Mestrado em Educação - PPGEDUC

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Navegando Mestrado em Educação - PPGEDUC por Autor "Araújo, Juliana Pereira de"

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    Congadas: leituras e possibilidades educativas a partir das narrativas de professores congadeiros de Catalão-GO
    (Universidade Federal de Goiás, 2018-03-23) Manoel, Daniane Moreira; Araújo, Juliana Pereira de;  http://lattes.cnpq.br/4192018360933676; Araújo, Juliana Pereira de;  http://lattes.cnpq.br/4192018360933676; Barros, Aparecida Maria Almeida; Oliveira, Rosa Maria Moraes Anunciato de
    The Brazilian schools have created a daily life inspired by the Eurocentric culture, which relegated to background or even no knowledge-recognition of AfroBrazilian culture. We consider as soon as the samba, capoeira, mungunzá and many other components of this culture assume the aspects of an “underground” Brazilian folkloric. The review of this scenario begins in 70’s through social movements, which with in means the dictatorship they led to a debate on the questions, which culminate in the enactment of the law 10639/03which requires the inclusion in the official curriculum of the subject "Afro-Brazilian History and Culture". However, that insertion in general is poorly contextualized and poorly understood due to the relations established in the school which are the territorialization and-or hierarchy of themes and knowledge. In this panorama, teachers have difficulties to insert into the daily life of schools, senses and knowledge about the afro culture in addition to the spectator. In the context of these many concerns is that this study was developed. Its primary objective was to understand the catalan congada, challenges and possibilities in order to be showed in schools of the municipality according to the perspective of congadeiros lecturers. The methodology consisted of a review of the literature that allowed obtaining knowledge about the object and starting a dialogue on the subject and the analysis of the congadas narratives of congadeiros lecturers accessed through narrative interviews. The conclusion points out that the congadas are still less considered in all its potential and that congadeiros lecturers have a rich knowledge about them and point out the need for a greater effort management coming from the professionals-coordination in the sense of the congadas’ insertion. The University presents itself as a place of knowledge production and legitimate recognition.
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    Desenvolvimento profissional docente de professores do campo em Orizona-GO (1950-1980): análise a partir de narrativas
    (Universidade Federal de Goiás, 2018-03-23) Lopes, Igor Gonzaga; Araújo, Juliana Pereira de; http://lattes.cnpq.br/4192018360933676; Araújo, Juliana Pereira de; Faleiro, Wender; Anunciato, Rosa Maria Moraes
    Discussions on field teachers in Orizona-GO, is an emerging topic because it is a subject little discussed in the literature, so this research was designed and objectified with the intention of contributing to this field of study, when analyzing the professional development of the professors of the field from 1950 to 1980. We adopt (auto) biographical narratives as a methodology, believing that from what is narrated, we learn the singularity of a speech and an experience, causing a cluster of thoughts and memories to gain meaning and meanings. These teachers reported on their life stories, pedagogical practices, learning, teacher-teacher relationship, with student, parents, school community and so they spoke about their personal and professional being, and it was through these narratives that we were able to analyze professional teacher development . We use as theoretical contribution: Huberman (1992-1995), Novóa (2007), Marcelo Garcia (1999), Ferreira (2013), Josso (2004), Araújo (2009) among other authors.
