Mestrado em Educação - PPGEDUC

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Estudando na cidade eles querem o quê? Sentidos de escolarização no assentamento Olga Benário de Ipameri-GO
(Universidade Federal de Goiás, 2015-03-26) Ferreira, Ricardo; Barros, Aparecida Maria Almeida; http://lattes.cnpq.br/1742823730701223; Barros, Aparecida Maria Almeida; Pessoa, Jadir de Morais; Alves, Maria Zenaide
The arrival of some students from Olga Benário Settlement to a public school in Ipameri – GO - occurrence which motivated this research – was responsible for initiating this inquiry with the purpose of analyzing how the formative processes faced along the fighting for land relate to the sense of schooling developed by the residents from this settlement. The qualitative and participant features of this research carried the locus of study to the reality of the settlement, where researcher and researched were able to interact in situations which generated data. The field activity, composed by an initial data collection gathered when visiting the families, allowed a broadened view of the reality investigated, as well as the location of possible subjects to participate in the second stage of research, which was composed by Focus Groups, with the objective of using data triangulation to analyze some empirical data collected during the first stage of research so to deepen the perceptions of the residents regarding the sense of schooling of their children, and also their expectations and future projections. Three of the focus groups engaged in interactive activities with the purpose of giving voice to the subjects investigated. Two sessions took place so to collect possible convergences and divergences between the two representative segments detected at the exploratory stage: The MST (Movement of Rural Landless Workers) and the ASPROAB (Association of Small Farmers from Olga Benário Settlement). The third session, performed with students from the settlement, established the subjects’ perceptions and schooling experiences. The theoretical framework which guided the paths, discoveries and analyses of this research took in consideration the thoughts of Paulo Freire (2002; 2003; 2007; 2014), Miguel Arroyo (2009; 2011), Roseli Caldart (2012), Boaventura de Souza Santos (2010), David Harvey (2011), Jadir de Morais Pessoa (2007), José de Sousa Santos (2010) and Milton Santos (2010). Standing out in between the results is the evidence of two distinct and contradictory perceptions regarding the sense of schooling. The first understands the settlers’ schooling as a formative option which enables the adaptation and insertion of the subjects in the market dynamics of the society. The second understands schooling as a disservice which deprives youngsters of productive interactions inside the settlement, leading them to eventually abandoning the field and dissipating the dreams of conquest and permanence on the land. A third conclusion draw from an analysis of the research indicates that none of the subjects’ conceptions meets equivalence in the urban schooling available to the young settlers.
Fundamentos e práticas do Colégio da Polícia Militar de Catalão: entre fardas, manuais e boletins
(Universidade Federal de Goiás, 2019-03-14) Ribeiro, Renata Lopes Silva; Araújo, Juliana Pereira de; http://lattes.cnpq.br/4192018360933676; Araújo, Juliana Pereira de; Honório Filho, Wolney; Rodrigues, Eglen Sílvia Pipi; Alves, Maria Zenaide; Mariano, André Luiz Sena
The present dissertation results from a research whose objective was to understand the foundations and practices that support the educational process of the State College of the Military Police of Catalão - Polyvalent College. The object studied refers to a State College in Integral Time, whose management was transferred to the Military Police in the middle of 2016. The methodological route used was based on the case study and had as instruments for the production of the corpus the documentary research, the observation, the application of semi-structured questionnaires and the accomplishment of narrative-interviews. The narratives were analyzed by content analysis (BARDIN, 2009) and the set of all data submitted to triangulation (FLICK, 2009). In the first chapter, the understanding of pedagogy begins with the analysis of the foundations and manifest ideas in the guiding documents of the Polyvalent College which are the Pedagogical Model School of the School, the Novo Futuro Program, the Internal Regiment, the Political Pedagogical Project and the Plan of Action. In the second, we seek to understand the pedagogical by moving through the educational process in motion from narratives about categories delimited by the field of didactics such as curricular organization, planning, methods and resources and evaluation. In the third chapter the narratives on interpersonal relations give the keynote of the comprehensive exercise on the college. There is a dialogue with authors who discuss from the educational policies (BALL, 2011, 2013, LIBANNE, 2018, PERONI, 2012); (MIZUKAMI, 1987, LIBANEO, 2013, PÉRES GOMÉZ AND GIMENO SACRISTÁN, 1998, LIBÁNEO, 2013); of teacher training (CONTRERAS, 2013) and to a lesser extent authors who discuss power relations and domination as (Foucault, 1987; Weber, 2004). The results indicate that the pedagogical one suffers the influences of the liberal thought as base for the educational project that finds ballast in the political process of privatization of the education. This is reflected in its guiding texts (with ideals and principles aimed at the market) and the presence of the military that add to it the format marked by discipline and hierarchy (which, besides being accepted, are valued). In the bulge of this system emerges the reduction of the performance of teachers and educators in favor of an education beyond the walls of the school and future projects of adaptation to the system, which determines the reduction of the very function of education. It minimizes this interpretation to the observation that the college studied is a differentiated place that works full time, is valued by the community, has resources and partnerships, with organization and results-focused management exponent of neoliberal education thinking. In this sense it is an institution whose project does not fit with what critical educators and researchers expect as national public education, that is, that promotes social transformation or at least the reduction of inequalities.
