Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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Desenho Universal para Aprendizagem: a geometria e as práticas pedagógicas inclusivas para educando cego
(Universidade Federal de Goiás, 2025-08-15) Silva, Jéssica Adrielle Sousa da; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Araújo, Jaqueline; http://lattes.cnpq.br/2625858563605104; Denise de Oliveira Alves; http://lattes.cnpq.br/1319604772523792; Bianchini, Barbara Lutaif; http://lattes.cnpq.br/2660310999149810
This research, which was developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG, between the years 2022 to 2025.Discussing inclusion in the school context and in the teaching process presents significant challenges. This research focuses on educational inclusion, particularly in the teaching of Geometry, addressing the perception of people with and without disabilities. The stigmatized view of these individuals, whether they have physical, cognitive, or sensory disabilities, affects the way teaching methodologies are applied. This often results in a stereotype of disability. It is believed that such prejudices label students as less capable, promoting the idea that development in school is difficult. Equality must be contextualized, allowing each individual access to flexible learning methodologies to meet their needs. Therefore, it is essential to reflect on school inclusion processes, valuing diversity and the construction of students' social identity. The object of study of this dissertation is the mathematics teaching methodology based on the principles of Universal Design for Learning (UDL) for blind students. The study aims to analyze the teaching practices that best support the mathematical learning of a blind student with cerebral palsy in a regular classroom, using the principles of Universal Design for Learning (UDL). To achieve this objective, we used the pedagogical-investigative intervention method, based on mathematics classes in the 7th grade of Elementary School at a municipal school in the city of Goiânia, Goiás. Regarding the theoretical framework, we used theoretical-methodological conceptions on cultural development that are related to the Historical-Cultural Theory of Vygotsky and Luria to understand more about human development. Here, we will also discuss the concept of disability supported by the main theoretical conceptions and developed by authors such as: Beyer (2006); Mantoan (1997; 2003); and on mediation from the Historical-Cultural Theory, Luria (1992); Fávero (1995); Vygotsky, Luria, and Leontiev (2010); the Zone of Proximal Development, Vygotsky (2007); Oliveira (1995); Universal Design for Learning, Zerbato and Mendes (2018); Mendes Júnior (2016); Kranz (2014); Heredero (2020); (Rose and Meyer, 2002). The research results showed that applying the principles of UDL enabled greater student engagement, favored their participation in geometry activities, and expanded classroom interactions, especially when tactile materials, sound resources, and pedagogical mediation were used. It was found that curricular flexibility and the use of accessible resources not only enhanced mathematics learning but also promoted an inclusive experience, contributing to the development of autonomy and the appreciation of diversity in the educational process. The research culminated in the educational product entitled "Inclusion, why? And for what? A podcast with reflections on difficulties encountered in Basic Education," developed during the Professional Master's program, based on field diary entries. The product is available in the appendices and on the website: YouTube
Narrativas de futuras pedagogas em relação ao ensino e à aprendizagem matemática
(Universidade Federal de Goiás, 2025-07-02) Mendonça, Rhebeca Oliveira; Carvalho, Maria Goretti Quintiliano; http://lattes.cnpq.br/0144330782033440; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Gonçalves Júnior, Marcos Antonio; Carvalho, Maria Goretti Quintiliano; Souza, Renato Sardinha de; Oliveira, Agnaldo de
This dissertation, linked to the Professional Master's Stricto Sensu Program in Basic Education Teaching, at the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG), is grounded in the research-training approach, with an emphasis on the formative trajectory of the master's student and on listening to the mathematics learning experiences of Pedagogy undergraduates. The research focuses on the formative memorials written by students in the 6th semester at the Universidade Estadual de Goiás – Campus Oeste (São Luís de Montes Belos), who were enrolled in the course “Mathematics Content and Teaching Processes” in 2023. The investigation is guided by the following question: “How are future female educators, undergraduate students in a public Brazilian university, being transformed to teach mathematics in the early years of elementary education?” The main objective is to analyze and understand the marks that these future teachers carry regarding the learning and teaching of mathematics, as manifested in the life trajectories recorded in their memorials. To achieve this goal, the methodology adopted was that of research-formation, as proposed by Marie-Christine Josso, which views the researcher as an involved subject undergoing constant (trans)formation throughout the investigative process. The materials used included formative memorials, a semi-structured interview with the course instructor, field diary notes, audio recordings, and theoretical contributions from (auto)biographical narratives, according to Francis Michael Connelly and Dilma Maria Melo. The narrative analysis revealed that many students carry negative experiences with mathematics, shaped by unengaging methodologies and demotivating practices, resulting in feelings of insecurity and resistance toward the subject. Throughout their training, a process of re-signification of these experiences was observed, with an appreciation for playful and interdisciplinary practices. The educational product developed, “Between Pages and Numbers: training workshops with literature, mathematics, and games”, contributed to this process by promoting spaces for dialogue, reflection, and authorship. It is concluded that both the students and the author experienced processes of teacher (trans)formation, strengthening their professional identities and opening up more creative pathways for teaching mathematics in the early years of elementary school.
