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Item Professores de Apoio à Inclusão na Rede Estadual de Goiás: Atuação, Formação e Práticas Pedagógicas(2024-02-29) Moura, Celsineide Mendes de; Borges, Wanessa Ferreirra; Tartuci, Dulceria; Pletsch, Márcia DeniseA presente pesquisa teve como objetivo descrever e analisar as percepções das docentes que atuaram como Professores de Apoio à Inclusão auxiliando na inclusão educacional dos estudantes com deficiência em instituições educacionais da Secretaria de Estado da Educação de Goiás (SEDUC-GO) em relação à atuação, formação, e práticas pedagógicas. Parte da hipótese que os serviços de atendimento educacional especializado (AEE) ofertados em classes comuns, são indispensáveis para a escolarização de alguns estudantes da Educação Especial e que compreender sobre a atuação, formação e práticas pedagógicas das docentes que atuaram nessa função pode ratificar essa importância e fornecer dados para a elaboração de diretrizes mais eficientes para a prestação desse modelo de serviço. A pesquisa é de abordagem qualitativa e tipologia descritiva. Inicialmente, foi consultado o referencial teórico que discorre sobre a temática, seguido da realização da pesquisa de campo, por meio de instrumentos de acesso aos dados, como questionários e entrevistas semiestruturadas. Sete docentes, que atuaram como Professoras de Apoio à inclusão no ano de 2022 em instituições educacionais da Coordenação Regional de Educação (CRE) de Campos Belos-GO participaram da pesquisa. A análise dos dados foi realizada a partir da metodologia dos Núcleos de Significações, e como resultados principais, constatou-se a existência de indícios do ensino colaborativo entre as Professoras de Apoio e Professoras regentes, no entanto, as suas práticas necessitavam ser fortalecidas para atender a proposta desse tipo de ensino. Quanto a formação, constatou-se que as participantes não eram graduadas em Educação Especial e que não receberam conhecimentos relacionados a essa área durante suas formações iniciais. Contudo, durante a atuação na função, realizaram cursos de aperfeiçoamento na área da Educação Especial ofertados pela SEDUC-GO e também por iniciativas próprias. Pode-se apontar, por fim, que as práticas pedagógicas desenvolvidas pelas Professoras de Apoio, segundo as suas percepções, eram voltadas para fortalecer o ensino ministrado na sala de aula, e que essas docentes faziam uso de diferentes estratégias, metodologias e dos recursos disponiveis na escola para enriquecer o ensino e a aprendizagem dos estudantes com deficiência matriculados nas classes comuns do ensino regular.Item “A gente não quer só comida, a gente quer comida, diversão e arte...”: projetos de extensão universitária na UFG-RC/UFCAT (2017-2020)(2021-06-15) Oliveira, Amanda Graziela de; Araújo, Juliana Pereira de; Honório Filho, Wolney; Lima Lana Ferreira de,No Brasil as atividades de extensão universitária tiveram início entre os anos de 1911 e 1917, quase cem anos após as primeiras universidades serem criadas, mas são até hoje o elemento mais desvalorizado no tripé ensino, pesquisa e extensão que sustenta essa instituição. A Universidade Federal de Catalão nasce na década de 1980 ainda como campus da Universidade Federal de Goiás (tendo a extensão como atividade prioritária) e vem desde então buscando a consolidação dessa atividade. Mais recentemente, sobretudo devido a democratização do ensino superior, esse tema tem ganhado força nos debates com destaque para a questão da curricularização da extensão que pauta a obrigatoriedade da extensão nas trajetórias formativas dos discentes. O histórico da extensão e o cenário atual na Universidade Federal de Catalão foram cruciais para realização de uma pesquisa de mestrado estruturada a partir da questão: -Como se configura a extensão universitária na UFG-RC, atual Universidade Federal de Catalão, a partir dos projetos desenvolvidos entre os anos de 2017 e 2020? Logo, o objetivo geral definido foi o de analisar os projetos de extensão universitária na UFG-RC/UFCAT de 2017 a 2020. Como objetivos específicos buscamos: a) compreender a universidade pública brasileira e nela a extensão universitária; b) produzir um panorama dos projetos de extensão na UFG-RC/UFCAT cadastrados entre os anos de 2017 e 2020 e c)analisar os objetivos e as metodologias descritos nas fichas de cadastrais dos projetos de extensão universitária na UFG-RC/UFCAT entre 2017-2020. Metodologicamente, a pesquisa é documental e descritiva e tendo como corpus de dados aquilo que se estruturou com base nos seguintes documentos: 1) planilhas do Excel com as ações via SIEC; 2) a relação de bolsas concedidas do Programa de Bolsas de Extensão e Cultura (PROBEC) e do Programa de Voluntariado de Extensão e Cultura (PROVEC) de 2016 a 2020 e 3) as fichas de inscrição dos projetos cadastrados no SIGAA, entre janeiro de 2017 a julho de 2020 (totalizando 163 projetos). A análise desse material, guiada pelo referencial teórico relativo ao tema principalmente a legislação atual revelou que está em curso uma profunda transformação da universidade que se afasta da ideia de “Torre de marfim” elitista e encastelada e se aproxima de uma “Torre de Babel” com sua polifonia e pluralidade e que esse processo influencia positivamente a extensão universitária nela produzida que vai paulatinamente ganhando solidez. Nesse sentido é que a interdisciplinaridade e a dialogicidade vão ganhando espaço nos projetos realizados o que corrobora com o cumprimento das expectativas do Plano Nacional de Extensão Universitária. Contudo, persiste a realização de projetos de extensão alicerçados em uma extensão assistencialista ou como complemento do ensino e-ou da pesquisa o que foi notado em objetivos e metodologias típicos dessa visão. São projetos que apesar de congregarem os vários sujeitos da comunidade universitária (professores, alunos e técnicos) pouco se espraiam para fora dos muros da universidade. Conclui-se que é preciso refletir e debater de modo ampliado sobre a importância e o papel da extensão na UFCAT para que em tempos tão retrógrados a universidade não volte a se encastelar.Item O Ensino da Escrita: o papel da mediação do professor(2021-08-23) Nunes, Geicielle da Silva; Rossi, Maria Aparecida Lopes; Peres, Selma Martines; Fernandes, Eliane Marquez da FonsecaFundamentada nos estudos da mediação (Vygostsky, 2000), na perspectiva dialógica da linguagem (Bakhtin/Volochinov 2012) e na concepção sócio interacionista da língua (Antunes 