Imagens de leitura: cenas de uma escola do campo
(Universidade Federal de Goiás, 2020-03-26) Oliveira, Ingrid Janini Ramos de; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Peres, Selma Martines; Costa, Vânia Aparecida; Alves, Maria Zenaide
This is a master's research carried out in the Graduate Program in Education (PPGEDUC) of the Federal University of Goiás - Regional Catalão, which aimed to analyze reading images from photographs taken by students and teachers of the 1st and 5th year elementary school in a rural school in the municipality of Corumbaíba-GO, in order to understand the reading scenes of each participant. Being a research of a qualitative nature and of ethnographic inspiration, the research was carried out at Colégio Municipal Santa Terezinha, which is located in Povoado Areião in the municipality of Corumbaíba-GO. Observation, photographic record, field diary and semi-structured interview with participating students and teachers were used as a methodological instrument. The present research involves the themes, reading and image / photography. In this sense, with regard to the practice of reading, whether in a historical and current context, the work is referenced in Manguel (1997), Chartier (1996, 2001), Abreu (1999), Paulino (2001), Freire (1987, 1991), among others. To deal with image reading and photographs, it is based on Manguel (2001), Sardelich (2006), Santaella (2012) and Almeida (1994). Finally, to address the theme of rural school, it is based on Arroyo (2204), Caldart (2004), Molina (2004) and Fernandes (2004). I conclude, therefore, that the research participants showed to associate reading with the acquisition of written culture, with an emphasis on reading words and syllables, especially for students who are at the beginning of the literacy process. However, it is not limited to writing, as different languages were also addressed, especially by 5th year students and teachers.
Juventudes e a disciplina projeto de vida em uma escola em tempo integral de Catalão-GO
(Universidade Federal de Goiás, 2020-03-11) Sousa, Michela Augusta de Moraes e; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Alves, Maria Zenaide; Dayrell, Juarez Tarcísio; Araújo, Juliana Pereira de
The Full-Time High School Centers (CEPIs) started operating in the state of Goiás in 2013, and brought significant changes to the High School curriculum, including the inclusion of the subject “Life’s Project”. This dissertation aimed to analyze the meanings attributed to this discipline, in a School in Full Time (ETI), in the municipality of Catalão. The qualitative research was based on a case study (YIN, 2003), and the main sources of data production were: document analysis, observation and interviews, anchored in Bardin (1977) and Lüdke and André (1986). Initially, institutional documents were analyzed; then, a questionnaire was applied with the young people, through which we traced the profile of the students; finally, we interviewed a group of young people from the 2nd grade of high school, in addition to the teacher of the discipline. The theoretical framework is based on youth studies, especially those that dialogue with high school, full-time life and school projects, such as: Abramo (2005), Lèon (1996), Dayrell (2003, 2012), Alves (2015) and Melucci (1997); Krawczvk (2008, 2014), Arroyo (2014), Corti (2014), Ribeiro (2019), among others. By analyzing the data, we identified at least three meanings attributed to the Life’s Project discipline: a) the discipline is understood in the bureaucratic sense, focused on the product and social needs; b) the discipline is understood in the formative sense, focused on the subject and in the reflection of his needs and c) the discipline is understood in the liberating sense, allowing a moment of escape and relaxation from the stressful routine of young students.
“Nem lá, nem cá”: experiências migratórias na juventude e os desafios do retorno
(Universidade Federal de Goiás, 2019-12-18) Martins, Nelson César; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Siqueira, Sueli; Peres, Selma Martines; Alves, Maria Zenaide
This dissertation aimed to analyze the migratory experience and the challenges of returning to Brazilian society and the school system as well of three Brazilian migrants who lived in Northern Ireland and the United Kingdom. Participants are returnees who experienced international migration during their youth then returned to Brazil from 2012 to 2015, supported by the Non-Governmental Organization (NGO) Projeto Resgate Brasil and its partners. The analysis used as reference the concepts of youth, experience and third culture, and it is anchored in: Benjamin (1993), Larossa (2000), Bondìa (2002), Sayad (2000), Dayrel (2003), Augusto (2005), Laraia (2006), Melucci (2007), Valente (2008), Siqueira (2009), Achotegui (2009), Fazito (2010), Alves (2013), Brandes (2014), Pollock, Reken e Pollock (2017). The methodology was based on a qualitative approach, based on initial consultation on documents from the NGO Projeto Resgate Brasil and its partners, in order to identify the research subjects and the programs offered to them; semi-structured interviews, performed by video call and audio recorded; and content analysis. For this we use as reference Bardin (1977), Lüdke e André (1986), Goldenberg (1997), Duarte (2004) and Franco (2008). Based on the interviews and theoretical support, the research concludes that for these young people, the return was complex and more difficult than emigration, however, this experience was fundamental for the construction of the identity of these subjects. Faced with the difficulties of return, they resorted to adaptation strategies and used as a tool aspect of the third culture, especially overcoming the crisis of belonging and living between cultures. In the return to the school context, which is a return within the return process, they faced an environment of reconfiguration of being, belonging and realization of life projects, although they show that educational institutions were unaware of their migratory history. and the potential of these experiences. Finally, although they are adapted, they signal the possibility (or desire) of re-emigration.
