Programa de Pós-Graduação em História, Cultura e Formação de Professores

URI Permanente desta comunidade

https://repositorio.ufcat.edu.br/handle/tede/23

Compreendendo a história como fruto das experiências do homem no tempo, e a educação como processo de preparação para a vida, propomos a criação deste programa. Pensamos o conceito de cultura em suas múltiplas acepções conceituais até a vida prática, que interferem nos processos formativos e educativos. O professor, ao trabalhar com a reflexão sobre as experiências vividas, pode levar o aluno a perceber-se como sujeito de processos sociais e assumir outra perspectiva diante da História, compreendendo-a como lugar da formação da consciência histórica. A associação entre ensino e pesquisa e a utilização de diferentes fontes e linguagens requer um aprofundamento acerca da constituição das mesmas e suas possibilidades. Propomos instrumentalizar os profissionais para estreitarem o diálogo entre os saberes acadêmicos, escolares e os saberes da vida prática, propiciando que a história contribua para situarem suas experiências pessoais e coletivas no tempo, refletindo sobre sua historicidade.

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À sombra das crônicas de Braz José Coelho: palimpsestos de memórias e histórias de uma cidade
(Universidade Federal de Goiás, 2017-09-06) Silva, Ismene Fernandes da; Costa, Ismar da Silva; http://lattes.cnpq.br/0676012960180125; Costa, Ismar da Silva; Fernandes Júnior, Antônio; Santos, Regma Maria dos; Honório Filho, Wolney; Borges, Valdeci Rezende
Our proposal is to understand the city in the palimpsest of memories, histories and experiences of Catalão, Goiás, through the narratives of Brás José Coelho, Shadows of Time, in which we problematize the relation between place and memory in historical representations. In addition to the places of memories, we try to perceive what are pointed out in the chronicles: constructed identities, memorable people, disputes of power and privileged memories to the detriment of others. We have as reference theoretical authors that swot concepts of memory, city, places of memory, representation and social practices. We understand culture as a web of meanings, according to Geertz (1978) and the reading of the world as a text to be discovered by the vestiges previously hidden in a palimpsest of memories and histories to be scraped, according to the concept of Pesavento (2004). We conceive the city as a text to be read and deciphered in a teaching and learning essay in the classroom with the chronicles of the book of Coelho (2015), a way that reflects beyond what is seen and perceived than the chronicles point out. Initially we thought about research the life experiences of ordinary people in their places of memories, during the master's degree course and in discussions with the master's advisor; we rethought this form of swot and source of research. Throughout the process, we chose to use the book of Coelho (2015), as a source and object of research. We perceive that the language of the chronicles is accessible to teachers and understandable to students, who can and should use them in history classes to understand an entire historical context of the city of Catalão, the historical characters and their memorable places. We believe that contact with this source and document would awaken in students the desire to know and be part of history, especially that they can construct knowledge by thinking, investigating, questioning and producing something different from what is given. The school is the ideal space for this constructive exercise, having the teacher as a base, who assumes an important role in this didactic process, guiding the swot with the chronicles and the context that approach from memorable places and people.
As receitas medievais portuguesas no ensino de História
(Universidade Federal de Goiás, 2017-09-05) Oliveira, Diêgo Soares de; Duarte, Teresinha Maria; http://lattes.cnpq.br/7294542431146026; Duarte, Teresinha Maria; Flores, Marta Maria Lopes; Costa, Ismar da Silva; Silva, Luzia Márcia Resende; Barros, Aparecida Maria Almeida
With the arrival of the re-democratization, general educational laws such as LDB and the PCNs they have been as a guiding of curricular proposal common to schools throughout the country. Within these documents, the History and High School They are the continuity the education of citizenship and work. Faced with this, I pointed out some questions: How do you reflect Medieval History in Brazil within a proposal for an education-focused only on the labour market? What are the notes that you can make to teaching and research in Medieval History in the period in which is in vigor the re-democratization in the country? How does Portuguese food contribute to teaching today? Right after the decade of 1980, history teaching has intensified the use of new tools and themes for to be use in the classroom as a way to simplify historical knowledge and form new individuals in history. The New Medieval studies have also contributed to this issue, stating that our Brazilian identity still has many Portuguese medieval heritages. Based on this, I proposed to bring in this work, a presentation of an educational workshop project with the theme of the Portuguese medieval feeding and as a methodology of teaching the History Education. Through the recipes of the book “Um Tratado de Cozinha Portuguesa do Século XV", the idea is in the construction of a tasting fair with recipes from Portuguese medieval foods and those of the family tradition of the students. These recipes will be elaborated by the pupils, and it is a way to verify Portuguese heritages presents in the tastes, flavors, ingredients and in the preparation techniques; also, reflect how this contributes to the orientation of life and constructing of our students/the as individuals in history.
