Submissões Recentes
As contribuições africanas na alimentação brasileira e sua presença no cotidiano social de Davinópolis (GO)
(Universidade Federal de Catalão, 2022-06-23) Silva, Edvaldo Félix; Solazzi, José Luis; http://lattes.cnpq.br/8633725753223725; Solazzi, José Luis; Araújo, Rogério Bianchi de; Souza, Fernando Luiz Monteiro de
Food, besides being a daily activity responsible for the maintenance of the biological cycle of the living beings that live in this world, connecting with the human species, becomes a cultural practice, where the organic matter transformed into food reveals meanings that differentiate our species from other animals by demonstrating values, techniques, and knowledge that refer to different times, spaces, and cultures. Thus, the present research is an invitation to an exciting gastronomical adventure of historical, geographic, and botanical nature by crossing with the cultural contributions of the African populations and their territory expressed in Brazilian food and in the social experiences that encompass the city of Davinópolis (GO). With these intentions, when embarking on this journey, will be presented to readers who persist to the end, some experiences, knowledge, botanical elements and foods that elaborated, adapted or created in Brazil since colonial times, were bequeathed from Africa and the various dynamics that the populations of the "Mother" continent imposed in this part of South America to ensure their survival in the germ of a system that while it lasted, distanced their bodies from freedom. Therefore, this study aims at the knowledge, appreciation, and understanding of the African interferences in the food of this country and in the territorial dimension that comprises the davinopolis municipality.
A militarização das escolas públicas em Goiás: uma reflexão sobre o processo de ensino e cidadania na militarização do colégio Estadual Nivo das Neves.
(Universidade Federal de Catalão, 2022-06-30) Nunes, Marcelo Vaz; Silva, Jeanne; http://lattes.cnpq.br/8528187665285090; Silva, Jeanne; Noronha, Gilberto Cézar de; Silva, Luzia Márcia Rezende
This research aimed to reflect on the expansion of the militarization of public schools in Goiás, analyzing the historical context in the implementation of the model in the Colégio Estadual Nivo das Neves and the transformations that the teaching unit suffered from the creation of a new unit of CEPMG , an experience I experienced for two years (2016-2018) and which led us to the need to know this process and bring reflections on the proposed model of training in these schools to the public debate. Pandemic times redirected the research to a documentary analysis through sources such as newspapers, magazines, articles and dissertations by authors such as: Cibele de Souza; Leandra Augusta de Carvalho Moura Cruz; Neuza Souza Rego Ferreira, Miriam Fábia Alves and others, which deal with the theme of militarization of schools in Goiás. This model of military management was created in 1999, later expanded throughout the State, reaching the number of 60 (sixty) units, transforming it into the main political action for education in the PSDB governments in Goiás, gaining national projection and greater visibility with the context of the political-civilian and media coup that resulted in the impeachment of President Dilma Rousseff and paved the way for authoritarianism and neoliberal ideas in education, such as the attempt to privatize education, through the implementation of Social Organizations (O.S). Resistance to this neoliberal wave resulted in strikes by education professionals and in the process of occupation of public schools by high school students in 2015, leading education to the central axis of political polarization, paving the way for reactionary ideas such as the School without Party and the militarization of schools, inspired by the model of Goiás and other states, became a national project after the election of Jair Messias Bolsonaro, contrary to all curricular documents and educational legislation that emphasizes democratic formation, on the other hand, we also analyze the process occupation of schools by high school students that occurred concomitantly with reactionary and privatist attacks on education, the pedagogical experience carried out by students, demonstrated a model opposed to training and citizenship proposed by the military model, leading to reflection on the democratic values intended in the curricular documents and in legislation and the rgent need to demilitarize schools.
A experiência do CEJA Profª Alzira de Souza Campos no ensino presencial e as mudanças impostas pelo ensino remoto no contexto pandêmico nos anos de 2020/2021
(Universidade Federal de Catalão, 2022-03-29) Paula, Luceli Santília Silva de; Silva, Luzia Márcia Resende; http://lattes.cnpq.br/6942867007882553; Silva, Luzia Márcia Resende; Costa, Ismar Da Silva; Alves, Maria Zenaide
This work intended to show the difficulties of Youth and Adult Education in Brazil, and to discuss the problems found during remote education in the Covid-19 pandemic at CEJA - Prof. Alzira de Souza Campos, in Catalão – Goiás. This research is constituted as documental and exploratory about the transformations imposed by remote teaching. CEJA - Prof. Alzira de Souza Campos was founded in 1995 and its students are determined by law: people over 15 years old for Elementary School and 18 years old for High School, who could not participate in the process of teaching/learning at an ideal age considered by the National Education Plan. The students search for CEJA for many reasons: they need training to enter at university, they look for the certificate required for the labor market, to make some public test examinations and also to gain knowledge. However, with the Covid-19 pandemic, school classes were included in the remote model on online platforms and students had to stop going to school, aggravating existing problems in Youth and Adult Education schools, leading to scrapping teaching that was already precarious: school evasion, failure in grade, low learning level, overwork which leads to low worker learning. Besides that, it changed the CEJA's teaching, making the school space, previously welcoming and happy, now empty, with classes through tablets and cell phones.
O ensino de história, orientação histórica e as congadas em Niquelândia GO
(Universidade Federal de Catalão, 2022-06-24) Silva, Jeismar Modesto da; Carmo, Luis Carlos do; http://lattes.cnpq.br/7511773319026947; Carmo, Luis Carlos do; Silva, Jeanne; Carmo, Maria Andréa Angelotti
The present dissertation strives to understand how the process of institutionalization of education in the state of Goiás took place and dialogues with some meanings of orientation to the new generations. In this proposal, we focus on the documents to glimpse the paths taken to format education, with an emphasis on History Teaching, and some social groups. We are interested in analyzing the combination of this institutionalization in dialogue with other formative processes, such as the social practices of the Congadas, understood as a carrier of knowledge that fosters a given Teaching of History and allows, in addition to the participation of black children, a form of social teaching. important. In this direction, we analyze the curricular constitution, how the choices of the contents to be given to the students in the second stage of Elementary School and some of the social dialogues established historically are given.
Planejada, para quem? Memórias dos operários na construção de Brasília (1956-1960)
(Universidade Federal de Catalão, 2022-06-30) Oliveira, Herifrânio Ferreira de; Inácio, Paulo Cesar; http://lattes.cnpq.br/7919002505765437; Inácio, Paulo Cesar
The aim of this research was to seek and understand the narratives elaborated by the workers who built the city of Brasília. By expressing their memories, they presented their experiences on the building sites and in the resistance in the face of a process of exploitation and violence to which they were submitted. In this way, they reacted, with resilience, to the determination of their return to the states of origin, staying in the capital and fighting for better living conditions. This work is aligned with a historiography that reconstituted, through memory, the edification, not only of the past, but of social tensions, including the present. From this perspective, the reflections were influenced by a progressive and libertarian tendency and approached of theorists such as Alessandro Portelli, Edward Palmer Thompson and Raymond Williams.