Mestrado em Educação

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Adaptações curriculares para alunos com deficiência intelectual: das concepções às práticas pedagógicas
(Universidade Federal de Goiás, 2019-04-09) Araújo, Maria Alice de; Flores, Maria Marta Lopes; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777773A6; Flores, Maria Marta Lopes; Tartuci, Dulcéria; Vilaronga, Carla Ariela Rios
Discourse about the curricular adaptations for the student with intellectual disability and how the inclusive pedagogical practices are part of the daily life of the regular teaching classrooms is a work of great importance, since there is no current context of education, a special education in the perspective of inclusive education perpasses All school stages and a right guaranteed by law. For this reason, this research aims to analyze the accomplishment of the curricular adaptations for students with intellectual disabilities in the pedagogical practices of the teachers of Elementary School I, from a small city in the state of Goiás. We conducted a field survey between August and December 2017, in two public schools from the first years of elementary school, which we named here as: (i) Cora Coralina School and (ii) Bernardo Élis School, of the State Education Network and another of the Municipal network respectively. Eleven students with intellectual disabilities and 13 teachers from common classrooms participated in the study. We adopted methodology, participant observation, interviews and analysis of school documents. In general, our aim with these institutions was to observe how the pedagogical practices of teachers working in common classrooms in relation to the curricular adaptations for students with intellectual disabilities are carried out. To achieve this goal, we had to: a) describe the concepts of common classroom teachers about curricular adaptations for students with intellectual disabilities; and b) identify and characterize the pedagogical practices experienced by students with intellectual disabilities, focusing on curricular adaptations. The discussions were based theoretically and methodologically on assumptions of Vygotsky's historical and cultural theory. We discuss with these foundations authors such as: Capellini (2018); Oliveira (2018); Stainback and Stainback (1999); Heir (2010); Leite, Borelli and Martins (2013); Cenci and Damiani (2013); Correia (2016); Costaand Denari (2014); Felicio and Pedroso (2014); Carneiro (2015); Baptista and Haas (2015); Martins and Santos (2015); Silva-Porta, Guadagnini, Travagin, Duarte and Campos (2016); Guadagni and Duarte (2015); Sherer (2015); Silva (2015); Valera (2015); Gomes (2014); Boer (2012); Lake (2013); Fonseca (2011); Lopes (2010); Gregoris (2009); Vigotski (1995, 2007). The notes of this study revealed that teachers have appropriate restricted, superficial and insufficient conceptions regarding curricular adaptations. In addition, in the documents, archives and observations in schools, the legitimacy of called curricular flexibilizations, a term used by the State Department of Education Goiás. We have identified in some situations, innovative pedagogical practices in which curricular adaptations are being worked, mainly in the mediation of knowledge, in the signs of collaboration between the support and reference teachers, in activities, evaluations and methodology, but the curricular adaptations are organized and developed most of the time by support teachers. In general, we have seen that the school in the process of teaching students with intellectual disabilities has the essential task of directing and planning the actions and methods to acquire knowledge and development of these students, fulfilling the function of the school to be an institution imputed by the mediation between the individual and the cultural assets accumulated by humanity.
A apropriação do acervo do PNBE em oficinas literárias
(Universidade Federal de Goiás, 2016-02-16) Lucas, Rejane Guimarães de Mello e; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Peres, Selma Martines; Arena, Adriana Pastorello Buim; Carrijo, Fabiana Rodrigues
The goal of this research is to track the movement and the effective use of the National Program of School Library collection (PNBE) by students who are part of the literacy course of an educational institution in the state of Goiás, from the moment that literary works enter the school environment. Make reading democratization an affordable reality to everyone has been a challenging task assumed by the federal government. Based on discussions that curtail public policy for the distribution of children's literature books and research and reference materials to basic education schools in the country, it is sought to examine whether literary works belonging to the program are appropriate for students the first, second and third year of elementary education of the school. Several actions were implemented over nearly two decades, and the execution of PNBE involves different stakeholders to the final stage of the process, which is in the ownership of cultural property by the student in the educational context. The relevance of this topic is supported by the fact that research has dealt with the circulation and distribution of the PNBE collection; however, there are few studies that purport to understand the use of these literary books distributed by official agencies (PAIVA, 2012). Believing that reading can expand the reference world of the student, in addition to working concurrently with different languages, such as writing, sound, drama, film, body and other (PEROTTI, 1990), there is the concern to distinguish the modalities of reading and modes of understanding of the text (BAJARD, 2014b). The methodology used in this study, of a qualitative approach, is ethnographic and seeks to identify situations that go unnoticed in the school routine (BORTONI-RICARDO, 2008). Based on document analysis and intervention, achieved through literary workshops, data collection instruments include: the observation of students in the use of the works of PNBE; questionnaire and interview with the rulers of the school literacy cycle of the school investigated and the library employees; and workshops on reading, writing and producing material, developed with the aim of expanding the use of the program's collection in that environment. With this study, it is concluded that the PNBE books are being appropriated by those students, albeit in a modest way. It is noteworthy that through the intervention is not sought the immediate change of the actions instituted at the school, but contributes to reflection on practices that can transform the habit of reading the same as the construction of the reader practice is rooted in school time (MEIRELES, 1979).