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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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    Experiências de formação dos discentes nativos da etnia Xacriabá no IF Goiano Campus Urutaí-GO (2014-2019)
    (Universidade Federal de Goiás, 2021-02-04) Silva, Marilene Aparecida Santana da; Honório Filho, Wolney; http://lattes.cnpq.br/2682024750748083; Honório Filho, Wolney; Araújo, Juliana Pereira de; Soares, Sebastião Silva
    The theoretical universe in which this research is located is that of the history of education and research (autobiographical), which supports the narrative biographical method. In view of this, for the foundation of this work, the reflections of Bolívar (2002), Delory Momberger (2011), (2012), Galvão (2005), Carino (1999) were important. Such authors postulate the meaning of the subjects' narratives, when they attribute meaning to the story itself. Thus, we will use, for this research, the biographical-narrative method, through the narratives of the Xacriabás students, having as data production the interviews conducted with the Xacriabás students, about their training experiences, at IF Goiano, in these three years of training, in technical high school. Thus, we formulated the following question, which guided this research: What are the training experiences constructed by the narratives of the Xacriabás students, at the IF Goiano campus Urutaí-GO, from 2014 to 2019? The objective of this research, therefore, is to understand the training experiences narrated by Xacriabás students, at the IF Goiano campus Urutaí-GO, from 2014 to 2019. Thus, the specific objectives of this research are: to discuss the concepts of training and experience; then, try to get to know the Xacriabás students, then, in the third specific objective, analyze, through the Xacriabás students' narratives, the experiences of their training. For the thematic analysis of the narratives, we take Laurence Bardin (2016), Marie Christine Josso (2002) (2007) (2010), Maria da Conceição Paseggi (2011) (2012) (2016), Jorge Larrosa Bondía (2002) as a reference, Carlos Rodrigues Brandão (2002) (2007), Cecília Galvão (2005), Inês Bragança (2011), Dermeval Saviani (2008) and Durkheim (2007). The biography of the Xacriabás students allowed moments of construction of meanings of the lived, moments of conflicts and rupture between what I was and what I became, making them independent beings from overcoming difficulties, it is also understood that The experiences of these three years have been valid and transforming in the human sense, to make them more capable and safer people to face new experiences.
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    A formação para o ensino de ciências nos cursos de pedagogia em instituições públicas de ensino superior do sudeste goiano
    (Universidade Federal de Goiás, 2017-03-03) Flaviano, Sebastiana de Lourdes Lopes; Faleiro, Wender; http://lattes.cnpq.br/2540729402102453; Silva, Elenita Pinheiro de Queiroz; Araújo, Juliana Pereira de; Faleiro, Wender
    Science education occupies a modest place in the curriculum of pre-primary and elementary school students even with their obligation, since 1971 many schools and teachers do not work this discipline in order to fulfill its true objectives. The reasons are varied from the lack of resources, the desired training of teachers, to the belief that it is not important. This discipline is taught at the beginning of Basic Education, usually by a multi - purpose teacher - teacher. In view of the above, the following question arose: How does the formation of pedagogues for science teaching take place in public universities in Southeastern Goiás? Thus, the objective of the present dissertation was to analyze the current state of the pedagogical training proposals for the teaching of Sciences in the Pedagogy courses of the Public Universities of Southeast Goian. For this, analyzes were made in the Curriculum Guidelines for the Pedagogy Course, PPC analyzes of the courses under study as well as the study of the subjects related to the Methodology of Science Teaching. It was also analyzed, through semi-structured interviews, the view of the teachers that teach this discipline in both HEIs, and the vision of the undergraduate students of the Pedagogy Course who had already studied the subject in 2015 and answered a questionnaire in providing us with data for the conclusion Of this. Quantitative-qualitative research was used in order to reach the proposed objectives. The research came to the following conclusion, that even though there is no greater theoretical deepening regarding the construction of the knowledge necessary for the teaching of Sciences and even with other needs for improvement, the courses of pedagogy researched form pedagogues with possibilities to develop a satisfactory teaching of Sciences In the initial years of elementary school due to the pedagogical foundations received in the course of his pedagogical training.
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    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.