2003 e Geraldi 1993/2001), esta investigação parte da compreensão de que o domínio da língua escrita é essencial para ampliar as possibilidades de interação social dos sujeitos, aqui compreendidos como atores histórico sociais que constituem a si próprios e a língua a partir das interações sociais, mediadas pela linguagem nos processos interlocutivos. Assim, este estudo buscou compreender como a mediação, no processo de ensino da escrita, contribui para a construção do aluno escritor. E se, é possível mediar o processo de apropriação da língua escrita pelos educandos através do ensino remoto. E teve como objetivos: perceber a contribuição da mediação do professor no processo de apropriação da escrita pelos educandos a partir do desenvolvimento de atividades de produção textual com alunos do Ensino Fundamental; enfatizar o papel da mediação do professor no processo de ensino/aprendizagem da escrita; construir com os alunos atividades de produção de textos que contemplem as condições necessárias para se produzir textos; trabalhar atividades de revisão de texto com os alunos com o objetivo de perceber quais os aspectos do texto são contemplados por eles quando buscam reescrever os próprios textos; utilizar a revisão e a reescrita como partes fundamentais do processo de produção textual; levar os alunos a atribuir sentido ao ato de escrever à medida que se identificam como sujeitos dos discursos de sala de aula; perceber a possibilidade de a mediação ocorrer através do ensino remoto. O estudo foi desenvolvido a partir da metodologia da pesquisa intervenção, em que a pesquisadora foi também a mediadora e realizou as intervenções na turma de 4º ano do ensino fundamental, participante da pesquisa. Foram utilizados como dados as gravações em áudio das intervenções, as produções de textos realizadas pelos participantes, bem como diário de campo da pesquisadora. Através do desenvolvimento das intervenções com os participantes percebemos que os alunos se apropriaram dos gêneros textuais trabalhados, perceberam a necessidade de verificar fontes, argumentar, ter um posicionamento crítico, aprenderam estratégias de leitura que ampliam a compreensão leitora, adquiriram recursos linguísticos e textuais para produzirem textos e compreenderam a função da revisão textual. Evidenciou-se assim, o papel do professor mediador, não apenas em intermediar o contato com variados gêneros textuais e propostas de leitura e produções escritas, mas em fazer parte da tessitura dos sentidos que a linguagem vai adquirindo no processo interacional.Item A formação inicial dos professores de Educação Física e os alunos público alvo da educação especial(Universidade Federal de Goiás, 2021-07-16) Oliveira, Tatiane Pereira de; Flores, Maria Marta Lopes; https://orcid.org/0000-0001-7615-3730; http://lattes.cnpq.br/4172815311655078; Flores, Maria Marta Lopes; Borges, Wanessa Ferreira; Lima, Lana FerreiraThis research is linked to the Graduate Program in Education at the Federal University of Catalão/UFCAT, in the line of research Teacher training, educational practices and inclusion. The guarantee of access to the Target Audience of Special Education students in regular classrooms in the regular school has given the teacher different challenges, among which teacher training stands out. In this perspective, it is important to broaden the reflections on the initial training of teachers in the field of Physical Education and understand how this training has prepared future teachers to work with the PAEE student. Thus, the present research entitled "The Initial Training of Physical Education Teachers and PAEE students, has the general objective: To investigate the initial training of Physical Education teachers for the inclusion of PAEE students, considering the narratives of undergraduates and teachers, and, by specific: Identify and analyze the Pedagogical Project of Courses (PPC), regarding the offer of subjects and contents related to Special Education and its target audience; to analyze the way in which subjects and other academic activities contemplate the education of PAEE students based on the speech of undergraduates and teachers; understand the training of trainers and initial training in order to meet PAEE student. Thus, the theoretical framework that guides the discussions is based on Vigotski's historical-cultural approach and on qualitative research with the aim of understanding social phenomena in their active process, therefore in their historicity. Within this perspective, this research will be developed in public institutions of higher education, UFCAT and ESEFFEGO/UEG. The procedure for data collection was a semi-structured interview in the virtual space of the WhatsApp application through audio recording with undergraduates and teachers of Physical Education courses at UFCAT and ESEFFEGO/UEG. In addition to the semi-structured interviews, subsidies were also sought through the document discussion process in which the analysis of the (PPC) made available by higher education institutions was carried out. Data were analyzed from the perspective of Bardin's (2011) content analysis technique. As a result, it is evident: that the Special Education debate is not limited to specific disciplines, but that it enables discussions to be held regarding the work with target public students of Special Education in other disciplines; regarding the internship, it was found that the courses offer the possibility for the academic to carry out the internship in Special Education schools. However, during the internships in regular schools, work involving the inclusion of PAEE students was not observed; the results show that it is important that undergraduates not only experience the mandatory curricular components of their courses, but that they seek to take advantage of the various possibilities that the University offers in the context of teaching, research and extension and other training activities; in this context, extension was found to be an important space in the professional training of the interviewed undergraduates, as it allowed various educational possibilities for academics. It is also found that despite the teacher trainers have contemplated specific disciplines in the area of Special Education during their academic training, it is necessary to ensure that these professionals are prepared through continuing education to act in an inclusive perspective.Item A escola Professor Alberto de Morais Holanda em Corumbaíba-GO (1989/2019): o que dizem os pais?