Leitura literária e construção de identidades por crianças dos anos Iniciais do Ensino Fundamental
(Universidade Federal de Goiás, 2025-07-04) Mendes, Patrícia Socorro Faria; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Aurora Neta, Maria; http://lattes.cnpq.br/7310669041427660
Does access to literature enable children to break with stereotypical representations of "being" in the world (culturally and historically entrenched) and construct their own gender identity? Can literary reading contribute to the problematization of gender relations? This research was guided by these questions, aiming to investigate the aesthetic and humanizing functions fulfilled by some literary narratives received by children, which dialogue with universal classics and invite a critical rethinking of patterns and stereotypes still prevalent in Brazilian society. The possibility of redefining how children have developed their subjectivities and assimilated gender relations within the patriarchal model of this society motivates the research. The hypothesis confirmed by the investigation is that literary language has the potential to stimulate the imagination and, by articulating and establishing the symbolic, can further broaden children's understanding of the world. Literary reading, in this sense, allows us to reframe concepts about gender identities and their relationships in the most diverse spheres of social life. Therefore, in this work, genders are discussed as constituents of the human condition, understanding that identities are not exclusively formed by biological determinants but are also constructed based on social relationships. Thus, the general objective of the research, developed during a Professional Master's program linked to the Graduate Program in Teaching in Basic Education, of the Center for Teaching and Research Applied to Education, at the Federal University of Goiás (PPGEEB-Cepae-UFG), was to identify and analyze social and cultural representations related to gender through the reading of children's literature by children in the initial years of elementary school. The action research involved a qualitative approach and developed from a literary reading project with students aged 9-10 enrolled in a school in the Goiânia Municipal Education Network in 2023. The literary corpus of the reading project consisted of three contemporary works aimed at child readers. The approach to each work contemplated reflections on discourses still prevalent in society that reflect the interest in shaping children, often drawing on a moralistic bias drawn from traditional fairy tales. Data collection was carried out through audio recordings, written notes of the class, facilitated by the interaction between text and reader, and dialogues mediated by the researcher. The Educational Product is an e-book titled "Once Upon a Time... Gender Identities from Children's Perspectives and Narratives," consisting of three literary workshops, short stories, illustrations, and productions by the children participating in the reading project. It focuses on issues related to the construction of gender identities and new ways of establishing gender relations in society. Studies by Andruetto (2017), Candido (2011), Compagnon (2009), Machado (2002, 2011), Bakhtin (1997), Louro (2002, 2014), Foucault (2014), Saffioti (2015), Butler (2023), Zilberman (1985, 2005, 2009), among others, serve as references for the discussions.
