Mestrado em Educação

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Navegando Mestrado em Educação por Autor "Almeida, Maria Zeneide Carneiro Magalhães de"

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    A escola Professor Alberto de Morais Holanda em Corumbaíba-GO (1989/2019): o que dizem os pais?
    (Universidade Federal de Goiás, 2020-12-11) Silva, Milene Garcia; Honório Filho, Wolney; https://orcid.org/0000-0002-3087-437X; http://lattes.cnpq.br/2682024750748083; Honório Filho, Wolney; Araújo, Juliana Pereira de; Barros, Aparecida Maria Almeida; Almeida, Maria Zeneide Carneiro Magalhães de; Soares, Sebastião Silva
    The object of this research is the Professor Alberto de Morais Holanda School, located in the rural area of the municipality of Corumbaíba / GO. The present study was guided by the understanding of the school based on the narratives of the students' parents. The intention of institutional biography, through this perspective, was based on the understanding that parents are protagonists in the education and schooling of their children, and the need to hear their voices within the school institution. In view of this, we searched, in official documents, located in the school collection and in the education department of the municipality of Corumbaíba, for historical and legal records that would give us subsidies for the Historical, Cultural and Institutional characterization of the School. We tell the life stories of the narrators, based on their reports, and, finally, we analyze the Professor Alberto School from the parents' narratives. This entire interpretative process was intermediated by the studies of (Auto) Biographies, used in the construction of this dissertation. Our time frame is 1989/2019. We try to answer the guiding question, how is the Professor Alberto de Morais Holanda School constituted, based on the narratives of the students' parents? For the theoretical foundation of this study, which is located in the field of History of Education, with specificity in school institutions, we made connections with the authors, Justino Pereira de Magalhães (2004); Miguel Gonzalez Arroyo (1999); Roseli Salete Caldart (2004); Antonio Bolívar (2012); Delory Momberger (2012); Maria da Conceição Passeggi (2010); Marie Christine Josso (2004); Wolney Honório Filho (2017) André Cellard (2008). The method used was Biographic-Narrative. We sought, through the parents' narratives, the production of data, and, later, its analysis. For that, we used Bardim (2016), Bolívar (2012), Delory Momberger (2011), which made the scientific writing of the dissertation feasible.
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    A experiência da evasão escolar no Instituto Federal Goiano - Campus Avançado Catalão (2014-2015)
    (Universidade Federal de Goiás, 2019-12-16) Nascimento, Nádia Gisele Marques de Souza; Honório Filho, Wolney; http://lattes.cnpq.br/2682024750748083; Honório Filho, Wolney; Araújo, Juliana Pereira de; Almeida, Maria Zeneide Carneiro Magalhães de; Erbs, Rita Tatiana Cardoso; Soares, Sebastião Silva
    School dropout is one of the oldest and most complex problems for which the Brazilian educational system seeks to find answers and solutions. For many authors - such as Patto (1997) and Arroyo (1992) - this complexity is due to the fact that school dropout involves multifactorial issues that are inserted in a broader context, that of school failure involving student, school, family, socioeconomic and cultural issues. However, it is clear that this discussion is still very recent in the context of technical education, with few studies that refer to this theme. Realizing the complexity and relevance of the debate on the phenomenon of dropout, this research brings as object of investigation the dropout in vocational technical education. To this end, we base ourselves on the following question: what is the experience of dropout from the student's perspective? Our overall objective was to understand the meaning of the dropout process of the Computer Technician course of the Instituto Federal Goiano - Campus Avançado Catalão, from the life experiences narrated by the students. And, to achieve this purpose, we set four goals: to locate the phenomenon of dropout in technical education, starting from the historical analysis of the implementation and consolidation of technical schools in Brazil, Goiás and Catalão; describe the implementation process of the Instituto Federal Goiano - Campus Catalão; know the life stories of the research subjects through (self) biographical narratives; finally, to interpret the meanings of the dropout phenomenon from the experiences lived by the student who dropped out of the course. Our time frame is between 2014 and 2015 and, for this study - that is within the line of Educational Policies, Education Stories and (Auto) biographical Research - were used as source of research the (auto) biographical narratives based on the theoretical concepts of Delory-Momberger (2012), Passegi (2011) and Bolivar (2002). We also guided on documentary sources to conduct an analysis of the structures and functionality of technical education in Brazil, as well as the Campus Avançado Catalão and the Computer Technician course. Data were produced through an interview / conversation with a group of 6 students who dropped out of the course. With this, we obtained (self) biographical narratives which made it possible to know their life histories, the reasons and circumstances that made them abandon the course. For the data we use the content analysis based on Bardin (2010). The biographies of these students gave us the opportunity to interpret the facts narrated by them and we have seen that the impacts of dropout cannot be considered totally negative, as it is put in some works. This is because, despite having dropped out of the course, students did not give up looking for other levels and modality of education.