(Universidade Federal de Goiás, 2020-12-11) Silva, Milene Garcia; Honório Filho, Wolney; https://orcid.org/0000-0002-3087-437X; http://lattes.cnpq.br/2682024750748083; Honório Filho, Wolney; Araújo, Juliana Pereira de; Barros, Aparecida Maria Almeida; Almeida, Maria Zeneide Carneiro Magalhães de; Soares, Sebastião SilvaThe object of this research is the Professor Alberto de Morais Holanda School, located in the rural area of the municipality of Corumbaíba / GO. The present study was guided by the understanding of the school based on the narratives of the students' parents. The intention of institutional biography, through this perspective, was based on the understanding that parents are protagonists in the education and schooling of their children, and the need to hear their voices within the school institution. In view of this, we searched, in official documents, located in the school collection and in the education department of the municipality of Corumbaíba, for historical and legal records that would give us subsidies for the Historical, Cultural and Institutional characterization of the School. We tell the life stories of the narrators, based on their reports, and, finally, we analyze the Professor Alberto School from the parents' narratives. This entire interpretative process was intermediated by the studies of (Auto) Biographies, used in the construction of this dissertation. Our time frame is 1989/2019. We try to answer the guiding question, how is the Professor Alberto de Morais Holanda School constituted, based on the narratives of the students' parents? For the theoretical foundation of this study, which is located in the field of History of Education, with specificity in school institutions, we made connections with the authors, Justino Pereira de Magalhães (2004); Miguel Gonzalez Arroyo (1999); Roseli Salete Caldart (2004); Antonio Bolívar (2012); Delory Momberger (2012); Maria da Conceição Passeggi (2010); Marie Christine Josso (2004); Wolney Honório Filho (2017) André Cellard (2008). The method used was Biographic-Narrative. We sought, through the parents' narratives, the production of data, and, later, its analysis. For that, we used Bardim (2016), Bolívar (2012), Delory Momberger (2011), which made the scientific writing of the dissertation feasible.Item Experiências de formação dos discentes nativos da etnia Xacriabá no IF Goiano Campus Urutaí-GO (2014-2019)(Universidade Federal de Goiás, 2021-02-04) Silva, Marilene Aparecida Santana da; Honório Filho, Wolney; http://lattes.cnpq.br/2682024750748083; Honório Filho, Wolney; Araújo, Juliana Pereira de; Soares, Sebastião SilvaThe theoretical universe in which this research is located is that of the history of education and research (autobiographical), which supports the narrative biographical method. In view of this, for the foundation of this work, the reflections of Bolívar (2002), Delory Momberger (2011), (2012), Galvão (2005), Carino (1999) were important. Such authors postulate the meaning of the subjects' narratives, when they attribute meaning to the story itself. Thus, we will use, for this research, the biographical-narrative method, through the narratives of the Xacriabás students, having as data production the interviews conducted with the Xacriabás students, about their training experiences, at IF Goiano, in these three years of training, in technical high school. Thus, we formulated the following question, which guided this research: What are the training experiences constructed by the narratives of the Xacriabás students, at the IF Goiano campus Urutaí-GO, from 2014 to 2019? The objective of this research, therefore, is to understand the training experiences narrated by Xacriabás students, at the IF Goiano campus Urutaí-GO, from 2014 to 2019. Thus, the specific objectives of this research are: to discuss the concepts of training and experience; then, try to get to know the Xacriabás students, then, in the third specific objective, analyze, through the Xacriabás students' narratives, the experiences of their training. For the thematic analysis of the narratives, we take Laurence Bardin (2016), Marie Christine Josso (2002) (2007) (2010), Maria da Conceição Paseggi (2011) (2012) (2016), Jorge Larrosa Bondía (2002) as a reference, Carlos Rodrigues Brandão (2002) (2007), Cecília Galvão (2005), Inês Bragança (2011), Dermeval Saviani (2008) and Durkheim (2007). The biography of the Xacriabás students allowed moments of construction of meanings of the lived, moments of conflicts and rupture between what I was and what I became, making them independent beings from overcoming difficulties, it is also understood that The experiences of these three years have been valid and transforming in the human sense, to make them more capable and safer people to face new experiences.Item Potencial das músicas do compositor Antônio Baiano para a promoção da educação ambiental na formação de professores da educação do campo no estado de Goiás(Universidade Federal de Goiás, 2019-12-04) Vieira, Luciene Francisco; Silva, Wender Faleiro da; http://lattes.cnpq.br/2540729402102453; Silva, Wender Faleiro da; Peres, Selma Martins; Rocha Filho, UlyssesConcern about the environmental theme has been increasingly highlighted in contemporary days. The degradation of nature, due to anthropic actions, raises the need for measures that can minimize the lack of care for the planet. In this scenario, the role of education acquires relevance in the context of the formation of environmentally conscious individuals, as well as special attention is drawn to the teachers of the most varied subjects, regarding the dissemination of sustainable attitudes. The present work approaches the Environmental Education, to be worked critically and reflexively, - from the valorization of the artistic richness present in the popular musicality, - according to the legislation in force in Brazil. The main objective of this research was to analyze the content and the potential of the songs of the composer and singer Antônio Baiano, in the promotion of Environmental Education in the formation of teachers of Rural Education, with qualification in Natural Sciences, in the state of Goiás. the brief biography of the popular militant, in order to understand how his relationship with the field influenced the discourse given in his works. The investigated musical lyrics were fragmented and classified according to their main characteristics, in order to