Blues: a música do gueto como elemento cultural no ensino de história
(Universidade Federal de Goiás, 2019-05-29) Santos Júnior, Rui Gonçalves; Santos, Regma Maria dos; http://lattes.cnpq.br/4591232218488386; Santos, Regma Maria dos; Ribeiro, José Eustáquio; Alves, Saulo Sandro
The purpose of this research is to observe how Blues is part of a culture that allows circularity of knowledge and practices that are appropriate and reworked at certain moments in history. In this sense, just like the blues, which is a song by those on the sidelines, today the funk, rap are also. The idea is to observe how these different musical styles come from below and project as culture and reach the school environment and can be used as sources and methods of teaching. The main focus of the work in proposing a teaching practice is to establish the bridge between blues and contemporary young music. For blues is the starting point for protest music and, in a direct or indirect way, it is the forerunner of the rhythms present in the imaginary and in the daily life of the young, mainly of the inhabitants of the peripheries. I used several types of sources to perform the research. From journalistic articles, films, documentaries and comics. At the same time, I will also mention poetry, philosophy, music and plastic arts. This dissertation will be divided into three chapters. In the first part, we will discuss the blues trajectory by making a brief introduction with the factors that marked its origin, from the music played on the The second chapter will present a panorama portraying the legacy of the Blues, emphasizing its importance as a precursor of music performed by musicians belonging to the exploited and marginalized classes of society, showing how the theme of the blues has expanded, generating new musical languages. The third chapter presents a proposal to make possible the practice of a teaching in which the theme and the historical elements that constitute the blues are used. The objective is to transmit to the students information that allows them to construct a perception in which they visualize connections between this primitive music originated in Africa with styles present in the musical and cultural scenario of the present time.
A busca do sensível: impressões visuais, improvisações artísticas e composições históricas
(Universidade Federal de Goiás, 2018-11-29) Silva, Marcos Vinícius da; Santos, Márcia Pereira dos; http://lattes.cnpq.br/6045228094757678; Santos, Márcia Pereira dos; Duarte, Ana Helena da Silva Delfino; Grisólio, Lilian Marta
Thinking about the relationship between art and history is a theme that has guided many researchers. The abstractionism of Wassily Kandinsky (1866-1944) poses a challenge to the historiographic process. Starting from this challenge, I seek in this research to understand the Russian abstractionism of Kandinsky, through the history. His works are the source that unveil the subjective universe that permeates artistic productions in the late nineteenth and early twentieth centuries, characterizing Modern Art. The use of abstractionism as a source has guided us to new readings of historical events such as the First World War and the Russian Revolution. This research is the attempt to understand the search for a new sensibility, in the context of post-revolution Russia. Art is therefore the path to understanding, history guides, in this sense were selected works (paintings and writings) of the painter, from the period 1910 to 1921, from his first abstract production to his compositions.
Cantigas trovadorescas medievais galego-portuguesas de escárnio e de maldizer: desdobramentos, transgressão e ensino de História
(Universidade Federal de Goiás, 2018-08-21) Borges, Wendel de Souza; Duarte, Teresinha Maria; Cunha, Getúlio Nascentes da; http://lattes.cnpq.br/7799787663149913; Cunha, Getúlio Nascentes da; Santos, Márcia Pereira dos; Rocha Filho, Ulysses
The main goal of this study is to do a historical approach of the medieval Galician and Galician-Portuguese troubadour’s songs, particularly the escárnio and maldizer (derision and badmouthing) ones, that were present in the Iberian Peninsula between the end of the 12 th century and the middle of the 14 th century, as well as their usage in the process of interdisciplinary learning and teaching of Literature and History. Therefore, we carried out a survey of the political, social and cultural aspects that served as context to the emergence and development of Troubadourism, in addition to a diachronic verification of Galician-Portuguese, the language in which troubadours, jograis and segreis (jongleurs) used to sing; their cultural and linguistic hybridization by the main languages that traveled through Iberia. We held a discussion about the laughter, the adultery, the dishonesty and the cowardice in the battlefields of the Christian Reconquest, and its representation in the songs of escárnio and maldizer (derision and badmouthing), in order to corroborate its transgressor aspect and its capacity to deconstruct the social imaginary linked to the archetype of the cavalry and the knights. In order to establish a contrast between this period and the current one, we analyzed fragments, in which the writings insert themselves in the popular tradition of chapbooks, feeding the social imaginary concerning the heroism of the knight. Thus, we can verify the historical permanencies and the cultural and literary residualities that exist in these fragments as constituent agents of the peninsular and Brazilian imaginary. This way, we elaborated a proposition and a didactic material for the teacher to use in classroom, in which were addressed the previously mentioned aspects, as well as offering another possible interpretation to the cavalry and the knights. Consequently, providing a different alternative to the teachings of Literature and History, with the treatment of a medieval literary source, the relations of permanence and residuality of the medieval troubadour’s songs in literatures to come, and their capacity to (de)construct and amplify the student's knowledge concerning this long period of history: the Middle Ages.