Apropriação do conceito de letramento por professoras da rede municipal de educação de Goiânia
(Universidade Federal de Goiás, 2017-04-20) Moreira, Ana Karenine Souza; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Peres, Selma Martines; Barbosa, Elisa Maria; Rossi, Maria Aparecida Lopes
Understanding that literacy is a topic that occupies a central place in the debate about education and also that this period is a moment of fundamental importance in the training of subjects. In view of this, we have developed this study with the objective of investigating and discussing how the appropriation of literacy studies by three literacy teachers of the Municipal Network of Goiânia occurs. The research was carried out anchored in a qualitative approach, having as main instruments of data collection, interviews, and observations of the practice of three collaborating teachers from three municipal schools in Goiânia. In the selection process of the collaborating teachers of the research, those who had been working for at least five years in literacy rooms and who had participated in the PNAIC were used as criteria. In the realization of the research we maintained a dialogue with different authors who discuss the relationship between literacy and literacy as: Soars (2001), Kleiman (2001), Street (2010), Marcuschi (2005) among others. We present as a result of the research that the teachers take ownership of the concept of literacy differently, which is reflected in their practices. All of them work with what we can call the process of literacy, concerned with working with real texts and with the conception of reading as the construction of meaning.
As concepções de alfabetização e letramento na pré-escola: reflexões a partir da equipe gestora
(Universidade Federal de Goiás, 2019-06-04) Nascimento, Liliane Querino do; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Silva, Marcelo Soares Pereira da; Rossi, Maria Aparecida Lopes; Peres, Selma Martines
This research aimed to know the understanding of the management team of the municipal network of teaching of Catalão town about the concepts of alphabetizing and literacy that guide the elaboration of the proposal of education for pre school and how they are articulated with the school practices. The research was qualitative, carried out by a field research having as an instrument of data collection semi-structured interviews. The theoretical framework is based in researchers of the alphabetizing and literacy and of the management, such as: Soares (1998, 1999, 2003, 2016, 2017), Freire (1989, 1995), Street (2014); Sander (1984, 2007), Dourado (2001, 2006, 1997), Gadotti (1993, 1997), among others. It was also used to construct and analyze the datas, some official documents, such as, the National Curriculum Guidelines for Early Childhood Education (DCNEIS, 2009-2013); the Municipal Education Plan (PME 2015-2025); the National Curricular Common Base (BNCC, 2017; Pedagogical Political Project (PPP) of the school; among others. Three categories were organized that enabled it possible to know the conceptions of alphabetizing and literacy of the management team: conception of pre-school education; conception of alphabetizing and literacy and curriculum. The results showed divergences in the conceptions of alphabetizing and literacy among educational managers and school managers. They also suggest a propaedeutic conception of early childhood education. In addition, there is evidence that does not exist a municipal pedagogical project, nor a curricular document of the municipality which contributes to the lack of clarity in the development of the pedagogical practices of the early education teachers.
As políticas públicas de formação continuada das professoras da educação infantil em Goiânia
(Universidade Federal de Goiás, 2018-07-04) Morais, Ludmylla da Silva; Silva, Altina Abadia da; http://lattes.cnpq.br/1043482800761732; Silva, Altina Abadia da; Tartuci, Dulcéria; Cordeiro, Kátia Augusta Curado Pinheiro
The research “The Public Policies of Early Childhood Teachers’ Continuous Formation in Goiânia” is part of the Master’s in Education of the Post-Graduation Program in Education – PGPE at Federal University of Goiás – Regional Catalão. This research aims to understand the influence of the National Public Policies on the Continuous Formation of the Early Childhood’s teachers of Municipal Education Network (MEN – Goiânia) in the period from 2010 to 2016. In this regard, it pursued to understand the concept of continuous formation to Early Childhood’s teachers in the document “Policy of Continuous Formation to the Goiânia’s municipal practitioners”. The legal framework of the Early Childhood teachers’ formative process in Goiânia was pointed by the Formation Centre. Therefore, it was established a parallel between the document “Formation’s Policy of MEN-Goiânia” and the National Policies for Practitioners of Basic Education’s Continuous Formation. It was realized with the purpose of analyze the relations and the influence between both. As methodology it was utilized the documentary research from the perspective of historical materialism dialectic. The documents that constitute the legal bases of Education in the country and in the city have been raised, among them: Law 9.394/96; National Education Plan (NEP 2014 – 2024); Law 13.005; Report CNE/CP 2/2015; Resolution CNE/CP 2/2015; Decree 8.752/2016, GOIÂNIA (1990); Municipal Organic Law of Goiânia, 1990. Revised and updated text until the Amendment of the Organic Law 051, July 12 of 2012; Official Gazette of the Municipality (OGM) 5.395 07-24-2012; Complementary Law 091/2000; Continuous Formation Policy in Network: political and educational purpose of Municipal Secretary of Education of Goiânia’s practitioners; Municipal Education Plan - MEP (2015-2025) and Resolution Municipal Education Council (MEC) 120/2016. The theoretical bases of this study are: Alves (2007), Cellard (2012), Dourado (2011), Gatti (2007), Kuhlmann JR. (2015), Oliveira (2001; 2011), Saviani (2011; 2013), among others. In concluding this research, it can be noticed that the document which guides the continuous formation of the municipal’s practitioners of Goiânia fluctuates between epistemology of preparation and epistemology of praxis. In some moments it demonstrates the presence of the certification’s culture. This document is a historical and significant step forward about demarcating and ensuring the continued formation in-service (Municipal Education Network – MEN – Goiânia) as public municipal police of continued formation. Keywords: Early Childhood Education. Continued Formation. Formation Centre. Education Public Policies.