Educação infantil entre narrativas e poemas: a literatura como espaço de fruição e de constituição da linguagem oral e escrita
(Universidade Federal de Goiás, 2024-10-30) Vasconcelos, Daniella Borges de Faria; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Oliveira Neto, José Firmino de; http://lattes.cnpq.br/9450281471017580
This dissertation explores the use of literary narratives as a methodological resource for developing the oral and written language of children aged 4 to 5 in a Municipal Early Childhood Education Center (CMEI) in Goiânia, Goiás. The guiding research question is: How can literary narratives, poems, and songs contribute to literary literacy and language development in Early Childhood Education? Based on this question, the general objective of the dissertation is to investigate how narratives, together with poems, can support the literary literacy of children and foster an interest in reading in the EI-D1 group (3 years old) of a CMEI in Goiânia. The study is grounded in a pedagogical approach that uses literary narratives as a tool for language development. The methodology adopted was action research, involving the continuous implementation and evaluation of pedagogical practices through an action plan that included diversifying learning spaces and storytelling activities. The dissertation is structured to address the contribution of literary reading to the formation of oral and written language in early childhood education. The study also draws on theories about the importance of exposing children to different forms of literary art from early childhood, highlighting how such experiences help build a rich and diverse cultural repertoire. The first chapter discusses the contribution of literary reading to the development of oral and written language in children, exploring the benefits of reading for oral expression and the challenges of learning to write. It emphasizes the role of literary texts and the importance of an affective approach in the interaction between the child, the family, and the text. The second chapter examines the aesthetic education of children through narrative and poetry, focusing on storytelling. The third chapter presents the reading corpus used in the research. The fourth chapter details the action research conducted in a CMEI in Goiânia, which investigated the impact of playful and creative strategies in promoting literary literacy. The research findings underscore the importance of reading in Early Childhood Education, highlighting diverse pedagogical practices that stimulate creativity and strengthen emotional bonds between children and families. The dissertation’s educational product is an e-book, HISTÓRIA DE PASSARINHO: Narratives Inspired by the Flights and Soarings of Childhood and Children, which documents the development of the reading project, including records of activities and reflections. The aim is to inspire similar initiatives and contribute to the promotion of literary literacy in early childhood education. Both the product and the dissertation were developed during the Professional Master’s Program in Teaching in Basic Education, part of the Stricto Sensu Graduate Program of CEPAE/UFG. The conclusion confirms that diversifying learning spaces and incorporating storytelling have a significant positive impact on children’s development, fostering creativity, motor coordination, empathy, and active participation, as well as strengthening their emotional connection with the school—ultimately contributing to a more engaging and holistic learning experience
Uma análise geográfica da paisagem da Praça da Matriz de Aparecida de Goiânia-GO
(Universidade Federal de Goiás, 2025-03-26) Braga, Cristina Barbosa; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Gonçalves, Glauco Roberto; http://lattes.cnpq.br/3347218484822776; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Silva, Alexsander Batista; http://lattes.cnpq.br/5332136325258589
The landscape is constantly constructed and reconstructed by human action, according to the needs of society at a given time. With the emergence of cities, we notice this transformation more clearly. There are important elements that should be studied and analyzed based on research, questions and understandings related to the teaching of Geography, especially the teaching of geographic landscape, city and socio-spatial formation of the Praça da Matriz in Aparecida de Goiânia-GO and fieldwork. Studies were performed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Graduate Program of CEPAE/UFG, from 2021 to 2024, which resulted in an educational product entitled: “Geographic landscape, utilization and occupation of Praça da Matriz in Aparecida de Goiânia - GO”. The didactic sequence was an activity organized by the teacher-researcher, with the aim of mediating knowledge in the classroom so that students have the possibility of having a meaningful learning; it was an interactive didactic sequence based on the joint construction of knowledge through dialogue and reflection, and on the students' previous knowledge. The didactic sequence was developed based on bibliographic research, data collection and field work. Students from a 2nd year high school class from a school in the State Education Network in Aparecida de Goiânia - GO took part. Interviews were also conducted with descendants and pioneers residents. The studies conducted and mediated by the researcher professor lead the students to understand the concept of geographic landscape, city and socio-spatial formation of the municipality of Aparecida de Goiânia. An analysis was made of the considerations of the research participants about their experiences in Praça da Matriz, in Aparecida de Goiânia. The methodology used by the researcher professor was qualitative action research, which takes into account social, economic, cognitive and emotional aspects and allows greater contact with the target audience and investigation of the research object. The bibliographic research was designed and based on theoretical concepts to better carry out the study, with the expectation of providing those interested in the study in question, especially teachers and students, with elements that help them to better understand the concepts of geographic landscape, city and socio-spatial construction of Aparecida de Goiânia, so that they can analyze the space with a geographic perspective based on lived experiences focusing on the construction of significant knowledge.