make it possible to verify which are the semantic elements most present in the lyrics of the studied songs. For the development of the research, besides the analysis of the artist's musical work, discussions were promoted about the capitalist system, the landlord domination and the poor distribution of land in the country, based on the literary revision of authors such as Marx (1996), Arroyo (2014), Freire (1987), Loureiro (2003), Capra (1996), Lowy (2013) and Konder (2008). In order to better detail the opinion of the authors involved with the issues inherent to the environmental cause and Rural Education, interviews were conducted with the author of the songs analyzed, and with teachers from two university campuses. It was found that the discourse present in the investigated songs contributes to the promotion of Environmental Education, and the popular musicality, represented here by Antônio Baiano, brings a great contribution to the academy, although the education professionals do not know the environmental tonic in its entirety. , and use music little as a didactic tool in the classroom. Antonio Baiano's music perfectly matches Marx's theory of capitalism, which governs every society and generates social inequality and the destruction of nature. It was concluded that there is a need to develop pedagogical strategies that are able to encourage both students and teachers of rural education to effectively discuss aspects related to environmental education in the school environment.Item Tempo integral na perspectivas de alunos do ensino médio(Universidade Federal de Goiás, 2020-04-27) Vaz, Orizeni Martins; Erbs, Rita Tatiana Cardoso; Erbs, Rita Tatiana Cardoso; Abrahão, Maria Helena Menna Barreto; Barros, FernandaThe research with the theme Full Time from the perspective of high school students, aims to understand the full time from the perspective of high school students, in the State Education network, in the cite of Catalão-Goiás. To achieve this goal, we chose the following research problem: what is the perception of high school students in relation to full time? We use the (Auto)Biographical method as an approach. As a theoretical foundation, we are anchored in the concepts of full-time and full-time education, under the ideas of Anísio Teixeira. For the collection of the narratives, interviews were carried out with eight participants and them analyzes took place in stages that we chose as groups of ideas. These groups of ideas were classified as follows: group 1 - Dimensions: Autonomy and Norms; group 2 - Narrative Forces; and group 3 - Narrative emphases. These groups of ideas supported us for the reflections of the participants narratives, their conceptions about Full Time, crossed with the conceptual basis of some authors and / or with the proposal of the Institute of Co-responsibility for Education - / Ginásio Pernambucano / Superintendência dos Centros de Teaching in Full Time - Goiás. As it is still a controversial topic and a divisor of the opinion of educators, managers and the community as a whole, in view of the survey of theses and dissertations, specifically, in relation to high school, we are aware that our research is classified as an investigation unprecedented, which makes it a research of great importance to contribute to future reflections on Full Time in High School, as well as for the school community itself. As a result and / or possible response of this research, we observed that the Centro de Ensino em Ensino Integral - Polivalente, in Catalão-Goiás was idealized and designed to meet primarily a government policy and that, despite the participants in some situations, praise the model showed that it has not yet met the demands of young people, since the number of enrollments did not guarantee the stability of the school. In order to solve this problem, the Military School model was put in place, stagnating, the central axis of the previous proposal conveyed by the diversified Nucleus and its methodologies stagnated and began to excel by the rigidity and norms of the Teaching Command of the Polícia Militar de Goiás.Item As percepções de uma escola da roça: narrativas de crianças(Universidade Federal de Goiás, 2020-07-27) Barbosa, Márcia Gizella Nunes; Erbs, Rita Tatiana Cardoso; http://lattes.cnpq.br/5096823373079853; Erbs, Rita Tatiana Cardoso; Passeggi, Maria da Conceição Ferrer Botelho Sgadari; Faleiro, WenderThis research with a qualitative approach falls within the scope of (auto) biographical research in education and takes children's narratives as the source of the investigation. The choice to listen to what children in the countryside say about school is justified because they are the majority public, served in these spaces, for whom, therefore, education policies are primarily intended. The general objective of the research is to understand the reality of the only school operating in the countryside in the city of Campo Alegre, in Goiás-GO, perceived by the children. We start from the following question: How does Escola da Roça present itself from the children's perspective? The research participants were 06 children from 5 to 11 years old, enrolled in the researched school. From the methodological point of view, we used as sources collection procedures 6 (six) Narrative Workshops, elaborated based on playful actions and in the following protocol: Luísa, a rag doll, comes from the city to visit the school in the countryside. The purpose of the doll in the investigation is to encourage children to narrate what they experience at school, thus serving as a mediator, creating bonds with the children and between the children and the researcher. The analyzes show the meanings that children attribute to the school. The perceptions of the school found in their narratives represent the view of the children who attend that space. The research results show three aspects: a) school as a place of social construction, involving values, meanings and experiences; b) school as a cultural space in the construction of knowledge, c) school as a place for the personal transformation of the child and for contributions to changes that transform the environment and especially the people who participate in it. We conclude that the investigation with children's narratives brings theoretical and methodologies for understanding the child, while being reflective, participative and mobilizing, enabling new ways of conceiving the child and thinking about the school, making it clear that