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.
A cidade de Catalão em Um homem e sua família, de Braz José Coelho: tempo e espaço, experiências e memórias, paisagem e cultura urbanos
(Universidade Federal de Goiás, 2019-09-30) Tomé, Lélia de Fátima; Borges, Valdeci Rezende; http://lattes.cnpq.br/0857773389440773; Borges, Valdeci Rezende; Fernandes Júnior, Antônio; Costa, Ismar da Silva
This work aimed to study the literary work of Braz José Coelho, Um homem e sua família (1997), in order to apprehend his figurations regarding time, space, places of experience, memories, landscapes and sensitivities. sociability, linked to the cultural practices of the city of Catalão (GO). Therefore, in an interdisciplinary bias between History, Geography and Letters (Linguistics and Literature), we sought to conduct a dialogue between the work of Coelho and the theoretical references relevant to the dimensions mentioned above. Thus, it was intended to treat the time in the historical process of constitution of Catalão taking into account temporalities as the time oforigin, the time of formation and the development of the place, as well as its configuration in the period of 1950, period in which the narrative. We also pay attention to the mentions of spaces, landscapes, experiences and human and social practices of the city that are described by the author in the narrative associated with these aspects, especially referring to the first two temporalities. Thus, we seek to show some different aspects of human activity and experiences lived in such time- spaces and spaces, which metamorphose the landscape. It is through the analysis of the traces of human existence in the past figured by the literate in this urban space that we can understand a little about how the dimensions may have been experienced in the time of the characters and probably in the time of the author. Through the research it was possible to verify that the work gives us to know part of the history of Catalão, because it allows to glimpse landscapes, social and cultural characteristics, as well as the sociability practices and the sensibilities that emerge from and in the social relations established in the period described in the narrative. Finally, as part of this dissertation and thinking about the objectives of the professional master's program, we present a didactic product focused on the application of the researched content in Elementary School II and High School, in order to emphasize the importance and potentiality of this program. type of source for social knowledge, besides contributing to educational practices with the production of pedagogical and scientific materials that value the importance of interdisciplinary work and local or regional issues.
Cine delas: o empoderamento das mulheres através do documentário “Entre elas”
(Universidade Federal de Goiás, 2019-09-30) Nascimento, Isabella Cecília do; Araújo, Rogério Bianchi de; http://lattes.cnpq.br/6520980170625887; Araújo, Rogério Bianchi de; Griosolio, Lilian Marta; Carrijo, Gilson Goulart
In the city of Catalão - GO, there are hardly any public policies and actions geared toward women, particularly those relating to awareness-raising and support groups. Through the empowerment of the women in this scenario can be reversed, and to make it a reality for hundreds of thousands of women. The first step is to open up the space to ensure that the voice of women to be heard and shared, and one way to do this is through the film, and its enormous potential for education. To that end, there arose an interest in the research on empowerment, and producer of the documentary film "Entre Elas". the end product of this research. A film about six women who live in the Catalan, where the narrative of the life and which are told by themselves, bringing out thoughts and emotions about who they are, what they want, their challenges and their dreams, and in one of them, for they are, and where the voice of the one empowers the other. The whole process of the production of the film, from its conception, is reported to have a step-by-step, showing you what is possible for women to make a film, as well as the importance of more women to be and to be recognised in the film.