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    O Instituto Federal de Goiás (IFG) de 1999 a 2014: Narrativas dos servidores técnico-administrativos
    (Universidade Federal de Goiás, 2017-03-09) Paislandim, Ivanillian Ferreira; Honório Filho, Wolney; http://lattes.cnpq.br/2682024750748083; Almeida, Maria Zeneide Carneiro Magalhães de; Barros, Aparecida Maria Almeida
    This research aimed to understand the transformations that occurred when the Instituto Federal de Goiás passed to the Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), through the narrative biographies of the administrative technicians servants who acted in the institution in the period From 1999 to 2014. It was hoped to seek the institutional biography of IFG, from the understanding of the meanings of the transformations that have occurred in this institution of professional education from its genesis as School of Apprentice Craftsmen and since the Escola Técnica Federal de Goiás ceased to exist until the IFG expansion, from the perspective of the administrative technicians servants. The specific objectives are: To understand what it meant to be a administrative technicians servant in the institution, in that period, the visibility of his work and the limits of his performance in the institution; Observe the evaluation that the administrative technicians make of the professional education offered by the institution; And to present the expansion of the institution to the interior of the state, with the creation of the new IFG campuses. For that, the narrative biographical method is used, focusing on the life histories of four administrative technicians servants, supported by the analysis of the official narratives, through the official documents, and by my own autobiographical narrative. As a result, we see that the changes that the institution has undergone since 1999 were a period of instability and uncertainties, both for the institution and its administrative technicians staff, which led the institution to seek its meaning again and the reconstruction of their identity.
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    O Instituto Federal Goiano – Campus Urutaí (2008-2019) pelas narrativas de servidores técnico-administrativos
    (Universidade Federal de Goiás, 2019-12-16) Silva, Bethânia Oliveira; Honório Filho, Wolney; http://lattes.cnpq.br/2682024750748083; Honório Filho, Wolney; Barros, Aparecida Maria Almeida; Almeida, Maria Zeneide Carneiro Magalhães de
    This research is located in the field of the History of Education, specifically, within the History of School Institutions. Its purpose is the Federal Institute Goiano - Campus Urutaí, located in the southeastern region of the state of Goiás that, in more than six decades in operation the institution has assumed five different formats and denominations. The study aimed to get to know the Federal Institute Goiano - Campus Urutaí (2008-2019) through the narratives of the technical-administrative servers. In this sense, we sought to identify the Goiano Federal Institute - Campus Urutaí related to the history of the Federal Institutes; understand the life histories of the acting administrative technicians of the IF Goiano-Campus Urutaí; to analyze the history of the Federal Institute Goiano - Campus Urutaí from the narratives of the technical-administrative servants, from 2008 to 2019. For that, the narrative biographical method was used and guided by the references in theorists like: Bolívar (2001, 2002, 2012, 2014); Delory-Momberger (2008, 2011, 2012, 2016). In order to construct an institutional biography through the narratives of four technical admirers belonging to the staff of IF Goiano-Campus Urutaí. The data production took place through an interview / conversation with this group of servers and were used dissertations and theses produced in Graduate Programs in Education, which had the institution as a research object or as a locus and contained in the body. of the research parts dedicated to the history of the researched institution. To perform the thematic analysis of the narratives we took as a reference Passeggi et al (2017). The biography of these servants allowed us to reach more than three decades of history of this institution and to interpret the facts narrated by them that transcends the written history through official documents. They showed the difficulties and struggles faced by the academic community, which guarantees the institution's operation for several decades, we saw how the servers were closely linked to each of these moments. The proposal to listen carefully to the narratives of the technical-administrative staff revealed an unprecedented version of the history of the Federal Institute Goiano-Campus Urutaí, showed that this school institution is marked by overcoming. In more than six decades of existence the institution has reinvented itself numerous times to ensure the continuity of its operation.
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    Universidade Federal de Goiás - Regional Catalão (UFG/RC) nas narrativas dos servidores técnico administrativos de 1987 a 2015
    (Universidade Federal de Goiás, 2018-05-16) Alves, Flávia Velloso; Honório Filho, Wolney; http://lattes.cnpq.br/2682024750748083; Barros , Aparecida Maria Almeida; Almeida, Maria Zeneide Carneiro Magalhães de; Honório Filho, Wolney
    Esta investigación aborda la percepción del técnico administrativo en la educación (TAEs), com base em sus histórias de vida, acerca de la Universidade Federal de Goiás- Regional Catalão (UFG/RC). Discutimos a partir de uma pregunta: cómo se há constituído la história de la (UFG/RC) en el punto de vista de los TAEs. El objetivo general es narrar la história de UFG/RC en el periodo de 1987 hasta 2015, con la perspectiva de sus TAEs. Los objetivos específicos son: I - cómo llegaran a ser lo que son: técnico administrativo en educación en la UFG/RC; II - investigar los bastidores de la UFG/RC sobre las atividades de los TAEs; III – analizar cómo lo hizo la biografía institucional de la UFG\RC con base en las histórias de vida de sus servidores TAEs. Fue empleado el método de historias de vida que, a tráves de las reacciones espontáneas de los sujetos y experiencias privadas investiga valores y padrones culturales que hacen el material histórico, revelando el comportamento humano y institucional de la UFG/RC. Recogidas las entrevistas semiestructuradas, los datos fueran analizados a partir de Bolívar (2014), que propone teniendo el entendimiento compartido como una acción simbólica comun, que crea y mantiene una organización, es decir, la realidade organizacional es entendida como una construción narrativa: los grupos escolares em lugar de realidades objetivas tienen su própria biografia institucional.