Mestrado em História

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Escolas de tempo integral: possibilidades e dificuldades no ensino de história. Um estudo de caso (Itumbiara – 2007-2013)
(Universidade Federal de Goiás, 2016-08-08) Cardoso, Maria Estela Gonçalves; Silva, Jeanne; http://lattes.cnpq.br/8528187665285090; Silva , Jeanne; Schmitt, Jaqueline Aparecida Martins Zarbato; Silva, Luzia Márcia Resende
This work was mainly intended to reflect on the difficulties and possibilities of history teaching within the first full time schools created by Education, Culture and sport Secretary of State (SEDUCE) in the city of Itumbiara-GO. We seek to understand the historical consciousness of the history teacher and how they can teach differently in full times schools. Getting to know these full time education projects, we made a resumption of historical, political and socio-economic context of educational policies in Brazil, After the 1930s, the time of the discussions and implementation of the first full-time schools, also seeking to understand how these institution worked, and how this process is unfolding nowadays. Through research of official documents, oral interviews done with history teachers teaching in these units and bibliographic searches we follow ed the day to day in these schools and aimed to confront this reality with the guidelines proposed by the laws and implemented projects. Reflecting the possibilities and the difficulties that the full Time School brought to history teaching. With the research we considerate the proposal for historical education and the formation of the historical consciousness of teachers and students within these full-time schools that have gone through a transition from an educational series to a full-time education, analyzing the changes that occurred in the physical dependencies in the preparation of teachers, and especially the changes that have occurred in history teaching. This entire process of analysis sought to reflect and discuss solutions that contribute to a more meaningful education, mainly with regard to the history of education and the formation of historical consciousness.
Desafios e perspectivas para o ensino e aprendizagem em história: uma experiência no primeiro ano do ensino fundamental
(Universidade Federal de Goiás, 2016-08-08) Rosa, Eriziane de Moura Silva; Freitas, Eliane Martins de; http://lattes.cnpq.br/4342606698698331; Zarbato, Jaqueline Aparecida Martins; Santos, Márcia Pereira dos
This study analyzes the possibilities for children, in the early literacy process, seize the historical knowledge and using it in their practical life. Sought reflect on the nature of historical knowledge and his role as tool for analysis of society and a resource for the change of historical consciousness, taking as its starting point the many ways that children are building on history. Departed of the indications harvested through contextualization of history teaching in the Catalão County, in the period 2000 to 2015. The analysis pointed to the need for reframing of history teaching in the initial years. From that indication we have developed a practical experience in the classroom, with insertion classes and history workshops in a class of 1st year of literacy, following the steps indicated by Isabel Barca, with the implementation of the Thematic Unit Investigativa methodology from the perspective of History Education. In this sense, historical narratives were important to understand children's perceptions about human actions in time and expand their perceptions about reality. Results of the research and intervention showed that, when arriving to formal education, the children already presented with a historical consciousness within the exemplary type, assigning meaning to this through general rules validated in the past and, in this particular case, rules based on religious principles. It was also found that, upon contact with other visions of history, were able to seize them and use them as a reference for explaining their reality.
Novos caminhos de ensino: a atuação do professor de história no ensino médio noturno
(Universidade Federal de Goiás, 2016-08-09) Barbosa, Renata Cristiane Lima; Santos, Márcia Pereira dos; http://lattes.cnpq.br/6045228094757678; Santos, Márcia Pereira dos; Zarbato, Jaqueline Aparecida Martins; Santos, Regma Maria dos
This is a research report which contains the analyzes related to the teaching of history in high school, with the possible action to stimulate the learning of all students, the three years corresponding to the Middle Night School, a school in the interior of Goiás. Will point elements that perceived by this research can serve the debate, each more necessary day, around new ways of teaching and learning history. For this, the embasamos the concerns related to school renewal process and the need for changes in forms of teaching history, using for this, discussions on the experience of new practices in history classes, related to History Education and the new forms of perception and didactization of historical consciousness. We seek to contribute to the discussions on the formation of a professor of history in relation to their educational and teaching potential, establishing goals to be achieved in order to reach expectations for better education, improving school / student relationship, encouraging critical awareness and responsibility of the role and the importance of using new sources and methods for teaching history. Thus, we present the theoretical discussions and educational actions as well as an outline of the perspective of the students in relation to teaching has and who would like to have.