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    “A gente não quer só comida, a gente quer comida, diversão e arte...”: projetos de extensão universitária na UFG-RC/UFCAT (2017-2020)
    (2021-06-15) Oliveira, Amanda Graziela de; Araújo, Juliana Pereira de; Honório Filho, Wolney; Lima Lana Ferreira de,
    No Brasil as atividades de extensão universitária tiveram início entre os anos de 1911 e 1917, quase cem anos após as primeiras universidades serem criadas, mas são até hoje o elemento mais desvalorizado no tripé ensino, pesquisa e extensão que sustenta essa instituição. A Universidade Federal de Catalão nasce na década de 1980 ainda como campus da Universidade Federal de Goiás (tendo a extensão como atividade prioritária) e vem desde então buscando a consolidação dessa atividade. Mais recentemente, sobretudo devido a democratização do ensino superior, esse tema tem ganhado força nos debates com destaque para a questão da curricularização da extensão que pauta a obrigatoriedade da extensão nas trajetórias formativas dos discentes. O histórico da extensão e o cenário atual na Universidade Federal de Catalão foram cruciais para realização de uma pesquisa de mestrado estruturada a partir da questão: -Como se configura a extensão universitária na UFG-RC, atual Universidade Federal de Catalão, a partir dos projetos desenvolvidos entre os anos de 2017 e 2020? Logo, o objetivo geral definido foi o de analisar os projetos de extensão universitária na UFG-RC/UFCAT de 2017 a 2020. Como objetivos específicos buscamos: a) compreender a universidade pública brasileira e nela a extensão universitária; b) produzir um panorama dos projetos de extensão na UFG-RC/UFCAT cadastrados entre os anos de 2017 e 2020 e c)analisar os objetivos e as metodologias descritos nas fichas de cadastrais dos projetos de extensão universitária na UFG-RC/UFCAT entre 2017-2020. Metodologicamente, a pesquisa é documental e descritiva e tendo como corpus de dados aquilo que se estruturou com base nos seguintes documentos: 1) planilhas do Excel com as ações via SIEC; 2) a relação de bolsas concedidas do Programa de Bolsas de Extensão e Cultura (PROBEC) e do Programa de Voluntariado de Extensão e Cultura (PROVEC) de 2016 a 2020 e 3) as fichas de inscrição dos projetos cadastrados no SIGAA, entre janeiro de 2017 a julho de 2020 (totalizando 163 projetos). A análise desse material, guiada pelo referencial teórico relativo ao tema principalmente a legislação atual revelou que está em curso uma profunda transformação da universidade que se afasta da ideia de “Torre de marfim” elitista e encastelada e se aproxima de uma “Torre de Babel” com sua polifonia e pluralidade e que esse processo influencia positivamente a extensão universitária nela produzida que vai paulatinamente ganhando solidez. Nesse sentido é que a interdisciplinaridade e a dialogicidade vão ganhando espaço nos projetos realizados o que corrobora com o cumprimento das expectativas do Plano Nacional de Extensão Universitária. Contudo, persiste a realização de projetos de extensão alicerçados em uma extensão assistencialista ou como complemento do ensino e-ou da pesquisa o que foi notado em objetivos e metodologias típicos dessa visão. São projetos que apesar de congregarem os vários sujeitos da comunidade universitária (professores, alunos e técnicos) pouco se espraiam para fora dos muros da universidade. Conclui-se que é preciso refletir e debater de modo ampliado sobre a importância e o papel da extensão na UFCAT para que em tempos tão retrógrados a universidade não volte a se encastelar.
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    Jovens da escola noturna de Campo Alegre: narrativas sobre trajetórias, percepções e perspectivas
    (Universidade Federal de Goiás, 2017-03-07) Silva, Vanderléia Vieira da; Araújo, Juliana Pereira de; http://lattes.cnpq.br/4192018360933676; Araújo, Juliana Pereira de; Honório Filho, Wolney; Alves, Maria Zenaide
    This research was developed at the EJA night school in Campo Alegre de Goiás, in order to perceive the relation of the young people to the school, as well as their attributions of how they think and live the youth in the contemporaneity. It was from the narratives of these subjects that we highlight their youthful condition and the relationships they maintain with school and work. We have seen through research already done, and through bibliographies that discuss the theme of youth, that the EJA in recent years, specifically from the 1990s, has undergone a process of change. It is the entrance of increasingly young people to the gates of the night school. Facing this, the following problem was launched: How is youth perceived in an EJA night school in Campo Alegre de Goiás? In this sense, we search in the bibliography authors who discuss the question of youth within the school (Dayrell and Carrano, 2014) and also authors who treat youth in another way as the formation of "tribes", for example, (Maffesoli, 2014). From the narratives of the youth of the EJA, we perceive the meanings attributed by them about the school, a school that, for the majority, comes to an improvement of life and future projects, and for some it is as if this space had another meaning, As a meeting point, in a city that does not always have something to do. Another relevant aspect is that this school of EJA also brings, (and this was noticeable in the interviewees' speech), that it is interesting for them to have a diploma and the sooner the better. So many opted for the EJA.