As estórias da casa velha da ponte e a formação de leitores literários na educação básica
(Universidade Federal de Goiás, 2024-06-22) Freire, Débora Cunha; Silva, Célia Sebastiana da; http://lattes.cnpq.br/6040720460185023; Silva, Célia Sebastiana da; Faria, Viviane Fleury de; Silva, Leosmar Aparecido da
This dissertation addresses the trajectory and developments of the research conducted during the Graduate Program in Teaching in Basic Education at the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG), and is part of the research line Theoretical-Methodological Conceptions and Teaching Practices. The study aimed to investigate the formation of the literary reader and aesthetic enjoyment through the reading of short stories and poems by Cora Coralina. For this purpose, the study corpus includes the short stories from the book As Estórias da Casa Velha da Ponte and other prose and verse works by the mentioned author. Based on this corpus, the following theoretical references, among others, were mobilized to reflect on the teaching of literature and the formation of readers: Antonio Candido (2000, 2002, 2004), Rildo Cosson (2006), Tzvetan Todorov (2007), Maria Teresa Andruetto (2017), Teresa Colomer (2014), Regina Zilberman (1991), Paulo Freire (1994, 1996, 1997), Pierre Bourdieu (1996), Italo Calvino (2009), and Ana Maria Machado (2002). The methodology of the work is Action Research, involving 8th-grade students from a municipal school in Goiânia. The general objective of this work is to investigate how students in the final years of elementary school experience aesthetic enjoyment in literary reading through workshops on reading short stories and poems by Cora Coralina. It was observed how these readings could be stimulating aesthetic experiences to develop a taste for literary appreciation, and whether the exploration of these textual genres could motivate students to read other texts of the same genres. The collaboration was significant, generating positive results regarding reading and writing literary texts, as the workshops allowed students to be the protagonists of their reading experiences and to develop creative and subjective productions such as memory texts, poems, and rewritings of short stories. Data analysis allowed for an understanding of the effectiveness of reading practices conducted in the classroom, identifying reading preferences and the enjoyment of literary texts by students. The Educational Product is an eBook titled "Between Pages and Bridges: The Magic of Stories in the Formation of Literary Readers in Basic Education," aimed at helping elementary school teachers promote literary reading among students in the final years, contributing to the formation of readers and offering practices to encourage enjoyment through the reading of short stories
Educação antirracista nas disciplinas eletivas do ensino médio: o vir a ser negro(a)
(Universidade Federal de Goiás, 2025-04-25) Almeida, Fernando Lucas Pereira de; Rabelo, Danilo; http://lattes.cnpq.br/4278387419597282; Rabelo, Danilo; Silva, Astrogildo Fernandes da; Vreeswijk, Anna Maria Dias
When examining educational contexts, we noticed that ethnic-racial relations had a negative impact on the education of black students. The process of subordination of black people built up over the course of history distanced the school from positive knowledge and discourse about the history of black Brazilians. This process of exploitation generated revolt and, consequently, struggles. These disputes have brought significant results in the lives of black and white people in Brazilian society. An important achievement for the inclusion of black knowledge and people has been public education policies. For this reason, new scenarios are emerging in the educational fields that create new possibilities for strengthening the constitution of black people's identities. The purpose of this research proposal is to develop anti-racist educational practices in high school elective classes that provide students with a deeper understanding of Brazilian race relations and their implications for the daily lives of the individuals in the classroom. Analyzing the interactions that occur in the school environment between black and white people is important if we are to create dialogues based on values that strengthen black identities and ethnic-racial relations. Based on thinkers such as Nilma Lino Gomes (2003, 2005., 2018) bell hooks (2006, 2017, 2021), Stuart Hall (2006, 2008, 2020), Tadeu Tomaz da Silva (2008, 2023), Abdias do Nascimento (2016), among others, we sought to understand the reality of black Brazilian education and how education can be used as a tool for rebuilding black identity. The action-research culminated in the development of the educational product entitled “Building knowledge and practices of an anti-racist education through a didactic sequence”, designed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, through observations and data collected. The purpose of the product is to present a didactic sequence of an instructional and expository nature. This educational product is available in the appendix of this dissertation. This initiative is inspired by the historical struggle of black people for a better understanding of racial issues in education and how specific educational practices can contribute to the construction of an anti-racist education, thus promoting the strengthening of black identities.