Atuação do professor de apoio à inclusão e os indicadores de ensino colaborativo em Goiás
(Universidade Federal de Goiás, 2013-06-14) Freitas, Adriana de Oliveira; Flores, Maria Marta Lopes; Maria Marta Lopes Flores
The role of the Special Education professionals are becoming an essential condition for education and inclusion of students with special educational needs. The support of these students has raised the discussion of the relationship Common Education Network in Regular and Special Education, ie involves the debate on the need to develop a coordinated action between different educational agents within the school inclusion. In this sense the collaborative approach between these various actors involved in the education of these students: Regents Professor common class, support teacher `inclusion, teacher resource rooms multifunctional, family and community, is assuming a key role in a relationship positive among these professionals to contribute to the promotion of academic success of students with educational needs and other students of the school. So understand how the work has constituted the Special Education Professional allows you to analyze aspects of the inclusion of pupils with special educational needs. Thus, we chose to define the teacher to support inclusion, as this professional has assumed an important role in the implementation of inclusion policies in Goiás So ask yourself: How has the role of teacher to support inclusion? What indicators are present in collaborative teaching and teacher performance to support inclusion? The main objective of this research is to analyze the words of teachers to support inclusion of their educational practices and indicators that they present for collaborative teaching. In this research we used the collaborative research, this type of research the researcher and seek data also enables the continuous training of teachers, space for teachers to have freedom of expression, the analyzes were carried out in stages which is subdivided into six meetings. In the first meeting held by Oceesp participating teachers to be informed about the objectives and risks of the study signed the Terms of Consent (IC), agreeing to participate in the research, thereby allowing the use of their lines and all registration information listed during the search. In addition, the teachers answered a questionnaire on appearing on your identifying information, education and performance. Was focused on the role and activities of teachers to support inclusion through a press conference. The desk study on the role and performance of the teacher Inclusion support and collaborative learning was conducted in order to inform and enlighten teachers about national and state legislation on special education and inclusion, contextualizing the role and function of the teacher support, providing a better understanding of collaborative learning, its relationship with the classroom teacher, culminating in the synthesis of the data.
Brincar/jogo de papéis sociais e a educação infantil à luz da psicologia histórico-cultural
(Universidade Federal de Goiás, 2018-04-04) Manica, Ana Paula; Silva, Janaina Cassiano; http://lattes.cnpq.br/1750913769621346; Silva, Altina Abadia da; Hai, Alessandra Arce
The present work consists in identifying and analysing it to play in the daily pay-school and in the documents norteadores of the childlike education of a local authority of the cultural-historical south-east from Goiás by the light of the theory. We look for the understanding of the existent relations in the context of the childlike education, our main objective identified and he analysed it to play in the municipal daily pay-school and in the documents norteadores for childlike education of the local authority of cultural-historical Catalão/GO by the light of the theory. As well as, to check how it takes place to discussion of playing and which place links occupies in the development / apprenticeship of the children in the daily pay-school in Catalão/GO, as well as to observe the paper attributed to him in the documents norteadores of the childlike education. The adopted theoretical referential system went to Psychology cultural-Historically. The theoretical distance of the study boards the general conception of childlike education in the quoted theoretical slope and together it does relations between development and educative practices in the pre-school age aiming to stand out to the paper of partners to play / play of papers. The methodology is ruled in the presuppositions of the dialectic-historical materialism, and it had like instrument metodológico, the observation participant and the documentary analysis, so the field work was carried out in municipal Catalan daily pay-school, and for documentary analysis we select the documents that orientate the childlike education. While analysing the data of the inquiry, elencando the categories of analysis, which they allowed to make us think to process of the cultural-Historical childlike development through the Theory. This trajectory allowed to detach two points that we find basic, being they: it to play / play of papers social is a historical construction and culture, and not something natural and spontaneous; and the official documents detach the importance of playing, however in a perspective construtivista, in other words, it treats the joke as a form naturalizante. As for the paper of the educator, we detach the relevance of the projection of the activities in the context of the childlike education, as soon as the activity only contributes to the childlike development when it is intentionally planned and mediated by the teacher with the purpose of enlarging the cultural repertoire of the child.