“Cinema contra homofobia”: a utilização do cinema como recurso pedagógico contra a homofobia
(Universidade Federal de Goiás, 2019-12-10) Queiroz, Marcos Tadeu Pereira de; Grisolio, Lilian Marta; http://lattes.cnpq.br/7974584734106832; Grisolio, Lilian Marta; Martinez, Fabiana Jordão; Paula, Marise Vicente de
Esta investigación tiene como objetivo proponer el uso del cine como un recurso pedagógico para las discusiones y combatir los problemas relacionados con la homofobia en el entorno escolar. El objetivo es ayudar y comprender la necesidad de mejorar los debates sobre la homofobia en la sociedad y más específicamente en las escuelas. Por lo tanto, esta investigación tiene como producto final una propuesta de intervención pedagógica que se denominó "Cine contra la homofobia", utilizando la película Hoy quiero volver sola. Se basa en la comprensión de que la escuela completa la formación del individuo, siendo la función social del educador hacer que los estudiantes sean conscientes de los derechos y deberes necesarios para una convivencia social armoniosa, especialmente en vista de las alarmantes tasas de violencia y discriminación practicadas contra el grupo de estudiantes. Noticias de lesbianas, gays, bisexuales, transexuales o transgénero o transgénero (LGBTQ +) de hoy. Por lo tanto, estas discusiones no pueden quedar fuera del proceso educativo, especialmente teniendo en cuenta que la escuela es uno de los entornos más favorables para la proliferación de prejuicios, como el acoso homofóbico. En este sentido, este documento busca demostrar que es posible insertar estas discusiones en las escuelas como parte de la relación de enseñanza-aprendizaje mediante el uso de recursos fílmicos y prácticas pedagógicas para combatir los prejuicios y la discriminación.
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.
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.
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) .
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.
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
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.
A educação e o surgimento dos grupos escolares em Goiás: o caso grupo escolar Dr. Pedro Ludovico Teixeira (1934) e a educação formal em Goiandira
(Universidade Federal de Goiás, 2018-07-10) Elias, Robson Cândido; Grisólio, Lilian Marta; http://lattes.cnpq.br/7974584734106832; Grisolio, Lilian Marta; Inácio, Paulo Cesar; Dantas, Sandra Mara
This study aims to understand how the implantation of the Dr. Ludovico Teixeira Group in 1934 was carried out in Goiandira, Goiás, in accordance with a school model that aimed at the process of nationalization and internalization of the country during the government of Getúlio Vargas. In Brazil, the political process in 1930 deposed Washington Luiz and brought Getúlio Vargas to power. From then on, the so-called Provisional Government (1930-1934) initiated the centralization of power and established a proposal for a reorganization of Brazilian politics, not representing a transformation in people's lives, but only an alternation of oligarchies in power. In education, this meant new educational policies and intervention using the discourse of education as a redeemer and solution to society. This reconstruction began by expanding the school into the interior. In Goiás, the creation of large-scale School Groups increased from 16 in 1929 to 38 in 1936. Thus, it is possible to verify that the installation of School group Pedro Ludovico in 1934 is part of a complex process of renovation in the education of the Government Vargas, with the purpose of direct intervention of the federal government in the process of nationalization of the country. Education has been a privileged locus for political actions of internalization. The School group now analyzed in the city of Goiandira represents a direct action of this interiorization project with strong nationalist content. The documentary corpus is formed by report, minutes, letters about the school groups and educational policies of the beginning of the Vargas Government, in addition to specifically, documents about the school group in Goiandira.
A Educação Física e a formação de professores: pluralidades, projetos pedagógicos, sociedade brasileira e intervenção formativa democrática
(Universidade Federal de Goiás, 2021-02-23) Martins, Paulo Maciel Cordeiro; Carmo, Luiz Carlos do; https://orcid.org/0000-0002-1796-9833; http://lattes.cnpq.br/7511773319026947; Carmo, Luiz Carlos do; Ferreira, Andreia Cristina Peixoto; Grisolio, Lilian Marta
In view of the Brazilian population diversity, it is becoming increasingly urgent to carry out studies and pedagogical practices related to social plurality and, consequently, the understanding of Brazilian society. Physical Education and the problem of the difficulties of teacher training processes, given the Brazilian multiplicity, come up against the attempt to propose school classes / interventions that respect and observe school audiences. In this combination of elements, we seek to debate the possibilities and difficulties in teacher training on Afro-Brazilian and indigenous history in the face of the demands of Law 10.639 / 03 as well as 11.645 / 08 that regulate the mandatory theme “Afro-Brazilian History and Culture Brazilian and Indigenous ”in basic education and to understand elements of this complex relational dynamic. We present a study that investigated several Pedagogical Projects of Physical Education Courses in their textual / formal discourse, with Physical Education courses from the Federal University of Goiás- Regional Catalão (RC / UFG) the starting point. In addition to observing the adequacy to the legislation, we tried to problematize the process of training Physical Education teachers at national level, looking for the way in which cultural diversity, the presence of different groups of Brazilians were thought / not in the training process of the Physical Education teacher. And finally, we report a pedagogical experience with Maculelê that shows us in the practical field how the articulation of ethnic-racial issues, training in the area and Physical Education classes at school works.
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 .
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.
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.

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