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    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.
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    Narrativas de formação de famílias ciganas em Pires do Rio-Go (2000 a 2017)
    (Universidade Federal de Goiás, 2018-03-01) Felipe, Adilson dos Reis; Filho, Wolney Honório; http://lattes.cnpq.br/2682024750748083; Honório Filho, Wolney; Bragança, Inês Ferreira de Souza; Araújo, Juliana Pereira de
    The development of this work is structured in the narratives of life histories of formation of the gypsies living in the city of Pires do Rio-GO. In this sense, the trajectories, work practices and experiences acquired during the life with the older gypsies and relatives will be approached throughout the text. The present research seeks to find answers to the problem situation "What is the sense of formation built by gypsy families in Pires do Rio-GO"? Understanding that these subjects according to literature left few records of their historical saga across the world. The general objective is anchored in investigating the sense of formation built by non - school Roma in Pires do Rio-GO. In the attempt to know the origins of the gypsy people, it is proposed first a bibliographical revision with theoretical support of the postulates of Moraes Filho (1981) Teixeira (2009) Perione (2000). Frans Moonen (2011) and the Guide to Public Policies for the Gypsy People (2014). The method that best problematizes the demand of this dissertation is the autobiographical one because it understands that this one meets the proposed objective. We will address the recalling events through the life histories of these subjects, based on the studies of Maurice Halbwachs (2006), Josso (2004) (2010), Nóvoa (2010), Soares (1991), Bosi (1998) Delory-Momberger 2008) (2012) Clandinin and Connelly (2011) (2015), Antônio Bolívar (2002). Once the initial considerations of the historical origins have been made and the method of the research, the writing goes through the identification of the subjects of the research carried out by exploratory research. They will be presented through the narratives as the process of arrival and permanence of those subjects who chose to live in masonry houses, thus abandoning nomadism and becoming sedentary. Subjects such as religion, culture, marriage, family life, the trips that in the past were customary among the family group.In this perspective the life experiences of the Gypsies of Pires do Rio-GO will be pointed out in their view regarding the school emphasizing the cause for not having attended, the prejudice pointed out with antagonistic visions, the labor practices having as main factor the learning along of life. Specifically, the concept of training draws attention and the support comes from Josso (2004) Alheit and Dausien (2006) Caspar (2007) and the Brussels Memorial (2000). This analysis through the gypsy narratives made it possible to think about the understanding of the sense of formation that Gypsies give their lives through the experiences that were acquired with their parents and older relatives.