Cenas de produção e avaliação de textos na alfabetização: um olhar sobre a prática pedagógica
(Universidade Federal de Goiás, 2018-03-01) Martins, Cláudio Rodrigues; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; Assis, Eleone Ferraz de; Peres, Selma Martines
This study is aimed to investigate the pedagogical practices of literacy teachers of the last year of cycle I, third year of elementary school education in Goiânia’s Municipal Education Network, which regards to the teaching and evaluation of writing. This research is qualitative and has as instruments of data collection, an interview, an observation and a documentary analysis. The study had as subjects, there teachers who teach Portuguese classes. In the analysis, we focused on seven textual production proposals, and one hundred and sixty corrected texts. In this research we adopted the presuppositions of interactionism, which conceives language as a means of social interaction. The main authors studied and who defend these postulates were Bakhtin, and one of its main interlocutors in Brazil, Geraldi and others. The analysis of the results showed that although teachers consider the work with textual production important, the space and the necessary conditions for its realisation are still not given by most of them. We observed that there still is the conception that the teaching of textual production should only happen once the Alphabetic Writing System (SEA), that is, the writing technique, has already been mastered. The results showed that the textual production proposals presented to the students were without prior activities, artificial, mechanical and repetitive with eminently ready themes of the literary narration genre and these were often supported by images, having as interlocutor the school and the teacher. As for the written production evaluation, noticed by the marks of correction left by the teachers in the students’ texts, we perceived that the teachers assume the correction of the indicative type, resolutive and textual suggestive, to the detriment of the textual interactive. And, when they perform the suggestive textual, they demonstrate the conception of evaluation of a monological character, that is, it doesn’t provide dialogue and interaction, therefore, it doesn’t help the student the student perceive and improve his text. Another aspect that was perceived is that the marks of correction left by the teachers in the students’ texts do not collaborate so that they can reflect on their textual problems and solve them. Moreover, these highlights prioritise metalinguistic analysis in detriment of epilingualism, focusing more on the problems on the text surface than on those responsible for textuality and discursiveness. Regarding the practice of individual rewriting, we noticed that, although requested by the teachers, there was no follow-up during during the observations in the pieces of the texts, except in the practice of the teacher Magda, who performs, in her own classroom, with the student, the epilingualistic reflection. The collective rewriting was observed in the practice of all teachers, it happened in an interactive way, with the teacher and the student problematising and reflecting on the text, in a collaborative attitude aimed at improving the text and for the formation of writers of more efficient texts. From the analysis carried out, we understand that language teaching, although it has already advanced a great deal, it still presents challenging nuances, revealing a considerable distance between theoretical knowledge produced and pedagogical practice.
“Colégio das freiras”: educação feminina no curso normal no sul de Goiás (1939-1968)
(Universidade Federal de Goiás, 2016-06-29) Andrade, Fabiana Aparecida de; Gonçalves, Ana Maria; http://lattes.cnpq.br/9368873683026070; Gonçalves, Ana Maria; http://lattes.cnpq.br/9368873683026070; Soares, Ana Carolina Eiras Coelho; Freitas, Eliane Martins de
The present research has as object of study the feminine education within the Normal School Senator Hermenegildo Lopes de Morais, known as Nuns College, founded in the city of Morrinhos, South of Goiás, by the Congregation of the Augustinian Missionaries. To think female education in this institution, is adopted as the time frame period 1939-1968, which represents the start and end of the action of the Augustinian Missionary nuns ahead of this educational institution. It is assumed that the Catholic Church occupied a prominent place in the educational process in the country, especially in the school education of women. In these terms, a number of women's colleges were set up, destined for a refined formation marked by Christian Catholic values, and habits and practices aimed at the formation of the wife, mother and teacher. To these schools, society assigned responsibility for so-called "good training". In Goiás, as well as in other states, several congregations have worked in the educational field, among them, the Missionary Augustinian. Congregation founded in Spain in 1890, the Augustinian Missionaries came to Brazil, specifically to Catalão-GO, in 1921, with the purpose of assuming the education of children and young people. Subsequently, they spread to other regions. Considering that women should be more educated than educated, the present research highlights the training offered in this Catholic school: from language teaching to good manners, habits, manual skills, housewares inherent to women's assignments, be they at home or in the exercise of teaching profession. Thus, the study brings a discussion about ultramontane Catholicism; the Congregation of the Augustinian Missionaries, contemplating its action in the educational field, its objectives and practices; and about the college, its regulations, curriculum and pupil. The research is characterized as documentary.