Goiânia: o chão vermelho em que todos pisam – história da cidade por meio Eli Brasiliense e Hélio de Oliveira
(Universidade Federal de Goiás, 2016-08-10) Leandro, Marcos Rossiny; Borges, Valdeci Rezende; http://lattes.cnpq.br/0857773389440773; Borges, Valdeci Rezende; Machado, Maria Clara Tomaz; Santos, Márcia Pereira dos
The research aims to discuss everyday life during the construction process, structuring and consolidation of Goiânia, the new capital of the State of Goiás, founded in 1937. To get the results we do a brief history of the formation of the State of Goiás, passing by mudancistas speeches in the capital, the construction of the city and coming to your configuration in the 1950. Then we discuss our sources and their producers, and advancing on some themes for them has worked on analyzing and interpreting the words of Jovian, the Narrator character who leads us through the history of everyday life goianiense in the years 1950 and, through memory, the previous decades of building of the capital. We take as primary source of work the book of Eli Brasiliense, Ground Red (2002), Rico in depictions of life and the conditions of existence of a portion of the population that came to Goiânia. Along the novel bring the work of the photographer Hélio de Oliveira, called I Saw Goiânia Grow (2008) as secondary source of this study, because it portrayed Goiânia in the 1950. As a result of this research was born even a book reader that has been designed with the purpose of helping teachers and students themselves to think in the formation of Goiás, Goiânia and his people. Through work, we realized that each author shows the city differently, but despite their differences, have been representations that approach and are, as entered in the same space of signification.
O ensino de história em Goiás, na educação básica, nos programas curriculares da Seduc/Go: do currículo em debate ao pacto pela educação
(Universidade Federal de Goiás, 2016-08-10) Santos, Iusley Monteiro dos; Maia, Cláudio Lopes; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700086A7; Maia, Cláudio Lopes; Miriam Bianca do Amaral, Miriam Bianca do Amaral; Santos, Regma Maria dos
Aim of this work is to address the proposals around the teaching of History in Goiás, in basic education of the State Department of Education of Goiás (SEDUC/GO), from 2000 to 2014. This research sources are the last two curricular programs produced by that Secretary. The first one is about “Currículo em Debate” serie (2004 - 2010), and the second one refers to the curriculum program “Pacto pela Educação” (2011 - 2012). In addition to this work, it was also resorted to some news sources related on sites and blogs to assist in the understanding of the basic aspects and situations this research. It is concerned with this research, trying an analysis about programmatic aspects established for the teaching of History, present in curricular programm of SEDUC/GO and political-structural factors of educational policies in Brazil that provided consolidation of school education standards and History teaching announced in curriculum program of the Secretary in Goiás in the early years of the twenty-first century. This work sees, the concepts of History and teaching in this curriculum guidelines of public education in Goiás, emphasizing issues, problems and teaching methods privileged by the Secretary through the curriculum reorientation processes.
Contemplação do passado após a morte: educação espírita, temporalidade e formação da consciência histórica a partir de análises de material didático
(Universidade Federal de Goiás, 2016-08-11) Elias , Ana Cecília Moreira; Silva , Luzia Márcia Resende; http://lattes.cnpq.br/6942867007882553; Silva , Luzia Márcia Resende; Silva , Raquel Marta da; Araújo , Maurício Viana
We propose in this research , reflect on the elaborations of time and of historical consciousness represented in parables that make up the courseware of History and Geography , Spiritualist School " The School that Educates " - Plans Course and Unit , aimed at \ the teachers (as) the elementary school , the school " Allan Kardec " , located in the city of Catalão - GO . The material adopted by spiritualists schools at the national level corresponds to cross- proposal to the common core content of elementary school , so by questioning about the time and historical consciousness , we discussed also about the multiple perspectives that can be worked in space the classroom to avail himself of parables as a teaching tool . The main basis for our discussion we base on the theoretical concepts defended Jörn Rüsen (2010 ) , Mikhail Bakhtin (2011 ) and José Carlos Reis ( 2009) .