the school in the countryside contributes to social development as a place at the same time of passing and promises, a place where the child is fully involved and where his childhood is felt by them as a specific moment of his awakening to life, for himself and for the world, involving longings for cultural, experiential learning, recognition and valuing the opportunities that the school provides them.Item Mediação na sala de leitura: o protagonismo dos alunos(Universidade Federal de Goiás, 2020-03-31) Nascimento, Rosane Ribeiro do; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Peres, Selma Martines; Arena, Adriana Pastorello Buim; Rossi, Maria Aparecida LopesReading and especially the formation of readers has been the target of intense reflection, since one of the primary activities inherent to the school is to form readers. In this sense, the present work is configured seeking elements involved in this formation and in how it is effective in the school. Based on the premises that the spaces for reading, such as the school library and the reading room (already marking that the school where the research was carried out has the space called reading room), have a formative character acting as an aid in the process of formation of readers, thus configuring itself as a formative environment, and that in these spaces reading is usually mediated by the professional who works in them, this research has outlined as a general objective: to understand the mediation process carried out by the professional who works in the reading room of a school in the municipal network of Catalonia. It was also sought not only to bring elements for understanding the process, but also to promote actions that contribute to this mediation, thus constituting a collaborative work. Specifically, the work aimed to map the elements and resources that make up a reading room and the articulations that take place in it in the process of reading mediation; to get to know the teacher in the reading room, identifying how he or she understands reading and the formation of readers, and to intervene in the process of mediation and the formation of readers. In this way, the research was methodologically constituted as an intervention research, based on the elements of action research. The instruments used in the construction of data were observations, field diary recording, semi-structured interview, conversation wheel and the realization of the action: the formation of new mediators to act in the reading room. The data constructed during the research made it possible to answer the question: How does the mediation process take place by the person in charge of the reading room and how some actions can contribute to the improvement of mediation? Theoretically, it is based on the studies of Teresa Colomer, Magda Soares, Paulo Freire, Bernadete Campello, Michel Thiollent, René Barbier, Sueli Bortolin, Rovilson Silva, Vigotsky, Elie Bajard, some MEC documents and others. The research revealed that the reading room is an active space within the school unit, it has a teacher who acts as mediator, but because the reading room is a multifunctional space, and the teacher in it does not only fulfill assignments assigned to the position he occupies, the mediation process is limited. In this sense, the interventional action has been configured, training students as mediators to accentuate the mediation sessions in order to involve the school community and thereby collaborate with the training of readers.Item A formação em Psicologia e a atuação no âmbito da educação(Universidade Federal de Goiás, 2020-03-30) Vinhal, Jóice Macedo; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Amaral, Cláudia Tavares do; http://lattes.cnpq.br/5752425496225866; Amaral, Cláudia Tavares do; Paschoalino, Jussara Bueno de Queiroz; Silva, Janaina CassianoThis Master's degree research is linked to the Educational Practices Research Line, Teacher Training and Inclusion of the Graduation Program in Education at the Federal University of Goiás - Regional Catalão. The main objective of the research was to investigate the educational process of students of Psychology Courses and the training processes experienced to work in the area of Education. In this sense, the theoretical foundation problematized the interfaces between Psychology and Education. The Historical and Dialectical Materialism was adopted as a theoretical-methodological assumption for the research. The research participants were students from three Higher Education Institutions in the State of Goiás, who were attending the last year - 9th and/or 10th periods - of Psychology Courses. In all, 8 semi-structured interviews were conducted, and 68 questionnaires were applied. For the analysis construction of the questionnaire data, we used the Statistical Package for the Social Sciences (SPSS) and we used the interviews in the form of excerpts to be analyzed. As a result, it was evidenced that the discussions between the fields of Education and Psychology are still present today, pointing to the difficulty of understanding that both are areas that complement each other and that could dialogue more closely. In addition to the evident field of contradictions that affect the work of the Psychology professional in the school environment, it is proposed that, in the initial training courses in Psychology Courses, it is possible to work on essential issues, such as curriculum revision, the positioning of teachers and the elaboration and development of projects and research that are socially engaged. We sought to highlight the indispensability of commitment and sensitivity in the face of the fields in which we propose to work, as well as to foster a political and critical environment that values the development of practices that emerge from a given social context and from its problems and boundaries.Item Escola Técnica de Goiânia: a institucionalização do ensino médio profissional em Goiás de 1942 – 1950(Universidade Federal de Goiás, 2020-04-10) Bastos, Adailton Sousa; Silva, Henrique Martins da; http://lattes.cnpq.br/5271017079943016; Barros, Fernanda; http://lattes.cnpq.br/8492651615485756; Barros, Fernanda; Silva, Henrique Martins da; Chiozzini, Daniel Ferraz; Barros, Maria Aparecida AlmeidaThe object of this research is the analysis of the Technical School of Goiânia, as a professional high school institution in the city of Goiânia from 1942-1950. The problem that guides the work is: What are the political