor na educação básica
    (Universidade Federal de Goiás, 2023-07-18) Macelai, Laura Graziella Rodrigues Sobrinho; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana da; Teixeira, Átila Silva Arruda
    This dissertation is the results of the Stricto Sensu Professional Master’s Course of the Graduate Program in Teaching in Basic Education, from the Center for Teaching and Research Aplied to Education, Federal University of Goiás (PPGEEB -CEPAE -UFG). It presents an investigation about the teaching practice, when analyzing my Portuguese language classes, observing, and reflecting on the teacher's approach to the formation of the reader in Basic Education. Thus, from a pedagogical intervention focused on the reading of short stories by Machado de Assis, in two classes of the ninth grade and an elective subject of High School at a state school in the municipality of Goiânia/GO, my own practice was investigated. To do so, I established the following research problem: as a Portuguese teacher working with 9th graders of Elementary School and with an elective subject for High School students, how the reading of adapted comics from Machado de Assis’ short stories serve as a mediation for Machado’s original texts and contribute to the formation of the literary reader in basic education? This research was qualitative and based on theorists who discuss action research, such as Michel Thiolent (2005) and Barbier (2002). I also based myself on COSSON (2008) to investigate my own practice and about literary literacy. And the class narratives were mainly inspired by the studies of CANDIDO (2004), TODOROV (1995), ZILBERMAN (2002), ANDRUETTO (2017). The data collection took place through participant observation, descriptions and reflections of the field diary, the productions of the students' comics in relation to the activities applied and collected during the intervention and recorded audios of all classes, for three months. By analyzing the data, I developed the educational product in the form of an e-book, entitled Who a tale increases a point! Report of a literary experience in basic education, inserted apendix of this work. The book was written from a reflection on and about action with a focus on the analysis of comics produced by students, contemplating the results of this research through reflective narratives, sharing the experience obtained. With this research it was possible to highlight some didactic strategies that can lead the students themselves to the formation of the reader, improving their learning.
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    O ensino da língua inglesa no processo inicial de escolarização de estudantes com deficiência visual
    (Universidade Federal de Goiás, 2023-06-30) Pires, Maria Cristina Alcântara; Cruvinel, Roberta Carvalho; http://lattes.cnpq.br/3053531163464109; Cruvinel, Roberta Carvalho; Carvalho, Edione Teixeira de; Gonçalves, Letícia de Souza
    This work, entitled The Teaching of the English Language in the Initial Schooling Process of Students with Visual Impairment, developed during the Stricto Sensu Professional Master's Degree of the Graduate Program of the Center for Teaching and Applied Research in Education (CEPAE) at the Federal University of Goiás (UFG), was motivated from listening to the reports of blind students, assisted by CAP - Center for Pedagogical Support for People with Visual Impairment, (organization in which I work professionally). At the time, they talked about their difficulties in learning English when they reached the second phase of elementary school, since they had no contact with the language in the first grades. This work is justified, mainly, by the fact that there are not many studies about teaching English to blind students, mainly, in the initial phase of schooling, which may cause difficulties in the pedagogical practice of those who teach and in several difficulties for those who learn. Thus, the general objective of this research is to design strategies to awaken, in blind students, the taste for studying the English language at the beginning of their schooling, in a calm, dynamic and inclusive way, in order to reduce the barriers encountered in their schooling in the following years. As a theoretical reference, I looked for authors such as Vygotsky (1997; 2000); Rodrigues (2006; 2007 and 2011); Nascimento (2009); Motta (2004); Mittler (2003); Minayo (1992; 94; 2000; 2009 and 2012); Fraiberg (1990) among others. For the development of this research, the methodology used was qualitative, based on the research-action conception, and, as a result of this work, I present the educational product, an e-book, entitled: "The use of concrete and/or adapted English language materials for blind students in the early years: a reflective narrative about concept and meaning beyond vocabulary teaching". This product contains general orientations, followed by reflections about the teaching and learning of the English language for blind students, in an inclusive perspective, as well as demonstrations of adapted materials and suggestions of activities to work with the English language in the early grades.