Educação, instrução e comportamento das crianças e adolescentes fluminenses no século XIX por meio de algumas Obras de Machado de Assis (Rio de Janeiro – 1805/1894)
(Universidade Federal de Goiás, 2016-08-11) Elias , Jesiele Martins Borges; Borges , Valdeci Rezende; http://lattes.cnpq.br/0857773389440773; Borges , Valdeci Rezende; Pereira , Kênia Maria de Almeida; Santos , Regma Maria dos
This research is part of an interdisciplinary perspective and aims to present some aspects of the social imaginary tissue about the child, childhood, education and their education, in their various forms of education and guidance ways of gifts infants in literary works Machado de Assis, namely: the Posthumous Memoirs of Bras Cubas, Dom Casmurro, Esau and Jacob and the "school's Tale", the book Several stories. The goal is to analyze the child's education and instruction in its various forms, teaching and offering guidance for life in society in socio-cultural context of Rio de Janeiro in the nineteenth century with a methodology contextualize the representations, placing them in time and space, confronting images with those arising from other sources, allowing historicizing the work and its images to access the multiple meanings conveyed them about the historical reality. Aims to show how education and education were different for boys and girls in a dual education system, which occurred the separation of these social learning process, pointing to the organization of the community in which the behaviors, attitudes and patterns not general were the same in all sexes. Refers to the relationship between literature, memory, history, imagination and representation, to unravel the socio-cultural context in which the child was inserted and which received instructions, teaching, education and guidance to become a social being. The study is divided into two parts. In the first contextualizes is Machado de Assis and his work in society and time pointing his intellectual trajectory, reflecting on its production and questioning some aspects related to its blackness. In the second chapter, we bring some reflections on childhood and adolescence in the works referred to Machado making a dialogue with the bibliographical sources that deal with education, education and behavior of children fluminenses the nineteenth century. Also as part of this work, bring one paradidactic booklet : " Eulalia Memories " which is composed of a story in verse addressing the advent of the Free Womb Law and its effect on relations between the lords and said naive children of slavery, in particular as regards their education. The booklet also consists of activities of practical suggestions to be worked in the classroom .
Sonhos alheios: contornos e limites da (re)organização do sistema escolar brasileiro, Catalão (GO) 1990-2015
(Universidade Federal de Goiás, 2016-08-15) Bueno, Angélica Alves; Carmo, Luiz Carlos; http://lattes.cnpq.br/7511773319026947; Carmo, Luiz Carlos; Carmo, Maria Andrea Angelloti; Silva, Luzia Márcia Resende
This research aims to question elements of the Brazilian school system. The main source of questioning involves the analysis of a set of changes that the school field Catalão (GO), from 2013. We seek to understand / seize their organization and provision, establishing the relationship with the formation of the historical consciousness of the subjects it entered. The focus of our analysis was a priori the changes, the continuities and the deviations observed in the touchy and complex municipal education system. From there, it was necessary to extend the investigation to the Brazilian educational scenario, seeking to understand the formation of subjects, the proposals, the various approximations and differentiations that allowed us dialogues and comparisons, as well as to help us understand what has been the training model the new generation offered by the Brazilian government.
As produções imagéticas dos livros didáticos de História e a construção do conhecimento discente
(Universidade Federal de Goiás, 2016-08-26) Sales, Marta Helena Batista Machado de; Duarte, Teresinha Maria; http://lattes.cnpq.br/7294542431146026; Duarte, Teresinha Maria; Silva, Luzia Márcia Resende; Silva, Altina Abadia da
When referring to the production of images contained in the textbooks of history, then we face the difficulties that students feel to interpret, assimilate and be guided by the images that are presented there. A fact noticed in the work done with students in the classroom. To what extent the different imagery materialities conveyed in textbooks are appropriate, integrate or help in the construction of teaching / learning in the history of the area, making it easier the development of knowledge? Objective of this research, investigate and discuss how imagistic presentations are significant and open to interpretation by the student. With the production of textbooks, teachers and students come up against the difficulties to come across a material that does not prioritize their social space, universalizing content, supplementary texts, images, documents and worldviews; a material which did not have access to your building process and that does not meet all students equally; a friendlier learning materials for the publishing industry than concerned with the formation of citizenship and humanization of education. Methodologically, I try to think about and discuss the production and distribution of textbooks, paying attention to the ills surrounding its making and its own building, which is political. Also, try to also discuss the role of this cultural object, as necessary to the teachers and students, whether in their political intentions as in their representations and also think about the different conveyed imagistic materialities in the textbook that can help in the construction of teaching and learning in the area of History thus making it more accessible to develop the knowledge, seeking to make a reflective and critical analysis of experiences situations (everyday images) and teaching-learning, from historical knowledge. For this, we seek support in different authors that address the role of the textbook, as well as being just a teaching support material, but also as an instrument that conveys cultural, political, economic; in authors who discuss the history and social representations; semiotics, as an approach to image analysis; and yet, the authors discuss the Visual Culture, through the study of the visual arts, as props, to understand how our students seek and realize the images around them and in the classroom. All these studies lead to realize that beyond the image there is a plethora of information that often are not present at the scene of an image, but are given as signs, world representations, social meanings and represent a certain period and are represented in time and the historiographical space to which this analyzing. This perception runs through the function only to observe the image; It involves study, discussions and takes the passivity of contemplation and in places with a more dynamic stance, critical front of the work of art study, be it painting, cartoon or charge.