Princípios do movimento de educação do campo: análise dos projetos político-pedagógicos das LEdoC do centro-oeste brasileiro
(Universidade Federal de Goiás, 2018-02-07) Farias, Magno Nunes; Faleiro, Wender; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4718817Y5; Silva, Wender Faleiro da; Costa, Carmem Lucia da; Alves, Maria Zenaide
The Movement of Field Education after a long process of struggles has pressed the State for the development of projects to build public policies geared to the Education Field, among them the implementation of graduation courses in Field Education (LEdoC), with the purpose of training field educators, having as protagonists the subjects of the field, their experiences, demands and movements. The LEdoC implementation at the universities permeates the construction of Political Pedagogical Project (PPP). So, PPP is an alternative to envision possibilities, ways and strategies to resolve, discuss and materialize issues that are characterized as problems in the educational process, having a decisive role for the implementation of LEdoC on the institution, building spaces for discussion, determining guiding bases, conceptions of word, training, society, and field, as well as social, political, educational, cultural and territorial responsibilities that the teacher major courses and university prioritize. Thus, the aim of this study is to analyze the joints of PPP and the LEdoC with the principles of Field Education Movements. This is a documental research that uses the Content Analysis, following the theory of the Epistemologies of the South and the Decoloniality. It’s analyzed two PPPs of LEdoCs with qualification in Natural Science from Center West of Brazil, which the two universities are: Federal University of Goiás - Catalão Unit and Federal University of Grande Dourados. The punctuated and built principles in this work while constituents of the movement of Field Education are: critical/consciousness Training and overcoming of hegemonic models; Role of Social Movements, Biding with the culture, work and the knowledge of the field; Training for the construction of a field and society project; Training by alternation. According to the analyzes, it’s noted several problems that pervades the PPPs, such as the lack of information about its construction, which brings sings of a construction still based on regulatory innovation, where occurs in an individualize and normative way, from the center to the periphery, away from the collective discussion and articulation with the Social Movements of the Field. It has also noted ideological points that put the PPP as a tool which attempts to appreciate the neutrality, as well as little deepening for political and social debates that surround the Brazilian countryside and the Field Education. However, on this path, in order that the final considerations are still being developed, we noticed potential with positive force. Despite the problems, we see the construction of PPPs that are powerful for the transformation of the University, placing the subjects of the field as protagonists of the process, affirms the importance of the Alternation system, the organization with Social Movements and the importance of looking for peasant’s culture and knowledge. In addition, it has reinforced the need of a critical surveillance on the ideological, political content, intentionality and construction of PPPs, in order that the absences of deepening can give ideas for the use of the PPPs in an ideological distortion perspective, not being powerful to make a Field Education that transforms the reality into a concrete form.
Saberes da juventude no Assentamento Olga Benário em Ipameri (GO)
(Universidade Federal de Goiás, 2020-03-12) Silva, Wilans Flaviano da; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Alves, Maria Zenaide; Silva, Wender Faleiro da; Costa, Ismar da Silva
This research carried out in the field of education, has the main objective of investigating the knowledge present among the rural youth of the Olga Benário Settlement, analyzing their sources and means of circulation. For the development of this research we used a qualitative approach of an ethnographic nature. The fieldwork with the research subjects lasted five months, extending from March to July 2019. Direct contact with this rural youth allowed us to listen, observe, record and photograph in order to learn the knowledge present there. We used the socio- cultural questionnaire, observations and semi-structured interviews as a data production instrument. The theoretical-methodological basis is based on Charlot (2001; 2005; 2014); Larrosa (2002; 2011); Weisheirmer (2015), Khel (2015); Kummer; Colognese (2013); Leão; Rocha (2015) among other authors who contributed to this study. The research found that these young people have as their main sources of knowledge the family, the community and the school and the main knowledge mobilized by the subjects within the settlement were identified and defined as social, ecological, school, technological, domestic and agrarian knowledge.

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Navegando Mestrado em Educação - PPGEDUC por Autor "Alves, Maria Zenaide"

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