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    Malaika: criação de um livro literário para a temática das relações étnicas e raciais no ensino fundamental
    (Universidade Federal de Goiás, 2023-06-02) Araújo, Kênia Patrícia; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Vreeswijk, Anna Maria Dias; Garcia, Allysson Fernandes
    This dissertation, presented for obtaining the title of master’s in teaching in Basic Education, from the CEPAE/UFG Strictum Sensum Graduate Program, brings a pedagogical proposal for the study of Afro-Brazilian History and Culture, aiming to improve students' learning in ethnic racial theme, encourage self-esteem and self-acceptance of black students, promote respect for diversity in the classroom through its educational product. The educational product is an authorial para-didactic book entitled “MALAIKA”. The book's history includes information about Black culture, the history of personalities who contributed to the achievements of Black people, and some important concepts for understanding the proposed subject. For its application, a sixth-grade class of a municipal school in Goiania was chosen and the Portuguese language teacher of the class was invited to read and discuss in the classroom during her classes. The data obtained from conducting the activities suggested in the five chapters of the para-didactic book will be presented and discussed in this dissertation. Subjects such as diversity, black representation, anti-racist laws, racism and prejudice were presented to the class through the characters in the book. About the dissertation, the method chosen for the presentation of the study was action research, using qualitative and applied research in a case study and bibliographical research for theoretical support. The study was divided into three chapters. The first chapter narrates the arrival of Black people in Brazil through the slave trade, their resistance, their challenges, achievements with the Black Movement and the role of literature in filling the gaps left by official history. The second chapter discusses the need for teaching Afro-Brazilian history and culture for an anti-racist education that combats structural racism in the school and presents a proposal for the educational product under construction. The third chapter presents in more depth the educational product “Malaika”, the data obtained when working in the field and its considerations about the need to work on Afro-Brazilian History and Culture with Elementary School students. Rabelo (2008; 2013; 2015); Mattos (2012); Almeida (2019); Gomes (2019) were some of the theorists used in the dissertation to tell the history of black people not only from the point of view of the colonizer but rather, through the conquests and struggles of the enslaved, a subject little known and discussed in the classroom as seen by the PPP analysis of the public school chosen as a field. The studies of theorists Munanga (2005; 2012), Almeida (2020), Andrade (2005), Cavalleiro (2005; 2010), Gonzales (2020), and Hooks (2012) among others, were used for theoretical basis in the racial ethnic theme and the theories of Freire (1987; 1997), Fanon (2008), Geertz (2017), Vygotsky (2004) related to social interaction, culture, learning, and education. In the research, specific parts of the National Human Rights Program (PNDH II), of the National Curriculum Guidelines for the education of ethnic-racial relations and the Teaching of Afro-Brazilian and African History and Culture, Law 10.639/03, BNCC, and more were cited some official government documents are cited in the bibliographic references.
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    O ensino da língua inglesa no processo inicial de escolarização de estudantes com deficiência visual
    (Universidade Federal de Goiás, 2023-06-30) Pires, Maria Cristina Alcântara; Cruvinel, Roberta Carvalho; http://lattes.cnpq.br/3053531163464109; Cruvinel, Roberta Carvalho; Carvalho, Edione Teixeira de; Gonçalves, Letícia de Souza
    This work, entitled The Teaching of the English Language in the Initial Schooling Process of Students with Visual Impairment, developed during the Stricto Sensu Professional Master's Degree of the Graduate Program of the Center for Teaching and Applied Research in Education (CEPAE) at the Federal University of Goiás (UFG), was motivated from listening to the reports of blind students, assisted by CAP - Center for Pedagogical Support for People with Visual Impairment, (organization in which I work professionally). At the time, they talked about their difficulties in learning English when they reached the second phase of elementary school, since they had no contact with the language in the first grades. This work is justified, mainly, by the fact that there are not many studies about teaching English to blind students, mainly, in the initial phase of schooling, which may cause difficulties in the pedagogical practice of those who teach and in several difficulties for those who learn. Thus, the general objective of this research is to design strategies to awaken, in blind students, the taste for studying the English language at the beginning of their schooling, in a calm, dynamic and inclusive way, in order to reduce the barriers encountered in their schooling in the following years. As a theoretical reference, I looked for authors such as Vygotsky (1997; 2000); Rodrigues (2006; 2007 and 2011); Nascimento (2009); Motta (2004); Mittler (2003); Minayo (1992; 94; 2000; 2009 and 2012); Fraiberg (1990) among others. For the development of this research, the methodology used was qualitative, based on the research-action conception, and, as a result of this work, I present the educational product, an e-book, entitled: "The use of concrete and/or adapted English language materials for blind students in the early years: a reflective narrative about concept and meaning beyond vocabulary teaching". This product contains general orientations, followed by reflections about the teaching and learning of the English language for blind students, in an inclusive perspective, as well as demonstrations of adapted materials and suggestions of activities to work with the English language in the early grades.