and social dynamics that guided the process of institutionalization and that of professional high school in Goiás at the Technical School of Goiânia between 1942 and 1959? The study of the Educational Institution to understand the aspects that made up the institutionalization process of the newly created capital of Goiás is the field of studies that guides the analysis of the object through its political and social organization. The History of Educational Institutions supports the collection and analysis of documentation, from various supports, in order to understand what was the Technical School of Goiânia in the studied period. Organized under the technical education legislation proposed by the Capanema education reforms, the institution had an effective participation in the formation of specialized labor at the secondary level. This research is relevant from the point of view of the reconstruction of an important historical period of the Technical School of Goiânia in its institutional, social, political and, above all, educational aspects.Item Escola Família Agrícola de Comercinho-MG: práxis formativa?!(Universidade Federal de Goiás, 2020-04-22) Ravagnani, Eduardo Danilo Ribeiro dos Santos; Barros, Aparecida Maria Almeida; http://lattes.cnpq.br/1742823730701223; Barros, Aparecida Maria Almeida; Queiroz, João Basta Pereira de; Araújo, Rogério Bianchi deThe Agricultural Family Schools were installed in Brazil as a differentiated pedagogical proposal to serve rural communities: Pedagogy of Alternation. With a pedagogical principle that allows the integration of studies with work in the field, alternating training aims to contain the rural exodus, offering education for the aptitude of individuals, both in the sense of removing their means of survival from small properties, as well as to raise awareness of the social context in which they find themselves, making them citizens willing to fight for better living conditions in rural areas. This research has as its guiding theme the formation of students through the Pedagogy of Alternation at Agricultural Family School Vida Comunitária, an educational institution located in the rural area of the municipality of Comercinho, in Minas Gerais. The objective of the research is to understand, starting from the precepts of Historical Materialism, if the training that the School offers can minimize the social problems faced by small producers, in a context of advancing agribusiness, which brings with it a production system that privileges the large rural areas and monoculture, causing the loss of space for small farmers and, consequently, compromising their survival in rural areas. Based on contact with the School and its actors, documentary analysis and readings that address Historical Materialism, Brazilian Education and Pedagogy of Alternation, the institution seeks to find the possibility of a formative process focused on praxis, which raises the material and human conditions of the students, as intended by the creators of the Agricultural Families Schools, especially in the Brazilian context.Item Práticas de letramento de alunos do terceiro ano do ensino fundamental I do entorno de Brasília com dificuldades de aprendizagem em leitura e escrita(Universidade Federal de Goiás, 2020-05-06) Moreira, Quênia Cristina Silva; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; Peres, Selma Martines; Silva, Kátia Silene daThe purpose of this research proposal was to understand the literacy practices of third year elementary school students with learning difficulties in reading and writing. Qualitative ethnographic research was used for this study. The term literacy emerged in Brazil in the mid1980s and since then its real meaning has been discussed. An individual may not know how to read and write, but in a way he can be literate, as he lives in the midst of reading and writing. The theoretical studies of this work were based on the works of Mary kato (1994), who was the first person to use the term literacy in Portuguese, Leda Verdiani Tfouni (1995 and 2010), Ângela Kleiman (1995) and Magda Soares (1987, 1996, 2004, 2010 and 2016). This research relied on the participation of family members of children with learning difficulties in a public school in the vicinity of Brasilia, the children's reports with the objective of telling the difficulties encountered in the literacy process, and the participation of teachers reporting what the difficulties were that they find and consider difficult to be faced in teaching literacy. The data collection process took place through semi-structured interviews, with children, families and teachers. The meetings were recorded and recorded in a field notebook. The researched houses were photographed in order to show the distance between the school and the researched community. During the interviews with the families, participant observation was carried out. The research revealed a reality of distance between the school and the reality experienced by children outside it, which makes the teaching-learning process difficult. Studies also show that there is a lack of harmony between pedagogical actions and the reality experienced by local communities. The practices worked in schools, need to have meaning for the subjects in their daily experiences and practices. The interviews with families, students and teachers made it possible for us to realize that the practice of literacy is still rooted in traditional methods and that many teachers have not appropriated the concept of the term “literacy”.Item O sentido da queixa escolar para professoras do ensino fundamental: análise a partir da teoria histórico-cultural(Universidade Federal de Goiás, 2020-03-23) Moreira, Regina de Fátima; Silva, Janaina Cassiano; http://lattes.cnpq.br/1750913769621346; Silva, Janaina Cassiano; Silva, Katia Augusta Curado Pinheiro Cordeiro da; Silva, Altina Abadia daThe present master's enrolled in the line of research called Educational Practices, Teacher Training and Inclusion, developed in the Graduate Program in Education at the Federal University of Goiás / Regional Catalão, started in 2018, research is linked to the interdisciplinary project, developed at the Center for Applied Studies in Psychology - CEAPSI, and has the theme "The School Complaint and the Teaching and Learning Process in schools". Regarding the challenges faced in the educational area, school complaints have been one of the most frequent problems in the schooling process, which is