A cor da ternura: os desafios de ser professor (a) negro (a) no sistema educacional público do sudeste goiano
(Universidade Federal de Goiás, 2016-09-22) Paula, Janaína Nayara de; Santos, Márcia Pereira dos; http://lattes.cnpq.br/6045228094757678; Santos, Márcia Pereira Dos; Santos, Regma Maria dos; Ribeiro Júnior, Florisvaldo Paulo; Cunha, Getúlio Nascentes da; Dias, Luciana de Oliveira
This paper outlines the survey we conducted at the Graduate Program in History - Professional Master of UFG / Regional Catalan. The theme of this work is the racial ethnic discrimination suffered by black teachers in the micro region of Goiás southeast. The aim is to describe and analyze the trajectory of professional life of teachers (as) black (as), passing through a process of exposing, show, let the view these people and their stories. Our work is also an exercise to tell the stories that had not been counted in this way, we see that this research opportunity is also the bias to the spread of these stories and these memories, showing the narratives of the subjects themselves to other possible documentation . The source that gives us input it comes to stories of life before that, we realized that working with life stories has been a research resource that has expanded and generated significant contribution to better understand the teacher's condition, and in our case, the teachers and black teachers in our present day. We deal with wrapped questioning of the racial democracy myth from facts experienced by our respondents, we noted that racial democracy is an untruth yet.
O uso das fontes filosóficas/literárias para o ensino do renascimento no ensino médio
(Universidade Federal de Goiás, 2016-10-28) Ciappina, Isabel Adelorada; Duarte, Teresinha Maria; http://lattes.cnpq.br/7294542431146026; Duarte, Teresinha Maria; http://lattes.cnpq.br/7294542431146026; Silva, Maria da Conceição; Cunha, Getúlio Nascente da; Santos, Marcia Pereira dos; Barros, Aparecida Maria Almeida
There are different debate about the history teaching that runs through decade the thread, inside them find debate as of Rusen (2007) in connection the teaching methodology and objective of teach history. The subject comes since the teacher‟s formation in the university, until your insertion in the class, with incorporation attempt the research made university in the pedagogic-didactic action for that no distances, serving as complementation form of theory with practice. The way that contributes very with approximation is the proposal by Bittencourt (2011) that mentions the utilization differents languages and source in the history teaching in the classroom, such as the use of literary fountain, for to bring the students of history contents. Therefore, a focus this research is in teach method through of using of literary fountain, in order to make it more attractive for students. Other teach focus is in the formation history thought of renaissance by humanists, contained in the proposed documents for analysis, in the workshops. The problems that move this research are: How to right the use literary fountain the history teaching? Because students are motivated to study history in high school? How to teach renaissance for high school students? Which this humanist thought in the “introduction” of the following works: Madness praise of Erasmo of Rotterdam, Utopia of Thomas More and The prince of Maquiavel? This study it embases in the notion of historic conscience of Rusen (2007), us estudy of didactic made for Bittencour (2011) and until didactic relations with practice teaching of Fonseca (2003). Besides, it supplement with the practice of workshops for to test the functionally of teaching method proposal the long of research. Arriving the conclusion that to approach literary fountain in the history teaching to turn the lessons more interesting keeping attention of students and proposing more participation them in the classroom, stimulating your reasoning and critical sense about of renaissance.