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    A poesia de Mario Quintana e a formação de leitores literários críticos na educação de jovens e adultos (EJA)
    (Universidade Federal de Goiás, 2023-06-06) Santos, Vânia de Oliveira Resende; Silva, Célia Sebastiana; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Faria, Vivianne Fleury de; Silva, Leosmar Aparecido da
    This is a research developed in the Professional Master's Stricto Sensu of the Postgraduate Program in Teaching in Basic Education of the Center for Teaching and Applied Research to Education (CEPAE) of the Federal University of Goiás (UFG), between the years 2021 to 2023. Faced with many debates around the difficulties that Basic Education students have in relation to reading and interpreting texts, the proposal for this work arose, which was to investigate how the reading of Mario Quintana's poetry can contribute to the formation of critical literary readers in the Youth and Adult Education (EJA) and so that, from familiarization with poetry, the student reader is able to understand his subjective and collective condition and perceive himself in his integral formation. It also seeks to minimize (or demystify) students' resistance to reading, in addition to contributing to the formation of critical literary readers and making them aware of their condition as active men in the reality in which they live and as actors of the social role that develop in society. The central question of this research aims to find answers to: "How can the reading of Mario Quintana's poetry contribute to the formation of critical readers who are aware of their subjective and collective condition?" To support this research, the theoretical basis will be discussed with the texts of Candido (2004), Paz (1982), Freire (1987), Andruetto (2017), Pilatti (2018), Moisés (2019), Pinheiro (2002), Yokozawa (2006), among others. This project is justified by the teacher's need to mediate and guide the construction of knowledge through the reading of poetic literary texts that reflect everyday life and relate to the experiences of EJA students. The methodological path will be developed through action-research, having as a corpus of analysis the works Apontamentos de História Supernatural, Caderno H and Espelho Mágico, by Mario Quintana. To this end, there will be involvement of the teacherresearcher, students and other employees interested in the topic. In the course of execution, a socioeconomic questionnaire will be applied for the knowledge of the students and, in the sequence, several reading activities of the poet's texts. The educational product is an e-book: Between verses and affections: Reading poetry in EJA, which will be available in the appendices and in the UFG repository. This product is instructional and expository, containing the results obtained after the application of the pedagogical action/intervention carried out based on a Didactic Sequence (SD). The e-book will describe the activities carried out and the productions of the EJA students. In this way, the results were expressive and satisfactory
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    Currículo e espaços educacionais para bebês no município de Goiânia: um estudo de caso
    (Universidade Federal de Goiás, 2023-05-09) Malvestio, Silvelene de Alcantara; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Carvalho, Maria Alice de Sousa; Oliveira, Maria José Pereira de
    The present study is a professional Master's dissertation, linked to the research line School practices and application of knowledge of the Graduate Program in Teaching in Basic Education, of the Center for Applied Research in Education at the Federal University of Goiás. This dissertation presents a research on curriculum and school spaces for babies in an institution of Early Childhood Education after the implementation of the BNCC (Base Nacional Comum Curricular) and the creation of the new Curricular Document of Early Childhood Education of the SME (Secretaria Municipal de Educação e Esporte) from the municipality of Goiânia/GO. The research was carried out based on the following question: How do babies learn and develop in educational spaces and how does the curriculum materialize in this context? To respond to the research problem, expand knowledge and constitute critical thinking about the object, literature review, document analysis and data analysis were used as a methodological path, having historical-dialectical materialism as the epistemological basis. The research and writings of researchers and scholars who are guided by Marx's dialectical historical materialism and Vygotsky's Socio-Historical theory were used, among them: Barbosa (2000), Elkonim (1904- 1984), Vygotsky (1896-1934), Leontieve (1903-1979), Horn (2004), among others. As an educational product, proposals, actions and activities were developed based on the analysis of the data collected in the Child Diagnosis Form Class from 0 to 3 years old, whose objective is to analyze and reflect on the curriculum proposed for babies and very young children and their materialization in the educational unit. The title of the educational product was: The materialization of the curriculum for babies in educational spaces based on their history: the diagnostic form as a basis for building the curriculum. With the analysis and systematization of the Diagnostic Form, it was possible to have some important clues on how to build the curriculum in Early Childhood Education for babies based on their life history. The educational product can be applied, preferably, with teachers and the school community involved in this process of educating babies.
