Mestrado em Educação

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Navegando Mestrado em Educação por Autor "Araújo, Juliana Pereira"

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    A docência em uma escola da Ordem Franciscana - Goiandira-Goiás (1960-1970): narrativas de professoras
    (Universidade Federal de Goiás, 2017-03-20) Souza, Walkíria Vieira do Prado e; Araújo, Juliana Pereira; http://lattes.cnpq.br/4192018360933676; Mariano, André Luiz Sena; Araújo, Juliana Pereira; Honório Filho, Wolney
    Teaching is an activity that happens in a limited time lived between the places inside the school and the life history, mobilizing a variety of knowledge, conditions and elements that meet the curriculum, the contents and the relations between teacher-student. Much of this knowledge is considered tacit, because they are constituted in a personal, subjective, instinctive and experiential way. In Goiandira, a city in southeastern goiano, which for some people was a herald of modernity in the early twentieth century, some women constituted teaching under peculiar conditions. Resulting from the presence of the Franciscan Order in that municipality and the construction of the Santa Maria Goretti Parish School directed and coordinated by the Sisters of Allegany, from the United States, on a mission of Catholic Education and Evangelization. This historical panel and the first contact with the former teachers of the Santa Maria Goretti Parish School, at the time of the definition of the subjects for this study, contributed to the delimitation of the problem of this research, from the finding that these teachers did not have official graduation for teaching, which established the following questions: What is the profile of the girls who were invited to be teachers, as students of Junior High School or having this stage of studies just concluded, how did they approach teaching skills? What is the influence of the Franciscan Order, especially of the Sisters of Allegany in the formation of the teaching of these lay girls? Preliminary questions to define the general objective of the present research: to analyze the constitution of the teaching, in the Santa Maria Goretti Parish School, Goiandira-Goiás, in the 60's. The results show that the teaching of these teachers, constituted at the confluence of an expected Modernity and religious conservatism, assumed for them a unique and differentiating character and had as genesis and image an essence that hybridized a didactic of its own, a mirror of an innovative pedagogy, but at the same timedoctrinaire, moral and conservative. In these terms, the absence of formal teaching is subtly unnoticed because it was ancillary to the experience of being formed by the Sisters of Allegany at the Santa Maria Goretti School, but the Didactic discipline of the Normal course was cited as very important for the formation of the teaching profession.
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    Negros nos grupos escolares em Catalão/Go (1923 – 1971)
    (Universidade Federal de Goiás, 2018-12-06) Fonseca, Cleider Antonio da; Barros, Aparecida Maria Almeida; http://lattes.cnpq.br/1742823730701223; Barros, Aparecida Maria Almeida; Ribeiro, Cristiane Maria; Araújo, Juliana Pereira; Inácio, Fátima Pacheco de Santana
    This research aimed to investigate the presence of blacks in primary education in school groups, taking as reference the first five institutions created in Catalão in the twentieth century, from 1923 to 1971. Contextualized the theme of Blacks in Education, considering the location of these subjects in a given time and space, the research was conducted by the question: were there blacks in the primary education of the School Groups in Catalão? Which family groups did they belong to? It is a documentary research, with a bibliographical contribution, whose historical aspects were searched by sampling in three main sources: the registrations of enrollments of the school groups, the statistics of black schooling, extracted from IBGE, the legal basis of the legislation at the time, and by a sampling of the Reports of the Presidents of the Province and the emphasis of the Annals of the 8th CBE in Goiânia (1942). The bibliographical references included research on black people and education, which enabled the confrontation of the sources used in the discussion of the invisibility produced in the official documents, confronted by a random sample of the existence of black family groups in Catalão/GO. Initially we contextualize the existence and condition of black people in Brazilian society, problematizing the aspects of its insertion in the Primary Education in Goiás and Southeast Goiás, with emphasis in the municipality of Catalão. We delimit the black people and education focus in the republican legislation of implantation of school groups for the primary education. We show the official enrollment data of the school groups, the IBGE statistics in the period, in which invisibility had been produced as a strategy adopted in the various registries. The historical aspects of education in Goiás were based on Bretas (1991) and Barra (2011). The authors discuss black people’s invisibility in education and question the inferiority complex, among other aspects. The contrast of the official discourses on the aims and objectives of education in the period, the silencing of the existence of black people in the society of Goiás, points to the invisibility produced and sustained in the records produced in the School Groups. The analysis guided by the category