Comunicação um ato pedagógico, educação um ato comunicativo: a educomunicação no ensino de história
(Universidade Federal de Goiás, 2016-11-22) Pacheco, Larissa Cristina; Santos, Regma Maria dos; http://lattes.cnpq.br/4591232218488386; Rossi, Maria Aparecida; Silva, Astrogildo; Araújo, Rogério Bianchi de
This report seeks to show the importance that media exercise each day in ours lives and how they can influence the teaching-learning process in a positive way. Through a new field of intervention, Educommunication, I propose (re) contextualize this process where the media interfere in ways of thinking, acting, communicating and why not in the way of educating. We need to realize that the media are didactic realities and we support a perspective of Historical Culture, which proposes a History linked to daily life and that students are encouraged to study more detailed realities. In this view History is no longer exclusive to historians, it is built without day-to-day by students, teachers, parents, community. To help the teacher of all disciplines in a journey of interconnection such as media and insertions in a way that contemplates as premises of Education and Historical Culture is proposed for a blog that contains a teacher encouragement, suggestion of didactic material, exchange of experiences and reflections . This virtual space seeks to show educators that presenting the technologies of communication occupied all spaces of life and adapt or adapt to the media can be a good proposal to train more critical but active historical subjects.
Enfrentando o silenciamento: as mulheres no ensino de história
(Universidade Federal de Goiás, 2016-11-25) Ferreira, Juliana Kummer Perinazzo; Grisolio, Lilian Marta; http://lattes.cnpq.br/7974584734106832; Grisolio, Lilian Marta; Freitas, Eliane Martins de; Oliveira, Alcilene Cavalcante de
This report seeks to introduce the process of the elaboration and preparation of the Special Section entitled FACING THE SILENCING: the women in the History teaching, developed during a professional Master in History, at Federal University of Goias, in the region of Catalao. This material was produced and prepared from the research about the topic “the women’s absence on textbooks”, which triggered a serie of questions and discoveries, creating the perception of the need for a textbook elaboration from the research, supporting the transformative and innovating teacher’s work. Therefore, we sought to associate theory into practice, and thereby, to propose a material that was a result of academic research, that was an educational intervation on the History classes. It is important to note that to seek a transformative education it’s one of the central elements in the academic’s theoric production, and, to acchieve a work that correlates the theoric analysis with educational practice has developed close links with university x school, a extremely essencial dialogue. In this process we used a diverse bibliography about history teaching, historic conscience, textbooks and another resources, women’s history, feminism, among others fundamental issues to the research development. Author’s like Jörn Rüsen, Paulo Freire, Circe Bittencourt, Isabel Barca, Michelle Perrot, among others, were important for the theoretical fundaments for the developement of this report. The whole process of the report and Special Section development came together with a self criticism by my educational practice, through all of my teaching years in the city's and state municipal education system, in Goiás. The final product of this reports is a result of a insistent search for the gender’s equality promotion through History teaching.
O Egito como componente curricular de história: desafios e possibilidades no ensino de história da África
(Universidade Federal de Goiás, 2016-12-06) Paiva, Viviane Aparecida da Silva; Silva, Luzia Marcia Rezende; http://lattes.cnpq.br/6942867007882553; Silva, Luzia Marcia Resende; Carmo, Maria Andréa Angelotti; Carmo, Luiz Carlos do
Studies of ancient Egypt has traditionally figured in the curriculum of history. The textbooks of history have built representations of Egypt and through them spread a perspective that hides the africanity of Egypt, it hides important chapter of the history of the contributions of African populations to the construction of human societies. This study will analyze these images and also it to propose the development of teaching materials concerning the history of this society that seeks to highlight the africanity of Egypt and the importance of the history of ancient African societies to the deconstruction of racist stereotypes that sought to build a representation of the inferiority of African populations and African descent in relation to European and Euro descendants. Textbooks will be analyzed produced from Law 10.639 / 3: and it will seek to verify that the law has changed or not the images of Egyptian society, if the authors repositioned studies of Egypt in the spirit of the law as and how they did it.