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    A subjetividade dos estudantes e sua possível interferência no ambiente escolar: momentos de escuta
    (Universidade Federal de Goiás, 2023-05-03) Carvalho Neto, Janaina de; Freire, Silvana Matias; http://lattes.cnpq.br/7161275903576726; Freire, Silvana Matias; Gonçalves, Letícia de Souza; Oliveira, Alexandra Almeida de
    This dissertation is entitled “The subjectivity of students and their possible interference in the school environment: moments of listening”. The proposed reflection is oriented to a curriculum and has the objective of fulfilling the programs. It is understood that the school built its pedagogical practices around the subject of knowle. Since Freud (1900) it has been known that each subject bears his uniqueness as a mark, which will indicate the rumors that he will tend to follow throughout life, as well as his way of relating to objects in the world. The school, which is tense to a logic of producing results, ends up ignoring the peculiarities of this subject, experienced by all within the parameters achieved by the productivity discourse, which often results in disregarding the subjectivities of the students and their interference in your learning process. Thinking about the subjective implication of students in the school context, the present study aims to analyze the interference of these aspects in school and how their expression can allow students to reflect on what they are, as well as on the experience provided by the course. school. The theoretical framework supporting the research were the studies by Rivaldo Voltolini (2011) and Maria Cristina Kupfer (2013) about the intersection between Psychoanalysis and education. The methodology was modeled on action research, in which students from a school in the municipal network of Goiânia, in the second stage of Elementary Education, participated. Interviews were carried out with the selected students, as well as the production of a logbook written by the students and group discussion meetings with the participants. The development of this research from the Graduate Program in Teaching in Basic Education, subsidized the creation of the educational product: School: a place for the subject, an extension activity whose proposal is, from moments of listening, the opening of spaces so that singularity can emerge in the school.
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    A biblioteca e a iniciação científica no ensino médio: contribuições do letramento informacional na formação de jovens pesquisadores
    (Universidade Federal de Goiás, 2023-05-17) Siqueira, Maria Silvério da Silva; Ferreira, Evandson Paiva; http://lattes.cnpq.br/7965226718782985; Ferreira, Evandson Paiva; Carvalho, Lívia Ferreira de; Pimentel, Fernanda Cruvinel
    This research proposes a study of information literacy for the development of competence in information of high school students, in effective contact with scientific initiation (CI) and search and use of information sources. Thus, this Dissertation was developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program (PPGEEB) of the Teaching and Research Applied to Education Center (CEPAE) of the Federal University of Goiás (UFG), among the 2020 and 2023. It considers the school library, as a collaborative space for educational practices, essential for the teaching and learning process. In this context, the joint work between the librarian and the teacher is essential for the development of skills and abilities of young researchers. Therefore, the objective of this research is to demonstrate the importance of information literacy for scientific initiation in high school, through the development of activities aimed at training student researchers. And specifically: a) research the academic production that discusses the topic of scientific initiation and the use of information sources in high school; b) understand how the school library, through the librarian, can help in the development of informational competence, in the training process of young researchers; c) develop information literacy activities for the search and use of information for students in the 2nd year of high school at CEPAE, collaborating with the pedagogical process in scientific initiation; d) contribute to the teaching and learning process, through the production of educational media in video format, which guides the search and use of information sources for high school students. The research is characterized as a case study, of the exploratory-descriptive type, with a qualitative approach. Among the technical procedures, a bibliographic review was carried out to base it on the literature and, supported by the works of Campello (2009) and Gasque (2012, 2020) in the aspect of researcher training, and Freire (1996), among other authors in the area of education. In the field research, a short course on online information sources was carried out. For data collection, a questionnaire was applied, with open and closed multiple-choice questions, on the days of interventions in the classroom. The data obtained were submitted to content analysis. The results indicate that it is possible to carry out actions to stimulate teaching and learning through research, in addition to highlighting the needs of high school students with regard to guidance, support for the effective and adequate use of information sources. The educational product resulting from the research is in video format, entitled: “Online information sources for scientific research: where and how to search”, and which aims to contribute to scientific initiation for the development of information literacy of young researchers