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    O ensino médio para os jovens do campo na região de Uberlândia – MG
    (Universidade Federal de Goiás, 2019-03-13) Silva, Michele Maria da; Araújo, Juliana Pereira de; http://lattes.cnpq.br/4192018360933676; Araújo, Juliana Pereira de; Faleiro, Wender; Pimenta, Alessandro Rodrigues
    This work presents the results of a master’s study that took as object the secondary education offered to rural students in the region under the Regional Superintendence of Education of Uberlândia-MG under the responsibility of the State Secretary of Education of Minas Gerais. The area embodies the cities of Araporã, Tupaciguara, Prata, Monte Alegre, Nova Ponte, Indianópolis, Araguari, Campina Verde and Uberlândia. When analyzing the flowchart of the rural students graduating in elementary school, we identified three alternatives for continuity of their basic schooling: a) rural high schools; b) high schools located in the countryside with headquarters in the urban area, officially called as annexed classes; c) high schools located in the urban zone, which receive students from the rural area. Information of the rules for the rural education – the Operational Directives for Basic Education of Rural Schools (2002), Decree 7.352 (2010), the Directives for the Basic Education in the Rural Schools of Minas Gerais ( 2015), a theoretical framework that admits high school as an object of dispute (Kuenzer, 2010), Rural Education as a human right (Arroyo, 2011 and 2014, Caldart, 2012), and a policy (Freire, 2001) made us to come to a basic question: does the secondary education, offered to rural youths in the region of Uberlândia meet the normative guidelines established in the basic education policies for the countryside, and what signals the academic productions on the subject? We have started from an initial hypothesis that there is a denial in this region: if not the right to education, at least of the quality of education offered to young people in the countryside, enrolled in secondary education, for whom there is still a lack of value. From the problematization and the initial hypothesis we defined the objective of the research that was to learn about secondary education for young people in the countryside of the Uberlândia-MG region, through the normative guidelines provided in the basic education policies for rural schools and what signals the academic productions on the subject. Methodologically, the research was carried out as a case study of the multi-case type having aslocus for the field research three representative places, as follows: a) high schools in the countryside; b) secondary schools located in the countryside with headquarters in the urban area, officially called as annexed classes; c) high schools located in the urban zone, which receive students from the rural area. The instruments used in data collection for the corpus composition were observation, documentary research, the application of semistructured questionnaires and the conduction of interviews from a semi-structured script. Data analysis was established by the rigor of the description-interpretation-analysis-synthesis in dialogue with the theoretical field constituted. The initial results indicate the validity of the hypothesis to the extent that we do not find in the Political-Pedagogical Projects of the surveyed schools any mention of what is foreseen in the education policies for the rural schools. We have found pedagogical practices that subtly approximate the specificities of the rural area, but that are isolated and disjointed practices of the educational plan of the institutions.
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    Olhares sobre o espaço da Ludoteca UFG/RC 2011-2013
    (Universidade Federal de Goiás, 2016-03-04) Silva, Paulo Rogério Santos e; Araújo, Juliana Pereira de; http://lattes.cnpq.br/4192018360933676; Araújo, Juliana Pereira de; Pinheiro, Maria do Carmo Morales; Honório Filho, Wolney
    The toy library emerged in the middle of the last century since then we could see its expansion around the world. However, its understanding appears to be a complex task because these spaces receive direct influence of society and its cultures that leave them their specificity both the public and the direction that attends as on its goals by having a variety of readings and thoughts that is produced. In Brazil, Toy libraries have been established as educational and recreational spaces and universities have created representatives in the highest category of university toy libraries. This thesis socializes the course and results of a research that the observation of this scenario took as its object of the Federal University of Goiás`toy library - Catalão regional aiming a better understanding of this space. The theoretical research support was given by a field which brought together the accumulated production of the object in the work of authors such as Santos (1995, 1997, 2000, 2001, 2008), Silva (2000), Kishimoto (1997, 1998, 2011), Brougère (1995, 1996, 2002, 2004) e Cunha (1997, 2001, 2005, 2010, 2014), such the contributions about Lefebvre (2006) about space, production , reproduction and analysis, Certeau (1994 ) for analysis of the object in the daily prism and others like Leite (1998) and Kossoy (1989 , 1999, 2001 , 2002) that uses photographs as support. Regarding the methodology for the admission of a look and a typical sensitive listening to the narratives it was structured from the realization of a field research that used two data collection tools. The first , a documentary research in the archives of Ludoteca UFG/RC (for project access, regulations and organizational routines and data as frequency and public) and the photographic collection of the researcher (ex librarian) for selection of photographs for the years 2011 -2013 . The second, performing scripted interviews with two guys working in the toy library: two (2) toy librarians and the coordinator. In addition it was also accessed over the entire search the memory of the researcher. The data were treated following the guidelines of the Bardin (1977) content analysis adding the use of software for analyzing qualitative data. The results allow us to point out that Ludoteca UFG/RC is understood as space traversed by numerous looks and conceptions of the world, of childhood, of playfulness posing in their daily lives both reproductive behavior/transmissive culture as the offender aspect of the production of new way not only for those elements but also to the training itself, to research, to the extent that they are proper elements of the university.