Como me tornei a profissional que sou hoje? Práticas pedagógicas – concepções das profissionais da creche (0 a 3 anos)
(Universidade Federal de Goiás, 2017-06-09) Firmino, Janaina Karla Pereira da Silva Rodrigues; Silva, Altina Abadia da; http://lattes.cnpq.br/1043482800761732; Silva, Altina Abadia da; http://lattes.cnpq.br/1043482800761732; Barbosa, Ivone Garcia; Silva, Janaina Cassiano; Silveira, Telma Aparecida Teles Martins
Having as object of analysis the Pedagogical Practices of the nursery professionals who work at CEMEI Ana Ramos dos Santos, in the municipality of Ouvidor - Go, the research is based on the following problems: How do day care professionals conceive their pedagogical practices? Therefore, the objective was to understand the conception of day care professionals in the process of constitution of their pedagogical practices. The unfolding of the general objective generated three other specific objectives: define what characterizes pedagogical practice, identify the pedagogical practices of daycare professionals and investigate sociohistorical-economic aspects inserted in the pedagogical practice of these professionals. This work also discussed part of the historical process of Early Childhood Education as well as the development of existing practices during this course. The research was developed as a Participating Research, in which for the production of the data used as a Reflexive Meetings procedure, counting on the participation of twenty professionals from CEMEI Ana Ramos dos Santos, Ouvidor-Go, among teachers and monitors of children from zero to three years. The research allowed to undertake a bibliographical survey of Brazilian post-LDB academic research that addressed as central theme the pedagogical practice in day care, as well as an analysis of seven of these researches that carried out participatory / participatory actions, as a methodological investigation procedure. The data enabled us to approach and know how the professionals characterize pedagogical practice in the day care center and the observance of some factors that influence in the conceptions of the practice by those exercised. They contributed to the elucidation of these conceptions as Barbosa (2008, 2009, 2010, 2014), Campos (2006, 2008, 2010), Kramer (2005), Kuhlmann Jr (2000, 2011, 2015), Rosemberg (1989, 2010), Silva (2008), Silveira (2015), among others. As well as Saviani and his historicalcritical pedagogy. We perceive that the municipal and federal public educational policies exert an influence on the development of the pedagogical practices of these professionals as well as factors of the social-historical construction of the individual, constituting the challenge of transposing these influences in the search for a practice that contributes to a free and of quality.
A concepção de formação continuada das professoras de creches de um município do sudeste goiano: uma avaliação a partir da teoria histórico-cultural
(Universidade Federal de Goiás, 2017-04-06) Damião, Adriana Silva; Silva, Janaina Cassiano; http://lattes.cnpq.br/1750913769621346; Silva, Janaina Cassiano; Barbosa, Eliza Maria; Silva, Altina Abadia da
The present dissertation is the result of a study that sought to analyze the conception of day care teachers about their continuing education in the last ten years and its impact on the pedagogical work with children. This research was born of the researcher's concerns, as a teacher and student of this stage of education. Based on an understanding that despite the validity of the relevant legislation for more than two decades, there are still many gaps to be filled, so that quality care is effective, as a right of children and families. Thus, this research has the general objective of analyzing the conception of continuing education of nursery teachers in a municipality in Southeast Goiania. The hypothesis that guides this study, that the continuing education of the teachers of the Child Education, specifically those of day care, is not seen as primordial for the municipal public policies. This fact is related to a national view about the pedagogical work developed with this age group, which is still based on care, despite the discussions about the articulation care and teaching have been inserted in the academic field for some time. It is a qualitative research, which has as references elements of the Historical-Cultural Theory. The research participants are nine effective teachers, pedagogues, who work in two older municipal nurseries, in the year of foundation, in nursery and nursery groups, with a minimum of five years of experience. The instrument used for data collection was the semi-structured interview and the analysis, following the assumptions contained in the Historical-Cultural Theory and Content Analysis. The results are related to the conception that the teachers have about continuing education, revealing the qualification process experienced by them in the last ten years and the challenges they identify in the implementation of a training proposal in service. We found evidence in the teachers' statements about the implications of continuing education and the pedagogical work offered to children in day care, pedagogical planning and the devaluation of the teacher of Early Childhood Education. We hope with the research, to add new knowledge, to what has already been produced on continuing education for daycare teachers in the studied municipality.
Concepções de "interdisciplinaridade e educação do campo" de professores de ciências da natureza e matemática das escolas de ensino médio do campo do município de Rio Verde - GO
(Universidade Federal de Goiás, 2018-02-28) Moraes, Renato Pereira de; Silva, Wender Faleiro da; http://lattes.cnpq.br/2540729402102453; Sadoyama, Adriana Prado; Nunes, Simara Maria Tavares
