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    Sobre leitores e mediadores: histórias de alunos do 5° ano do ensino fundamental
    (Universidade Federal de Catalão, 2023-08-29) Borges, Naiane Angélica Alves; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Larovere, Andrea Del; Silva, Mariana Batista do Nascimento
    The present research is inserted in the research line 3: Reading, Education, Teaching of the Mother Language and Natural Sciences of the Graduate Course in Education - PPGEDUC of the Federal University of Catalão - UFCAT. The general objective was: to problematize who are the people who encouraged, mediated the reading of students considered readers of the 5th year of Elementary School. Specifically, research the reading strategies used by the mediators; get to know the school career of students considered readers; finally, identify how the school contributes to the formation of reading students. The methodology adopted was qualitative research, based on the assumptions of exploratory research, in order to understand who are the encouragers and mediators of reading in the training process of student readers participating in the study, more precisely, students of the 5th year of Elementary School. Semi-structured interviews (individual and collective) were carried out to collect the data analyzed in this research, methodologically supported by the works of Lüdke and André (2013), Bogdan and Biklen (1994), among others. We seek to recognize the mediation of reading as a source of research and analysis, which allow us to understand how the formation of the reader takes place, aiming to think of mediation directly related to the integral learning of the student. The investigation was based on the following problem: Who were the reading mediators of students considered readers of the 5th year of elementary school in a public school? We evidenced through the analyzes that some students do not consider themselves readers, as they stated at the beginning of the questionnaires, but, later, they showed us before the other questions, which they identify with the reading practice, even if they still do not realize it. In the analysis of the interviews, we listed three axes of discussion: Mediators and their practices; The reading practices adopted by the students; Elements that encourage reading. The students' reports emphasized the contribution of the family and the practices used by the teachers in the taste for reading. Above all, these reports can serve as a reflection on the incentives of mediators in the classroom.
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    Deficiência visual e trabalho colaborativo no ensino de matemática: aproximações ao Desenho Universal para Aprendizagem
    (Universidade Federal de Catalão, 2023-08-28) Santos, Gessiene Soares dos; Borges, Wanessa Ferreira; http://lattes.cnpq.br/8832656114320939; Borges, Wanessa Ferreira; Tartuci, Dulceria; Vilaronga, Carla Ariela Rios
    The objective of this research is to describe and analyze the performance, pedagogical practices, and schooling processes of visually impaired students in mathematics education, according to the perception of special education teachers and mathematics teachers, as well as to identify the connections to the principles of Universal Design for Learning. The teaching of mathematics is often considered the most difficult and complex subject for students in general, and for visually impaired students, it is no different. One of the main ways to convey the content related to this curriculum component is through visual means, which further complicates the teaching and learning process for these students. It is worth noting that the teaching of mathematics for visually impaired students occurs under the same conditions as for students without visual impairments, but it is necessary to use special teaching resources, such as concrete materials, high relief graphical representations, and special computer resources. The research methodology used is collaborative research, which seeks to bridge academic knowledge and teaching practice, generating co-production of knowledge as well as teacher training. The research was conducted with four teachers, three of whom were mathematics teachers and one was a special education teacher at a state school in a municipality located in the southeastern region of the state of Goiás. Data collection was done through group interviews and questionnaires for participant identification, and the data were organized for analysis according to thematic categories. It is worth noting that the identified resources allow for the approach of content for the whole class, aligning with universal practices that assist in the quality of education for all, such as Universal Design for Learning (UDL), which constitutes a teaching strategy that promotes inclusion and enables universal educational practices within each classroom. UDL implies a change in the way educational practice is conceived, in how information is presented, and in the way students express their abilities and knowledge. The results demonstrate that collaborative actions between mathematics and special education teachers are scarce. Mathematics teachers predominantly use traditional teaching methods in their classes, neglecting to consider effective and efficient practices for teaching visually impaired students. It is also evident that the practices reported by the teachers were not specifically designed for visually impaired students. Therefore, the participating teachers showed openness to learn and improve classroom practices for the benefit of all students. Thus, further research, investments, dissemination, and teaching programs are suggested to expand UDL proposals and implement them in various areas of knowledge.