Che Guevara vai ao cinema: possibilidades e perspectivas para o ensino de História
(Universidade Federal de Goiás, 2017-02-03) Castro, Nathália Santos de; Cunha, Getúlio Nascentes da; http://lattes.cnpq.br/7799787663149913; Cunha, Getúlio Nascentes da; Santos, Márcia Pereira dos; Honório Filho, Wolney
This text outlines the development of our research contained in the Postgraduate Program in History - Professional Masters of UFG – Catalão/Go. Our research theme was the use of cinema in the classroom as a didactic aid working in specific the history of Che Guevara, showing how his history is inserted in two textbooks - in specific - and still in the biographies of Jorge Castañeda - "Che Guevara: Life in Red "(2006) and Jon Lee Anderson -" Che Guevara: A Biography "(1997). Our general objective will be to change the teaching of History, thinking how the images and the films can bring a different perception of the history of Che Guevara and also, in a more complex field, the History of the Cuban Revolution. One of the main problems that emerged during our research can be explained by the following question: how can the history teacher teach the context of the Cuban Revolution through the images of Che Guevara and the proposed films? It is worth mentioning that the films to be worked on in our research were "Che Guevara - The Argentine" and "Che Guevara - The Guerrilla" both directed by Steven Soderbergh of the year 2008. The various faces of Che Guevara allows us to question the character, Allowing us to present a more collective story. Several constructions were made regarding Che Guevara, now being presented as a hero and now as a homicide. It should be noted that there are some appropriations from both the right and the left that contribute to the construction of these various faces. From then on, the teacher will introduce students to the various ways of understanding History as well as making the student realize that he is also a builder of history.
Trabalho de professora na rede estadual da cidade de Catalão/GO: docência, gênero e classe
(Universidade Federal de Goiás, 2017-02-16) Lima, Admilson Marinho de; Freitas, Eliane Martins de; http://lattes.cnpq.br/4342606698698331; Freitas, Eliane Martins de; Costa, Carmem Lucia; Grisólio, Lilian Marta
The research "Female teacher work in the state network in the city of Catalão / GO: teaching, gender and classes", focuses on the predominance of women working as teachers in the various sectors of education. To this end, he emphasized the way in which the teachers generate the historical consciousness about the teaching; the relations between professional teachers and the "sex" of the subjects; the association of female predominance in education with the devaluation of the teaching profession and class relations. From the methodological analysis, the research raised information about the historical process of feminization of the teaching profession, and the social, economic and political issues that crossed it. The research also counted on a "fieldwork" carried out through interviews with several teachers from the municipality of Catalão, in the State of Goiás. From the analytical point of view, it treated the information collected respecting the subjectivity present in the answers, clarifying aspects of the reality lived by the professionals and providing a greater understanding of the aspects that stamp women in education, as well as the narratives about themselves and their craft.
Demandas, mudanças e pressões: perpectivas e análises acerca do ensino em Catalão (1970-2015)
(Universidade Federal de Goiás, 2017-02-22) Calaça, Luciene; Carmo, Luiz Carlos do; http://lattes.cnpq.br/7511773319026947; Carmo, Luiz Carlos do; Ribeiro Junior, Florisvaldo Paulo; Silva, Luzia Marcia Resende
This work focuses on the educational system of Catalan drives, leaving their relationship with changes in economic and social policies, and how these changes affect of grand way in the everyday life of the educational system. To use analysis of productions that discuss education, city of Catalan and the relationship between education and the labour market. Similarly we problematize data of IBGE and other bodies, in addition to the bibliography, data and analysis of interviews. We look for different times and educational buildings in the city, in order to understand each of the moments during the period of 1970 to 2015, privileged by years research. Can you point out that with the increase in population, the municipality changed, made institutional choices in your school system, or made changes to the teaching according to the arrival of new groups of men and women in the Catalan city and region
O uso da tecnologia da informação em sala de aula como fator mediador do trabalho do professor de história: a utilização da plataforma MOODLE
(Universidade Federal de Goiás, 2017-02-22) Rosa, Aurélio Martins; Cunha, Getúlio Nascentes da; http://lattes.cnpq.br/7799787663149913; Cunha, Getulio Nascentes da; Silva, Altina Abadia da; Santos, Márcia Pereira dos