The last decades have been marked by intense transformations in the world and in the organization of the societies that have repercussions in the diverse scientific areas, especially in the educational thought. The emergence of a new world order characterized by globalized markets would require, according to some scholars, individuals with high levels of qualification and social adaptability and even if they have the skills and competencies to carry out activities according to market demands. The school therefore needs to find new ways to learn and establish relationships between the disciplines, between what is taught and what is learned, since society itself has demanded professionals who are increasingly competent and who are able to deal with the challenges everyday. Much has been discussed about the curricular changes in the Brazilian educational system, both through curricular guidelines and through reformulations as in the case of the implementation of the National Curricular Common Base - BNCC. School curricula, therefore, need to be related to the students' experience, for this change in the Brazilian educational system is necessary - interdisciplinarity, although not new in education, has been a tempting proposal in order to break with the fragmentation of knowledge caused by a positivist epistemology. A teaching proposal aimed at integrating contents through the relationship between the different fields of knowledge, replacing the fragmentary conception of knowledge with a unitary conception, overcoming the dichotomy between teaching and research, and having teaching-learning centered on a vision from which we have learned throughout our lives. Interdisciplinary teaching provides much more inclusive and meaningful learning. The field education is a modality of teaching that aims at a work in the interdisciplinary perspective, requires the integral formation of the subject, the curricula therefore, must be adapted to the local reality, valuing what is part of the students life, focused on the reality and specificities of people of the countryside. This research was justified by the need to investigate how the interdisciplinary practices are thought (and if they are thought) from the statements of the teachers of the Natural Sciences and Mathematics and pedagogical coordinators in the public schools that offer the Teaching Medium in the Field of the municipality of Rio Verde - GO. With the main objective of identifying the concepts of "Interdisciplinarity and Field Education" of the professors of the Natural Sciences and Mathematics of the secondary schools of the field in Rio Verde-GO, besides examining the Educational Policies and Guidelines for Secondary Education from Camp; to verify the relations of the pedagogical work of the professors of Sciences of the Nature and Mathematics "of and in the field from the results; to identify possible challenges and limitations for an interdisciplinary practice in the disciplines of Natural Sciences and Mathematics, from the results. The methodological approach used includes a qualitative research having as main instruments of data collection, semi-structured interview, questionnaires and document analysis. There are seventeen participants, twelve teaching staff and five pedagogical coordinators. The results of the research indicate the lack of preparation of teachers and pedagogical coordinators in the adoption of interdisciplinary practices and the lack of adequate training necessary to the demands of the Field Education. There are numerous challenges pointed out by the research participants in the implementation of pedagogical practices among them, lack of time to plan collectively, in the field education, some of the obstacles pointed out so that the education directed to the rural people really materialize, are - specific teacher training and curriculum appropriate to the reality of these peoples. The research contributed to highlight the conception that teachers and pedagogical coordinators have regarding "Interdisciplinarity" and "Field Education."
Concepções e práticas de alfabetização e letramento de professores da pré- escola do município de Catalão-GO
(Universidade Federal de Goiás, 2015-02-13) Ximenes, Priscilla de Andrade Silva; Silva, Altina Abadia da; http://lattes.cnpq.br/1043482800761732; Silva, Altina Abadia da; Cunha, Myrtes Dias da; Silva, Janaina Cassiano
This study aimed to analyze the concepts and practices of literacy and literacy teachers from pre-school municipal Catalan-GO education. Despite the findings and studies on the relationship between literacy and literacy in early childhood education and the discussion is still surrounded by doubts and uncertainties to which not even the teachers who work at this level can find answers and direct the course of the educational process . The theoretical and adopted Framework for the realization of this work was the cultural historical theory, and Vygotsky (1999) as its principal representative. Therefore, for this research, the Vygotskian concept of mediation will have special emphasis, because he is central to reflect on the idea of intentionality and the systematic work in early childhood education institutions - ensuring the specificity of each age group - as a way to oppose us to work based on spontaneity and welfare, characteristic of care historically proposed to the education of young children. We conduct theoretical character studies to understand the history of early childhood education in Brazil and understand the functions and characteristics assigned to that level to ensure that the child is respected as a subject of rights; to this end, we rely on current laws, official documents, such as the Law of Education Guidelines and Bases (1996), the National Curriculum Reference for Early Childhood Education (1998), among others, and literature production concerning the education of children 0-6 years among them Ariès (1978), Kuhlmann Junior (2004), Kramer (1985), Oliveira (2002), Arce (2004). Dialogue with authors such as Vygotsky (2001), Mortatti (2010) and Smith (2003), we reflect on the relationship between literacy, literacy and the role of the teacher from kindergarten. From observation of classes and pedagogical practices of teachers and interviews, we analyzed the conceptions and practices of teachers about the object of study. From the data, we have developed four categories of analysis that enabled us to know as Early Childhood Education teachers understand the literacy and literacy and how to express that understanding in their teaching. Also, realize that municipal and federal educational policies have directly influenced the educational practice of these teachers. In this sense, the challenge was to understand the concepts and practices of teachers considering the subjectivity of considering the historical and cultural context in which it is incurred.
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.