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    A invisibilidade dos sujeitos na educação básica: pressupostos para construção de uma escola para todos
    (Universidade Federal de Goiás, 2023-04-20) Sartin, Mariusa Alves; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Mesquita, Deise Nanci de Castro; Freire, Silvana Matias
    In classrooms of regular Basic Education schools, it is not uncommon to observe that some students with disabilities are silenced, that is, they are not guaranteed the right to voice or are not heard about their difficulties and aspirations, because they do not fit into a hegemonic education system. In this sense, this research therefore has the following starting question: how can the school enhance the formation of critical, more humanized subjects, with attitudes aimed at changes in the ways of living and coexisting? The general objective being to plan pedagogical practices aimed at intellectual and cognitive school training, observing whether they contribute to the experience and coexistence of different subjects, with equity. The authors who underpinned this investigation were Mantoan (2015), Freire (1994, 1997, 2019), Hooks (2013), Rancière (2002) and Boaventura (2002), among others, with their contributions regarding the recognition and acceptance of the various subjects. This is an educational action-research, carried out within the scope of the Professional Master's Stricto Sensu Teaching in Basic Education of the Postgraduate Program in Teaching in Basic Education of the Center for Teaching and Applied Research to Education (CEPAE) of the Federal University of Goiás (UFG), with 6th grade students from a regular school and students of different ages from a special school and their respective parents and/or guardians. To carry out the research, interventions were carried out in the regular school with the 6th grade students and in the special school with the 6th grade students of the regular school and with the special school students. For data collection, questionnaires with closed and open questions were used. During the research intervention, a documentary video entitled “School for all” was developed with the investigated students, which constitutes the first Educational Product of this research, available on the Youtube channel with free access, also hosted in the CEPAE Library, in the EduCapes Portal, at the 1st Cine Goiany Short Film Festival, the second Educational Product, in the form of an experience report, received the title “Seeing and being seen: Scenes from an intervention proposal. As a research teacher, it was up to me to accompany the production of the documentary, which was planned, elaborated, presented and evaluated by the 6th grade students of the regular school participating in the research. The research results indicate that the proposals for collaborative and interactive interventions developed throughout the research contributed positively to the humanistic formation of the research participants, enhancing a harmonious school coexistence, based on ethics, equity and respect for singularities. On the other hand, based on the data, we consider the need for new proposals that include a humanist education, in particular, long-term projects.
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    Ensino de geografia nos anos iniciais: panorama, desafios e possibilidades
    (Universidade Federal de Goiás, 2023-01-30) Melo, Jaqueline dos Santos; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; Olanda, Elson Rodrigues; Bento, Izabella Peracini
    This thesis is a result of the research I developed during my study years at the Stricto Sensu Professional Master’s Course from the Basic School Education Post-Graduation Program from the Department of Education and Research Applied to Education (Programa de Pós-Graduação em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicada à Educação, CEPAE) at Goiás Federal University, (Universidade Federal de Goiás, UFG). The objective of my research was to analyse the landscape of Geography Education and its challenges and possibilities in the early years of Elementary School. Currently, Elementary School Geography Education offers one elementary teacher with a Graduation Degree in Pedagogy and/or a Pedagogy Certificate. In this thesis, I discuss the effects caused by aspects of historical and regulatory contexts on Geography Education as a vulnerable school subject: aspects such as sociopolitical change, recent history of this subject within the early years of school, gaps in the elementary teacher’s early education, efforts towards overcoming illiteracy and the depreciation of continued education - all of these affect the full offer of Geography as a school subject. I analyse important theoretical frameworks for Geography education and, as a possibility, I used the Developmental Education theory with the objective of bringing a scientific and theoretical approach to support education practices by elementary pedagogues. The bibliographical analysis, the interviews and the didactic applications demonstrate the indispensability in the presentation of the debate on this theme due to its importance from the formation to the performance of the uni-teaching professional in basic education. This research work is added to the educational product, available in the appendix, entitled Didactic Sequence: Possibility of Teaching Geography in the early years using the Activity Theory.