Práticas fortalecedoras da autoestima das crianças pretas: Coletânea de atividades para educação infantil
(Universidade Federal de Goiás, 2025-03-20) Souza, Renata Pereira Damasceno de; Vreeswijk, Anna Maria Dias; http://lattes.cnpq.br/3777175679487172; Vreeswijk, Anna Maria Dias; Rabelo, Danilo; Carvalho, Thaís Regina de
Racism in childhood has a negative impact on the subjectivity, development and learning of children in Early Childhood Education classes. One of the major problems is the invisibility of racist practices in this school environment, permeating games, toys, and racist attitudes subtly disguised by adults and imitated by children, leading to the neglect of the emotional needs of black children. Thus, this dissertation contemplates the path and results of the research “Pedagogical practices that strengthen the self-esteem of black children” as a contribution to identity formation and the positive acquisition of self-concept. The objective of this research was to provide practices that strengthen the self-esteem of black children that allow children to build their identity in early childhood education by relating to others with otherness and respecting their history. The theoretical frameworks used offered a valuable theoretical and critical contribution: Almeida (2018), Munanga (2005), bell hooks (2002), Gomes (2012), Cavalleiro (2001). The curricular documents, as legal support for the research, will be the DCNEIs for the education of ethnic-racial relations (2004), the BNCC (2017), Paths opened by Federal Law No. 10.639/03, among others. Initially, we carried out a data survey through documentary analysis. The research was carried out during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG) in a Municipal Center for Early Childhood Education (CMEI). Initially, data collection was carried out through document analysis of the CMEI, such as observation of the Political Pedagogical Project, discussion groups with CMEI employees, families and children explaining the relevance of the research. In the second stage, a set of didactic practices that strengthened the self-esteem of black children was researched and developed, such as storytelling, games, discussion groups, videos and activities that promoted the positive construction of each child's racial belonging, etc. In the third stage, the educational product of this study was developed, which consisted of a collection of activities entitled “Practices that strengthen self-esteem and promote racial equality among children in early childhood education, with the entire intervention process that was proposed in a class of 5-year-old children in early childhood education. The results observed in the research based on the interactions, reports and analysis of the practices developed point to the positive construction of the children's identity, contributing to the appreciation of their history and consolidation of their self-esteem. It is hoped that this research will contribute to the inspiration of new and diverse practices that value the diversity of children, so that all of them feel represented and belong in the school space.
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 Gonçalves
This 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.
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 Ucker
Comics 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.
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 Hugo
Physical 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.
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 Bonafim
This 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.
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 Rosana
This 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.
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 e
The 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.
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 Silva
This 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.
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 Castro
This 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.
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 Moura
Discussions 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.
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 Silva
This 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.
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 de
The 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.
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 Brasiliano
Para-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.

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