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    Entre o PPC e as vozes das/os discentes: a temática da diversidade no curso de Educação Física da UFCAT
    (Universidade Federal de Catalão, 2023-06-30) Cassimiro, Geisiel Antônio de Morais; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Adad, Shara Jane Holanda Costa; Silva, Mariana Batista do Nascimento
    The theme of diversity has been a recurrent agenda in debates and actions in numerous fields of society, companies, public politics, and education research. Although Brazilian society has changed a lot in the last century, we realize that it still has been structured around colonial and hegemonic principles that persist in privileging certain parts of society, excluding groups that do not recognize themselves in the face of imposed standards. In the Brazilian educational scenario, even with legislation directing towards a more democratic and plural education, as observed in the 1988 Constitution, LDB 9394/96, and DCN/CP no 2/2019, it is possible to see a model of school that reproduces not only these standards but also inequalities that, consequently, produce and foment different types of prejudice. Immersed in this context is Physical Education, which, affected by these hegemonic social and cultural influences, has not been so far able to break with exclusionary pedagogical practices within the school environment. This fact makes us consider that perhaps this issue is directly related to the training proposals in higher education for the respective area. According to the aforementioned, in this dissertation, the theme of diversity in the formative process of the degree in Physical Education at the Federal University of Catalão is problematized, seeking to understand how, from the perspective of students, the discourses of diversity have been contemplated in this course, to promote training in which teachers and trainee teachers feel ready to deal with it in the context of professional practice. Anchored in the foundations of critical theory and based on the assumption that difference is intrinsic to the human condition, present in each and any society, academic education for diversity is crucial for realization in a real democratic and plural education. The research data were constructed through a literature review, analysis of the Pedagogical Project of the UFCAT Physical Education Course, and semi-structured interviews executed with four (04) entrant students in 2018. Submitted to content analysis, referenced in cultural and gender studies, the data show that the degree in Physical Education in Brazil until the final years of the 20th century has met the wishes of the State and, with that, reproduced aspects of the capitalist system. A fact that contributes to the development of pedagogical practices out of step with educational legislation, and with the real demands of contemporary society, which is increasingly plural. Concerning the UFCAT Physical Education course, the PPC brings, at its core, a relevant concern to train teachers professionally and pedagogically to deal with diversity. Pretension is evidenced mainly through the objectives and principles which guide the curriculum proposal, as well as the axis of Cultural Diversity and Difference that transversals the curricular matrix. On the other hand, the interviewees' voices show us that during their formative process, there are few moments of questioning, discussion, and theoretical-practical reflection on this theme. In addition, when they occur, they are through teachers who bring into their life and professional experiences a certain interest in the theme of diversity, or, in other cases, through initiatives emerging from the students themselves.
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    Rodas de leitura e mediação: caminhos para a construção do aluno leitor em uma escola do campo
    (Universidade Federal de Catalão, 2021-11-30) Andrade, Evelyn Ferreira de; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Peres, Selma Martines; Silva, Kátia Silene da; Rossi, Maria Aparecida Lopes
    Reading is a fundamental action in the social context since we live in a graph-centric society. Therefore, the school plays a central role in the teaching of reading since, in most cases, it is at school that the student finds a motivating environment for the act of reading through the activities proposed by the teacher. In an attempt to make the school a space of reader development, it emerges the following question: how reading circles performed through the mediation of an experienced reader contribute to the expansion of reading skills of students from the 6th to the 9th grade of Elementary School II who still have reading difficulties? Starting from this issue, the general objective of this research was to analyze how reading circles, with the help of the mediating teacher, contribute to the expansion of reading skills of 6th to 9th grade students who still show reading difficulties. To dialogue about reading, reading teaching and mediation, we rely on Freire (2006), Arena (2010), Koch and Elias (2006), Viana and Braun (2010), Cosson (2014) Marcuschi (2008), Terzi (1995), Antunes (2003), Zilberman (2009), Soares (2017). And finally, Vygotsky (2009), Bakhtin (2009-2006) Bortoni-Ricardo (2012) and Siqueira (2013), Oliveira (2017), Nascimento (2012), Oliveira (2012). As a methodological path, this qualitative research was outlined by the Intervention Research, a type of educational research in which pedagogical practices aimed to analyze, plan and implement actions seeking to maximize students' learning. The research results revealed that the students had difficulties in inferring, making connections and dialoguing about the texts. However, during the reading circles it was noticed that the mediation actions had a positive effect as the students started to build a meaning for reading. Such results were evidenced by the students and the teacher of the class. Students showed they liked the reading circles mainly because the texts were worked collectively, evidencing dialogism and background knowledge. The teacher also noticed that after the interventions the students demonstrated a greater interest in reading and began to ask more questions, especially about words that they did not know. Finally, based on what was explained about the results of this research, despite the difficulties faced due to the pandemic, the methodology of online reading circles can be considered a way to enhance the process of teaching reading, as it enabled the execution of important strategies for the progress of the reader development.
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    Aproveitamento de água pluvial para fins não potáveis em moradia universitária
    (Universidade Federal de Catalão, 2023-08-25) Silva, Daiane de Freitas; Paula, Heber Martins de; http://lattes.cnpq.br/6511292268901783; Justino, Eliane Aparecida; http://lattes.cnpq.br/6366855147494701; Justino, Eliane Aparecida; Paula, Heber Martins de; http://lattes.cnpq.br/6511292268901783; Paiva, Ed Carlo Rosa; Vasconcelos, Anaí Floriano
    The use of rainwater in buildings aims to enable the use of alternative sources of supply in activities that do not require drinking water for their execution. This alternative generates a decrease in the consumption of potable water, helps to reduce the volume of surface runoff of rainwater and is a measure of water conservation in the building. For the use of rainwater, a prior tudy of the precipitation conditions in the region, the consumption profile of users and the technical and economic feasibility of implementing the system is necessary, in order to guarantee an optimal volume of reserve. With the feasibility studies developed in this work, it was possible to perceive the economic and environmental benefits in the implantation of the system, bringing up important surveys about the final uses of water in the building, guidelines and measures to be analyzed for its implementation and debate on the importance of water conservation. The volume of the rainwater reservoir adopted in the work, through the use of the Neptune 4.0 software and considering an upper reservoir of 5,000 liters to meet the daily demand of the building, was 7,000 liters with a potable water saving potential of 26.52%. The economic analysis presents a Payback of 36 months, a net present value of R$ 41,955.72 and an internal rate of return of 3.48% per month for the analysis period of 20 years, data that represents the feasibility of implementing the rainwater harvesting system in the house.