the reason for seeking increasingly effective interventions for their eradication. Based on this, this research has the general objective to discuss the meanings attributed to the school complaint, from the perspective of Elementary School teachers. It is worth mentioning that these teachers have students served at CEAPSI (in the project mentioned above). The method adopted is based on the methodological and philosophical foundations of historical-dialectical materialism, based on the theoretical frameworks of the Historical-Cultural Theory, having the meaning nuclei as an analysis procedure. As a fundamental part of the discussions carried out at work, interviews were conducted with six teachers and, after transcribing the answers obtained, there was a fluctuating reading of the material collected, in addition to its organization in pre-indicators, indicators and meaning cores. The three centers built were: 1) School complaint: a request for support in the search for an explanation of the individual's school performance; 2) The construction of a public policy for education that favors support for the school complaint and, 3) Psychology as a partner of the school team in the construction of strategies that overcome the unsatisfactory results with regard to the school complaint. As a result, it appears that school complaints repeatedly blame the teacher, through generic statements of self-blame, for claiming to have no knowledge in the face of various demands. Another fact seen was the teachers' great desire for knowledge that solves the difficulties they experience in the school scenario, which was expressed from the needs described by them, how to reflect on their actions and pedagogical practices in the face of the phenomenon of school complaints, a question that implies, consequently, the historical-critical approach to reality. In general, the data found in this research, show little changes in the educational scenario when it comes to the phenomenon of school complaints. It is concluded that the paths through which the school and the others involved in the teaching and learning process follow, are still permeated with fragmented knowledge and rooted in common sense, which causes pedagogical strategies with discourses strongly marked by not knowing. All of these factors reveal a school organization alien to the socio-historical processes of human development and the way in which each one appropriates knowledge.Item A institucionalização do curso de Pedagogia da Universidade Federal de Goiás em Catalão (1988-2003)(Universidade Federal de Goiás, 2020-04-30) França, Patrícia de Souza Torres; Barros, Aparecida Maria Almeida; http://lattes.cnpq.br/1742823730701223; Barros, Aparecida Maria Almeida; Ribeiro, Cristiane Maria; Moura, Juçara Gomes deWith the investigative question leading the research: what is the institutional configuration of the UFG / Catalão Pedagogy Course, permeated by the political and pedagogical aspects? The investigation started from the assumption that, when installed in 1988, the institutional character would be embryonic in this Course, since in the assignments, it would assume distinctive outlines, whose arrangements would take place through an “uneven and combined” process Considering the 30-year period in which the referred course was linked to UFG, we chose as a cutout the first phase in which the conditions and actions that enabled its consolidation in institutional terms were triggered. The study aimed to: analyze the institutional historical configuration of the Pedagogy Course/UFG in Catalão, through official documents and sources, conducting the analysis of political and pedagogical aspects, viewed in space and time. The direction of the study had specific objectives: to historically contextualize the Pedagogy Course at UFG Catalão, inserted in the interiorization policy of Higher Education in Goiás and in the demands for Licenciatura in the regional plan; to characterize the political, pedagogical aspects and the academic organization of the Pedagogy Course at UFG/Catalão, configured in the local context and in the relationships with sponsors; understand the configuration assumed by the Pedagogy Course in the period, tangent by the political and pedagogical aspects, which demarcated the institutional existence relations in the Catalan Campus. The Pedagogy Course was part of the second block of undergraduate courses, starting academic activities in 1988, inserted in the context of the expansion of Higher Education in Goiás, promoted by UFG in strategic municipalities, brought to light the need for teacher qualification for teaching I and II Degrees, demanded during the 1980s. In the methodological definition it is a qualitative, exploratory and analytical research, with bibliographic and documentary input. The sources produced by the qualification of the content extracted from official documents, such as: resolutions, minutes of agreements, books of minutes, reports, curriculum proposal, located in the collections of the institution. Justino Magalhães (2004), when configuring the polyphony that involves the history of school institutions, warns that one of the characteristics assumed internally by the school is its own organizational culture, notably the marks of its formation conceptions and its history. We base the discussions and results on authors such as Dourado, Ianni, Fernandes in reading the “uneven and combined” applied to institutional relations; Maingueneau and Bardin in the definition of Content from official sources and Speeches inscribed in the sources and intentions of the executed and projected action; in the reflexive epistemic exercise, analyzing the variables that configured the object in historical time and space, addressing the multifaceted character, highlighted by the movement and action of concrete subjects, registered in the sources and references, permeated by power relations, tensions, controversies and affirmations that marked this path. The institutional outlines indicate traces of the objective conditions of the course, the evidence of struggles, demarcated spaces, visions, conceptions inscribed in the speeches extracted from the sources, indicative of what materialized at the local and regional level. The analysis of the weaving of the speeches, in the records and sources, allowed a re-elaboration, within the clipping, of part of the historical course of the Pedagogy Course in the thirty years linked to UFG, in the Catalan