Mestrado em Educação - PPGEDUC

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Navegando Mestrado em Educação - PPGEDUC por Assunto "Access and permanence"

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    Crianças público alvo da educação especial na educação infantil
    (Universidade Federal de Goiás, 2015-02-10) Nunes, Monica Isabel Canuto; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Tartuci, Dulcéria; Rosa, Sandra Valéria Limonta; Flores, Maria Marta Lopes
    The Brazilian Federal Constitution of 1988 and the Law of Guidelines and Bases of National Education - Law. 9394/96 ensure education as a right of every citizen. However, it is still a big challenge the access and the permanence, especially in Early Childhood Education and public target children for special education. In the context of an educational policy of inclusion and the quest for a developing of a pedagogy centered in child, capable of successfully educating them, the question is: children from 0 to 05 years old, audience of special education, are having the warranty access and successful permanence in early childhood institutions in the municipalities of microregion of Pires do Rio? In order to find answers to proposed questions were defined as mainly aimed to analyze the guidelines and actions that direct access, permanence and the inclusion of public target children for special education,in early childhood education institutions in the microregion of Pires do Rio, whose researched corpus consisted by local school systems and institutions of child education of the following municipalities: Ipameri, Orizona, Palmelo, Pires do Rio, Santa Cruz de Goiás and Urutaí. The time frame covers the period of the year 2000, when it was launched the State Program for Diversity in a Inclusive Government Perspective of the municipalities in Goiás, until the year of 2013, the time of data collection. The procedures of data collection involved document analysis and semi-structured interviews with managers, municipal secretaries of education, special education coordinators linked the Municipal Education Secretariats, as well as directors, coordinators, school teachers and support teachers of early childhood institutions, which had enrolled the target audience children of special education. From the analysis of the data obtained in this study, we note that access of children in special education in early childhood institutions, especially in the municipalities of the microregion of Pires do Rio, is very reduced, occurring more in kindergarten than in day care center. The knowledge of the reality of early childhood education from the six counties surveyed institutions allowed to realize the urgent need for new pedagogical proposal that put children and their full development as a center of teaching practices developed in these educational institutions.
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    A educação infantil como direito: o acesso e permanência de crianças de 4 e 5 anos em escolas rurais de Paracatu-MG
    (Universidade Federal de Goiás, 2019-04-24) Silveira, Graciele Alves de Brito; Silva, Altina Abadia da; http://lattes.cnpq.br/1043482800761732; Silva, Altina Abadia da; Cunha, Myrtes Dias da; Flores, Maria Marta Lopes
    The Education of the Field has become a space of struggle for the valorization of people who live in the countryside and need to seek the prevalence of their rights within the living environment without needing to be absent from their environment and the culture they experience on a daily basis. Based on this scenario of struggle for the education of the schools inserted in the field, it makes the following problematic: How has the pre-school been configured in the rural education in Paracatu-MG? Faced with this dilemma the objective of this work is to investigate the access and permanence of 4 and 5 year old children in pre-school in rural schools in the city of Paracatu-MG. Based on this objective, three specific objectives have been identified: they are to map out the children attending pre-school in schools in the Paracatu-MG field, to analyze the insertion of pre- school children in schools in the Paracatu-MG municipality, to understand the factors that lead to the permanence and / or avoidance of pre-school children in schools in the Paracatu-MG municipality. In the opportunity this work brings a bibliographical review carried out in the main sites of academic searches SCIELO, CAPES, BDTD and ANPED about the theme of Infantile Education and schools of the field. The research was carried out in the municipality of Paracatu - MG in two schools of the field, such as the José Palma Municipal School and the Pedro Silva Neiva Municipal School, both of which serve children in Early Childhood Education. The agents participating in this research were the principals of the schools and the Pedagogical Director of the Municipal Education Department. Among the instruments used in the research are semi-structured interviews, photographic records of the infrastructure of the countryside schools and documents. The work makes an approach to Early Childhood Education and the process of human development seeking to highlight the importance of the school in the formation of the historical cultural subject. It reflects the concept of rural education as well as the history of the struggle of these peoples for the right to education. The main authors who contributed to the progress of this research are Arroyo (2011, 2015), Caldart (2011) Fernandes (2011), Kramer (1993), Leontiev (1978), Saviani 2001, 2006, 2009). We found that the rural schools do not have adequate infrastructure to attend Early Childhood Education, evidencing several demands on the part of the managers, especially in what concerns the first phase, which affects the quality directly interfering the access and mainly the permanence in the education compromising the guarantee of the right to education as well as to the value of a quality education, strengthening space and life in the countryside.