This work seeks to demonstrate a micro-vision of the teacher-student relationship and the way knowledge has been worked and discussed in the classroom, with emphasis on the teaching dynamics with the use of information technologies, carried out by the teacher based on a platform Educational, the MOODLE (Modular Object-Oriented Dynamic Learning Environment), and how its use could energize this process
Narrativas de sujeitos surdos: relatos sinalizados de uma trajetória
(Universidade Federal de Goiás, 2017-03-17) Almeida, Mara Rúbia Pinto de; Silva, Luzia Márcia Resende; http://lattes.cnpq.br/6942867007882553; Godoi, Eliamar; Campos, Crispim Antônio; Araújo, Maurício Viana de; Santos, Regma Maria dos
The deafness is a decrease or a loss of the capacity to receive the sound and in a clinical conception is rated into grades, the hearing loss is calculated in decibels, and can reach one or both ears and may happen before or during birth or, also, can be purchase during life. The hearing is the sense which makes us develop the oral language. The impact of the deafness reaches the acquired of the language of this modality. The language is responsible for the structure of thinking and is important for the construction of the human being. The deaf people have the option to communicate through the sign language and through this, see the world from the visual experiences. In this sense, I assumed as general objective, analyze life histories of a deaf people group graduated in superior studies, meaning to registrate their histories. Specifically I tried to identify and point the life characteristics of this group before and after the contact with LIBRAS trying to find something common in their life histories and, at the same time, I decided to elaborate a guide for the teachers about the receiving a deaf student in a regular classroom, thinking of the realization of this research in a program which priories the teachers formation. This study is justified from my experience and contact with LIBRAS and figures out as a research with narrative and descriptive approach. For this, I had the theoretical contribution of: Aguiar (2004); Bornenave (1992), with the description and origin of the human communication, verbal and not verbal. I identify the deaf subjects and educational historic conception with Hall (2006) and Honora (2009). I presented linguistic structure of LIBRAS and the meaning of being a motor visual modality language, through Frydrych (2013), Ferreira (2010) and Capovilla (2011). We agreed with Candinin (2011) and Sarlo (2007) studies when we consider past times as memories liberating and through them we make narratives. The data points to three recurrences: the imposition of the oral speech by the family, the late contact and acquisition of LIBRAS and the difficulties faced in the school process. I observed that the subject identify is constructed and pass by the interactions. Before the contact with LIBRAS they didn’t have presence or autonomy. At last I concluded that through LIBRAS things start to make sense and by the time it is acquired the subject gains the autonomy, in any age and starts to find new paths in an existence didn’t have any direction.
A compreensão de estudantes da educação de jovens e adultos - EJA sobre as questões raciais no Brasil
(Universidade Federal de Goiás, 2017-07-11) Mesquita, Rogério Silva de; Freitas, Eliane Martins de; http://lattes.cnpq.br/4342606698698331; Freitas, Eliane Martins de; http://lattes.cnpq.br/4342606698698331; Grisolio, Lilian Marta; Ribeiro, Cristiane Maria
This study aims to identify and analyze the understanding of the students of the EJA on the issues of racial quota and the teaching of history. For this, a dialogue was sought with the academic production that discusses the EJA issue in Brazil, as well as the contributions of the didactics of history and the concept of historical consciousness of Rüsen, in another moment it was realized a reading on how the Brazilian historiography works with the history of the slavery in the country until the Law Aurea and with the black movements of the post liberation. In this study, students from the 4th CEJA-Catalão-Goiás period were involved, involving 24 students during the year 2016. As a working methodology it was used the Investigative Thematic Unit in the perspective of Historical Education. Thus, a questionnaire was used with questions (closed and open) as well as interviews and narratives of the students in the classroom. From the answers obtained was elaborated the categorization of the previous concepts, soon after were held workshops classes, working with various pedagogical procedures to help students about the problems of work, at the closing of the workshops classes was taken questionnaire to analyze the results of the workshops classes and we perceive change in the conception of the students as the racial quotas. This work has importance in two crucial aspects: first it contributes to studies in the EJA area, because still research on this modality of teaching is scarce compared to other phases of teaching; the second point it enriches teaching learning in the area of history and ends up contributing to the historians with a new methodology and pedagogical practice in the classes of history, besides treating a current theme and much discussed in society.

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