of invisibility and based on studies on black people and education, indicate as research results the current discussion in order to problematize and broaden the look on historical and social issues that reinforced the permanence of black people in the margins of actions of government in the period; the confrontation of the existence of the black people, ascertained by the location of family groups in the urban cartography of the School Groups, attest that the black presence in an expression of existence, affirmation and resistance. Applied to invisibility, we questioned that while through the way of popular culture, folklore and religiosity, the black person became present, even being identified students enrolled in primary education of the School Groups, prevailed the silence and not information about their condition and existence, whose strategy was replicated in the sources and official documents analyzed, confirming the strategy of invisibility, confronted by this study
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    Torna-te! o processo de subjetivação das juventudes negras a partir de suas trajetórias escolares
    (Universidade Federal de Goiás, 2020-03-06) Carrijo, Valéria Landa Alfaiate; Araújo, Juliana Pereira; http://lattes.cnpq.br/4192018360933676; Araújo , Juliana Pereira; Honório Filho , Wolney; Ormeno , Gabriela Isabel Reyes
    La investigación tiene como objetivo comprender el proceso de subjetivación de sujetos jóvenes negros en sus trayectorias escolares, idealizando responder a la cuestión: ¿cómo los procesos de subjetivación de jóvenes negros sufren impacto de sus trayectorias escolares? Conseguir respuestas a esta cuestión norteó el objetivo general de la investigación: comprender el proceso de subjetivación de las juventudes negras en los caminos de sus trayectorias escolares. La intención primaria se convirtió en otras de carácter específico: 1- Analizar la influencia de las estrategias de racismo y blanqueamiento en la subjetivación de jóvenes negros y negras en los primeros años de vida y escolares; 2- Comprender si y como la escuela promueve inflexiones en el proceso de subjetivación a partir de proyectos de concientización sobre la historia y cultura africana; 3- Comprender como la subjetivación, a través del prisma de las trayectorias escolares, al final de la enseñanza secundaria, actúa en el ámbito de posibilidades sobre proyectos de vida de los jóvenes alumnos negras y negros. Para alcanzar el intento, acompañamos a siete jóvenes, auto declarados negras y negros que, en el periodo de 2016 a 2018, ¡participaron del proyecto pedagógico “Empodera! Juventudes Negras”, desarrollado en la Escola Municipal Madre Maria Blandina, ubicada en la ciudad de Araguari, Minas Gerais, Brasil. Bajo a este contexto, en la organización de la metodología de investigación, con base epistemológica en la fenomenología, la investigación se funda en las narrativas auto biográficas de los siete jóvenes, con reflexiones fundamentadas, sobre todo en Touraine (2009), Maffesoli (2007), Hall (2014), Fanon (2008), Gomes (2002, 2003, 2017, 2019), Dayrell (2003), Peralva (1997) y Velho (1994). Con ellas, empezamos la comprensión del proceso de subjetivación de las juventudes negras, a partir de las relaciones familiares de aquellas establecidas al principio de las trayectorias escolares. ¡Encontramos a los jóvenes en la etapa de la Enseñanza Secundaria, buscamos identificar las inflexiones provocadas en el periodo en que participaron del proyecto Empodera! Juventude Negra, para fijarnos, al fin, en la comprensión del proceso de subjetivación de las juventudes negras en trayectorias escolares, delante de las elaboraciones de sus proyectos de vida, frente a las tensiones en sus frentes de posibilidad. Las narrativas fueron obtenidas con el aporte de varios instrumentos: producciones textuales escritas, cuestionarios, entrevistas orales individuales, testimonios de actividades en grupo, publicaciones en redes sociales. Para complementar, fueron utilizadas fotografías del acervo escolar y personal de los participantes, además de las que fueron publicadas en las redes. Los datos obtenidos a través de las narrativas fueron analizados en la lógica descriptivo/interpretativa, que permite el encuentro de las categorías desarrolladas en cada capítulo, en el cual el cuerpo textual está traspasado a música, poesía, infografías, y fotos que auxilian, en otros lenguajes, la profundización de las reflexiones. En general, vimos que los jóvenes llegaron a la escuela con sus identidades negras silenciadas, blanqueadas y sin sentimiento de pertenencia; la escuela intensifica los estereotipos, promueve la invisibilidad y la geografía de la margen, del “no lugar”. Las experiencias en proyectos que promueven el acercamiento con la educación de las relaciones étnico raciales, historia de África y cultura afro brasilera posibilitan a los jóvenes negras y negros la valoración estética, el reconocimiento de la ancestralidad y los sentimientos de pertenencia y representatividad mediante apropiación de conocimientos descolonizados. Los jóvenes negras y negros de nuestra investigación convergen con la posmodernidad y equilibran, con dificultad, sus identidades, sueños, proyectos. Sus narrativas nos muestran como a lo largo de sus trayectorias escolares, construyen las elaboraciones de si propios y se constituyen individuos. De esta manera, forman parte de un movimiento de “re existencia” y se conectan a la ancestralidad en resistencia, experimentándose, (re)elaborándose, y convirtiéndose en los sujetos que pueden ser.