Regional, tangent by the dialogue with the History of Education and with the Higher Education Policy in Goiás.Item 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 BuimThe 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.Item Estado, república e educação no Brasil: os princípios constitutivos da escola pública no ensino secundário 1889-1910(Universidade Federal de Goiás, 2020-04-09) Rota, Daniely Pereira Naves; Barros, Fernanda; http://lattes.cnpq.br/8492651615485756; Barros , Fernanda; Chiozzini , Daniel Ferraz; Barros , Aparecida Maria Almeida; Inácio , Fátima Pacheco de Santana; Ramos , Geovanna de Lourdes AlvesThis research aims to discuss the constitutive principles of public secondary education in the First Republic, inserted in the field of History of Education. The First Republic had as its ideal the patriotic formation of its citizens to build the new nation. Education was used as a tool to achieve this ideal. The duality was present at the two levels of education, primary and secondary, who had a different target audience for instruction and performance in the job market. The general objective that guided the research was to understand how the constitutive principles of the public school were established in the educational legislation of secondary education in the period from 1889 to 1910. And, as specific objectives, to understand the concept of State, Republic and, the vision that there was education, as well as, the constitutive principles of the Western public school in the 18th and 19th centuries; understand how the Brazilian Republic was organized at the end of the 19th century, as well as its vision of education; to analyze the Benjamin Constant and Epitácio Pessoa Reforms, in order to identify how and, if, the constitutive principles were established and thought for the public secondary school, as well as their meanings in the official document. The research uses educational laws of the time as a source to answer the guiding question: how were the constitutive principles of universalization, nationalization, secularism, gratuitousness and mandatory nature present in the organization of secondary education in the Benjamin Constant Reformation and in the Epitácio Pessoa Reformation? From the dialogue with the sources, successive questions were asked: What is the State model responsible for organizing Brazil in the 19th century? What government regime was adopted and how did it act? What is the role of education in the context and reality of the 19th century in Brazil? In the methodological field, we are based on historical documentary and bibliographic research. The theoretical foundation was supported by the History of Education. The conclusion of the research leads to affirm that the constitutive principles of the Brazilian public school, were not thought for the secondary education. Since, this level of education was not accessible to everyone, therefore, it was neither universal nor mandatory. It was public and the responsibility of the State, therefore, secular, however, fees were charged, violating the principle of gratuity.Item Imagens de leitura: cenas de uma escola do campo(Universidade Federal de Goiás, 2020-03-26) Oliveira, Ingrid Janini Ramos de; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Peres, Selma Martines; Costa, Vânia Aparecida; Alves, Maria ZenaideThis is a master's research carried out in the Graduate Program in Education (PPGEDUC) of the Federal University of Goiás - Regional Catalão, which aimed to analyze reading images from photographs taken by students and teachers of the 1st and 5th year elementary school in a rural school in the municipality of Corumbaíba-GO, in order to understand the reading scenes of each participant. Being a research of a qualitative nature and of ethnographic inspiration, the research was carried out at Colégio Municipal Santa Terezinha, which is located in Povoado Areião in the municipality of Corumbaíba-GO. Observation, photographic record, field diary and semi-structured interview with participating students and teachers were used as a methodological instrument. The present research involves the themes, reading and image / photography. In this sense, with regard to the practice of reading, whether in a historical and current context, the work is referenced in Manguel (1997), Chartier (1996, 2001), Abreu (1999), Paulino (2001), Freire (1987, 1991), among others. To deal with image reading and photographs, it is based on Manguel (2001), Sardelich (2006), Santaella (2012) and Almeida (1994). Finally, to address the theme of rural school, it is based on Arroyo (2204), Caldart (2004), Molina (2004) and Fernandes (2004). I conclude, therefore, that the research participants showed to associate reading with the acquisition of written culture, with an emphasis on reading words and syllables, especially for students who are at the beginning of the literacy process. However, it is not limited to writing, as different languages were also addressed, especially by 5th year students and teachers.Item Saberes da juventude no Assentamento Olga Benário em Ipameri (GO)(Universidade Federal de Goiás, 2020-03-12) Silva, Wilans Flaviano da; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Alves, Maria Zenaide; Silva, Wender Faleiro da; Costa, Ismar da SilvaThis research carried out in the field of education, has the main objective of investigating the knowledge present among the rural youth of the Olga Benário Settlement, analyzing their sources and means of circulation. For the development of this research we used a qualitative approach of an ethnographic nature. The fieldwork with the research subjects lasted five months, extending from March to July 2019. Direct contact with this rural youth allowed us to listen, observe, record and photograph in order to learn the knowledge present there. We used the socio- cultural questionnaire, observations and semi-structured interviews as a data production instrument. The theoretical-methodological basis is based on Charlot (2001; 2005; 2014); Larrosa (2002; 2011); Weisheirmer (2015), Khel (2015); Kummer; Colognese (2013); Leão; Rocha (2015) among other authors who contributed to this study. The research found that these young people have as their main sources of knowledge the family, the community and the school and the main knowledge mobilized by the subjects within the settlement were identified and defined as social, ecological, school, technological, domestic and agrarian knowledge.