Construção de práticas de ensino de leitura: com a palavra o professor
(Universidade Federal de Goiás, 2013-07-31) Guimarães, Sione Pires de Morais; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213
Give voice to the teacher tell how he has been building his practices of teaching reading, describing his view, inserted in a context where most studies imply that the difficulty of building readership is in the teaching / learning of reading, putting as the author of the failure of this teaching is the goal of this work. For this, we seek to raise aspects of the experience of three teachers working in the 5th grade of Elementary School, trying to identify the needs and difficulties faced in teaching; analyze the structural conditions and materials, which are offered for teachers to build their teaching practices read and observe their plans with respect to the work with reading in the classroom. We assume that, as emphasizes Borges da Silva (2001), if the academic work aims to contribute to an improvement of basic education, it is essential to consider the needs of knowledge and counterarguments teacher. The research was conducted within the qualitative paradigm, from a socio-historical approach, with a view to study the processes that involve research, going beyond just an end product. The process of data collection, following the tradition of qualitative research (LÜDKE and ANDRÉ, 1986), included the semistructured interview, dialogued, and observation of teachers' planning. The literature review comprised studies on reading as the construction of meanings, the relationship of teaching reading literacy in the student and construction practices of reading instruction teacher training. The research has revealed a reality of distance between what is preached in the laws of education and what is accomplished in practice, which makes it difficult for teachers able, alone, to leverage the quality of public education. Teachers find themselves in a scenario that is being blamed for the difficulty in forming critical readers and proficient. Claim that, in addition to its responsibilities as the professional who should lead the process of teaching and learning, the government must assert his speech in favor of investments in education resources, it is for the school management to break with a practice dedicated to serve the interests capital, omitting the function that should play as contributors to the achievement of successful teaching in the public schools, and to exercise a function of partakers in conducting the activities of the school. We note that the hours activities, work context, the pedagogical orientations and school management are configured in a tangle of obstacles for the teacher fight for better working conditions and a really effective teaching. We hope that this study will contribute to the strengthening and consolidation of prioritizing future work to give voice to teachers, at the expense of research which focuses on studies of their practices. This is because the voice of those professionals, showed us the need to keep rethinking the lonely context job in which they operate, and that has influenced negatively in building their practices of teaching reading
A construção dos sentidos do processo de letramento: pluralidade vivenciada no ensino fundamental público
(Universidade Federal de Goiás, 2014-12-11) Rosa, Mery Helen; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Peres, Selma Martines; Machado, Maria Zélia Versiani; Rossi, Maria Aparecida Lopes
The current social context, surrounded by the plurality of literacies that crosses graphocentric society, makes them to be need different domains of writing by people in multiple instances of social Thus, language skills, understandings, interpretations, dialogicities, interactions in communicative events and discursive practices make up the daily life of specific social spaces and private in the light of events and literacy practices that differ from place to place, from situation to situation. Of this reality comes the tuning of the literacy process with the search of meaning, considering that in Brazilian society is still present very schooled school practices, resulting in difficulties in the development of literacy practices that cover the construction of meaning by students . Thus, this study has sought to understand how students in the fourth grade of elementary school of a public school, located on the outskirts of Ipameri, state of Goiás, construct meaning to events and literacy practices of which participate in the universe of school. The research backed up on a qualitative approach, of ethnographic tipe, as there was an insert in the real conditions experienced by the students. The techniques of collection of information raised by research consisted of systematic observation of a series of literacy events in the classroom and in the colorful room, which were registered in a field diary, and also through semi-structured interviews with students. Using these procedures, it was discussed the meanings of literacy process in communicative, interactive and dialogical contexts expressed by classes, storytelling and lectures. Therefore, the research was theoretical supported especially in studies of literacy, senses, meanings, Bakhtin's dialogism, enunciations, events and literacy practices, basing on authors such as: Mari (2008); Bakhtin (1995, 2011); Marcuschi (2007); Sobral (2009); Hilgert (2012), Soares (2012), Kleiman (2005), Hamilton (2000a, b), Street (2010, 2012, 2013, 2014); Barton and Hamilton (2000), Heath (1982) and others. The analysis of these literacy events allowed us to affirm that the senses of the literacy process are perceived when there is interaction, dialogue expressed in the enunciations of the students in the group view, of collectivity. In classes where there was no interaction between student-text or between student-teacher-text, as in the activities based on questions and answers decontextualized, usually present in the textbooks worked, was unviable the perception and the understanding of the senses of the literacy process. The construction of the senses, despite having arisen of students in any occasions, also needed the linguistic system to be in the field of meanings and / or history, to say about the social, so that one can say that subject-system- history cooperate in this construction. The content of the interviews with two students and two students researched revealed buildings of sedimented senses experienced in more individual perspective, in which on one side, were present interests, desires, favorite activities by students as they were moved, touched and stimulated to comment about certain reality. On the other hand, were present the not liking, reject, ignore, elucidated in situations which referred to the silence, expressing resistance, demotivation, among other aspects. In the reports, it was observed that certain school activities were not well conceived by the students because of the impossibility of reaching out for their understanding, to be authors of their products, their speeches. Thus, there is the indication that most schools still have a challenge to confront: the promotion of literacy practices supported in the dimension of the senses.
Conteúdos avaliados nos anos inicial e final do ciclo de alfabetização
(Universidade Federal de Goiás, 2020-05-13) Cardoso, Carolina; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; Peres, Selma Martines; Arena, Adriana Pastorello Buim
The present study aimed at understanding the contents related to literacy and writing requested in written assessments applied to the students in the first year and in the last year of the literacy process, questioning if such contents are in agreement with the knowledge and skills expected in the journals of unit 01 PNAIC: Curriculum in literacy: concepts and principles (year 01), and Inclusive Curriculum: the right to learn how to read and to write (year 03). Such objective has led to the construction of a qualitative research, for which the document analyses and semi-structured researches were the procedures used. Two schools, which took part in the research, were chosen, one of them showed the highest IDEB rate and the other had the lowest rate in the city. A School and B School had the grades 7,4 and 5,9 respectively. Four teachers took part in the research, they gave the tests applied to their students of first and third grades of Primary School (Ensino Fundamental), making up four annual tests. The theoretical framework is based on researchers of literacy studies, assessment and curriculum, such as Goulart (2003), Carvalho (2005), Rojo (2009), Soares (2012, 2016), Luckesi (2011), Sacristán (2000, 2013) among others; besides official guidelines for the literacy cycle, Pro-writing programs (2008), PNAIC (2012) and BNCC (2017). The results have shown that not only in the first year but also in the third, there is a predominance of contents related to literacy, emphasizing content memorization by the students, not considering the applications and functions of the language in real situations of communication, reading as codification and decoding, and text production focused in writing sentences. Besides that, the interviewed teachers pointed out that assessment is measurement oriented, focused on grades and report cards, in a classifying and quantitative perspective, understood as necessary once it’s part of the scholar bureaucracy.