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    Narrativas de egressos do curso de licenciatura em Matemática: trajetórias profissionais e o uso de materiais manipuláveis para ensinar
    (Universidade Federal de Goiás, 2023-02-24) Oliveira, Nayra Thayne Cena de; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Gonçalves Júnior, Marcos Antonio; Moura, Jónata Ferreira de; Crecci, Vanessa Moreira
    This dissertation presents a research carried out within the scope of the Professional Master's Course Stricto Sensu of the Postgraduate Program in Teaching in Basic Education of the Teaching and Research Applied to Education Center of the Federal University of Goiás - PPGEEB/CEPAE/UFG, whose objective was investigate the appearances of identification processes with manipulable materials and their use in the mathematics classroom, in the narratives of graduates of the degree course in mathematics at the Federal University of Goiás. The research was based on the characteristics of research with narratives because, according to Sousa and Cabral (2015), narrative as a methodological option values ​​the development of teachers, their self-knowledge and their different knowledge and experiences. As the narrative is preserved from reports or written records, the instruments used will be the instructed and the narrative interview through the videoconferencing platform. In the questionnaire we had a total of 164 possible subjects, who were invited individually via email to answer an online questionnaire. After making contact via email and through social networks, we obtained a total of 83 questionnaires answered. NThe research subjects are graduates of the mathematics degree course at the Federal University of Goiás who graduated between 2012 and 2018, who were present in the classroom, as we want to investigate how training influences the practice of these teachers in relation to the use of manipulable materials. Due to the richness of the subjects' narratives, an educational product was elaborated with the analysis of the narratives, a book in e-book format, entitled Coursing a degree in mathematics: Narratives of graduates, which addresses the professional trajectory of the subjects and stories that refer to the uniqueness of cases and episodes in the classroom.
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    A robótica educacional e mediação: um olhar sobre a organização e a prática pedagógica do trabalho docente
    (Universidade Federal de Goiás, 2022-12-13) Silva, Thiago Sousa da; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Moraes, Moema Gomes; Lima, Luciano Feliciano de
    Dissertation developed during the Professional Master's Degree in Teaching in Basic Education of Stricto Sensu Graduate Program of the Teaching and Research Applied to Education Center (CEPAE) of the Federal University of Goiás (UFG), between 2019 and 2022. In this research work, pedagogical mediation is the structuring element that enables thinking working with educational robotics within aspects such as teacher training, the role of technology in education and the possibilities for a more humanized approach to its use. Research is carried out on the relationship between pedagogical mediation and educational robotics, in order to investigate how the mediation process created by the teacher when integrating educational robotics in the teaching and learning process is constituted. Therefore, it is necessary to identify the teachers' pedagogical conception, identify the role of technology in education for them, and also analyze the mediation process thought by them in the use of educational robotics. Studies by Tardif (2011) and Freire (2019) are used for issues related to training and teaching knowledge; on the organization, objectives and planning of the pedagogical work, the productions of Libâneo (2011, 2013) are used; for the discussion on technology and its role in education we will use Peixoto (2016) and Vieira Pinto (2005); and for the discussions on mediation, studies by Vigotski (2007) were used. In its methodological aspects, two instruments were used, in a complementary way, the first being the literature review of studies involving educational robotics in Elementary Education, published in the period from2016 to 2020. The second was the instrument of semi-structured interviews with teachers of Education Fundamental that they use educational robotics in their educational practice. Given this, there is the presence of a pedagogical conception very concerned with the instrumental and technical aspects involved in teaching with educational robotics. Also, a difficulty on the part of teachers in understanding mediation without associating it with the methodological aspects of their classes, the presence of educational robotics in schools as a marketing tool for educational institutions. And finally, the realization that educational robotics is not yet something fully mastered by teachers, and that its current stage of use demonstrates the need for a long process of conceptual and practical appropriation by teachers, especially teachers in the Elementary School stage. Part of this research is the educational product entitled “TEACHING AND EDUCATIONAL ROBOTICS: A didactic-pedagogical proposal”, which is a didactic-pedagogical support text for Elementary School teachers.