Creas e escola de ensino fundamental: identidade e expressões de gênero como direito da criança no ambiente escolar
(Universidade Federal de Goiás, 2019-04-12) Silva, Lion Marcos Ferreira e; Silva, Altina Abadia da; http://lattes.cnpq.br/1043482800761732; Silva, Altina Abadia da; Oliveira, Vanilda Maria de; Santos, Fran Demétrio Silva
This study is located in the field of educational practices, in the research line Teacher Training, Educational Practices and Inclusion, of the Post-Graduation Program in Education of the Federal University of Goiás - Regional Catalão (PPGEDUC / RC / UFG). should be designed in such a way that it benefits the child according to the social context in which he lives in a transversal perspective, which goes through education, health, social service among other policies that meet citizens in their entirety, universality and singularity. The work of the Specialized Reference Center for Social Assistance –CREAS, aims to respond, defend and propose policies that intervene in social vulnerabilities, prioritizing the possible exposures of children at social risk. Just as the CREAS School is inserted in the child and adolescent protection network, in order to meet all this specific demand, it is worth questioning: according to the CREAS professionals' understanding, what the school chooses as a gender problem when it traverses your services? The central objective of this research is to analyze the understanding and performance of CREAS professionals in relation to what the school chooses as a gender problem. The semistructured interview was the research tool used, as well as the equality circles and the pyramid of social relations and power that we elaborate as a research device, thought of the African philosophy that values the principle of circularity, where there is equality between all and mutual respect and in the enchanted circle of Gayle Rubin, which poses as it represents in society, everything that is considered pure and moral within the circle referring to sexual and affective relations, and outside it everything that is considered immoral. To identify the people interviewed were used fictitious names of writers of literary works that bring about the theme of gender and sexuality aimed at children. It was possible to perceive through this research that, the professionals of the school still find difficulties of dealing with questions of gender in childhood. If the child expresses in the school environment behavior that can be interpreted as something related to their identity, sexual orientation, gender expression or the simple fact of playing with a toy that in social reading belongs to another genre, it can become a problem. which school directs the case to the family, tutelary board and or CREAS. Thus, also through the analysis of the Pyramid of Social and Power relations, we come to the conclusion that hegemonic and non-hegemonic masculinities are recognized in a position of social superiority in relation to all representations of the feminine gender.
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.
Descortinando os propósitos da educação para as crianças com transtorno do espectro autista: em cena os serviços de apoio
(Universidade Federal de Goiás, 2018-03-27) Neves, Paula Fernandes de Assis Crivello; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Serrano, Elsie Alejandrina Pérez; Mendes, Eniceia Gonçalves
Studying Autism Spectrum Disorder (ASD) is relevant as it (re)builds knowledge about how clinical and educational implications/relations in the Brazilian inclusion system. Inclusive education, special education and especially ASD are topics discussed very recently and still a field of many controversies, requiring further studies. It is considered a smaller amount of research related to ASD and education. Considering the educational service offered to children with ASD, this research questioned: which experiences of schooling and support services favor learning and development of children from 0 to 10 years old with ASD? Therefore, the main objective of this study was to analyze the educational attendance of children aged 0 to 10 years with ASD. Specific objectives were to describe how children with ASD are identified and referred to the educational service, to identify the support services that children with ASD participate in, and to describe the educational practices they experience in educational settings and in those support services that favor their learning and development. The epistemology, as well as the methodological choice of this research of qualitative character, is based on the historical-cultural approach of Vygotsky, which presents the discussions about the development of man from his social relations and interactions with the environment, through culture, constitution of history, mediation and language, highlighting the studies of this author on Defectology and Pedology. It was prioritized as instruments of data appropriation to observe the educational attendance that children from 0 to 10 years old with ASD participated in the common school, in the support services, and semi-structured interviews with parents and professionals involved in the educational attendance of these children. From the appropriation of the data, the analysis was finalized listing categories from discursive analysis. The considerations show that the educational practices experienced by children in these spaces of support service are, in addition to clinical and therapeutic care, spaces of pedagogic learning, which have contributed to the development of these children. In addition, educational activities at school did not appear to favor social interactions, development, and learning of children with ASD. It was noticed that the teachers, in their educational practices, did not worry about activities that met the specific demands of these children and complained about lack of knowledge and training for this. Education must fulfill in its trajectory a social-historical function that understands the total formation of the children from the mediation of the teacher. In conclusion, inclusion is one of the most powerful tools that unveils the real purposes of the school, but there are still many challenges to be faced.

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