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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.Item Torna-te! o processo de subjetivação das juventudes negras a partir de suas trajetórias escolares(Universidade Federal de Goiás, 2020-03-06) Carrijo, Valéria Landa Alfaiate; Araújo, Juliana Pereira; http://lattes.cnpq.br/4192018360933676; Araújo , Juliana Pereira; Honório Filho , Wolney; Ormeno , Gabriela Isabel ReyesLa investigación tiene como objetivo comprender el proceso de subjetivación de sujetos jóvenes negros en sus trayectorias escolares, idealizando responder a la cuestión: ¿cómo los procesos de subjetivación de jóvenes negros sufren impacto de sus trayectorias escolares? Conseguir respuestas a esta cuestión norteó el objetivo general de la investigación: comprender el proceso de subjetivación de las juventudes negras en los caminos de sus trayectorias escolares. La intención primaria se convirtió en otras de carácter específico: 1- Analizar la influencia de las estrategias de racismo y blanqueamiento en la subjetivación de jóvenes negros y negras en los primeros años de vida y escolares; 2- Comprender si y como la escuela promueve inflexiones en el proceso de subjetivación a partir de proyectos de concientización sobre la historia y cultura africana; 3- Comprender como la subjetivación, a través del prisma de las trayectorias escolares, al final de la enseñanza secundaria, actúa en el ámbito de posibilidades sobre proyectos de vida de los jóvenes alumnos negras y negros. Para alcanzar el intento, acompañamos a siete jóvenes, auto declarados negras y negros que, en el periodo de 2016 a 2018, ¡participaron del proyecto pedagógico “Empodera! Juventudes Negras”, desarrollado en la Escola Municipal Madre Maria Blandina, ubicada en la ciudad de Araguari, Minas Gerais, Brasil. Bajo a este contexto, en la organización de la metodología de investigación, con base epistemológica en la fenomenología, la investigación se funda en las narrativas auto biográficas de los siete jóvenes, con reflexiones fundamentadas, sobre todo en Touraine (2009), Maffesoli (2007), Hall (2014), Fanon (2008), Gomes (2002, 2003, 2017, 2019), Dayrell (2003), Peralva (1997) y Velho (1994). Con ellas, empezamos la comprensión del proceso de subjetivación de las juventudes negras, a partir de las relaciones familiares de aquellas establecidas al principio de las trayectorias escolares. ¡Encontramos a los jóvenes en la etapa de la Enseñanza Secundaria, buscamos identificar las inflexiones provocadas en el periodo en que participaron del proyecto Empodera! Juventude Negra, para fijarnos, al fin, en la comprensión del proceso de subjetivación de las juventudes negras en trayectorias escolares, delante de las elaboraciones de sus proyectos de vida, frente a las tensiones en sus frentes de posibilidad. Las narrativas fueron obtenidas con el aporte de varios instrumentos: producciones textuales escritas, cuestionarios, entrevistas orales individuales, testimonios de actividades en grupo, publicaciones en redes sociales. Para complementar, fueron utilizadas fotografías del acervo escolar y personal de los participantes, además de las que fueron publicadas en las redes. Los datos obtenidos a través de las narrativas fueron analizados en la lógica descriptivo/interpretativa, que permite el encuentro de las categorías desarrolladas en cada capítulo, en el cual el cuerpo textual está traspasado a música, poesía, infografías, y fotos que auxilian, en otros lenguajes, la profundización de las reflexiones. En general, vimos que los jóvenes llegaron a la escuela con sus identidades negras silenciadas, blanqueadas y sin sentimiento de pertenencia; la escuela intensifica los estereotipos, promueve la invisibilidad y la geografía de la margen, del “no lugar”. Las experiencias en proyectos que promueven el acercamiento con la educación de las relaciones étnico raciales, historia de África y cultura afro brasilera posibilitan a los jóvenes negras y negros la valoración estética, el reconocimiento de la ancestralidad y los sentimientos de pertenencia y representatividad mediante apropiación de conocimientos descolonizados. Los jóvenes negras y negros de nuestra investigación convergen con la posmodernidad y equilibran, con dificultad, sus identidades, sueños, proyectos. Sus narrativas nos muestran como a lo largo de sus trayectorias escolares, construyen las elaboraciones de si propios y se constituyen individuos. De esta manera, forman parte de un movimiento de “re existencia” y se conectan a la ancestralidad en resistencia, experimentándose, (re)elaborándose, y convirtiéndose en los sujetos que pueden ser.Item Juventudes e a disciplina projeto de vida em uma escola em tempo integral de Catalão-GO(Universidade Federal de Goiás, 2020-03-11) Sousa, Michela Augusta de Moraes e; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Alves, Maria Zenaide; Dayrell, Juarez Tarcísio; Araújo, Juliana Pereira deThe Full-Time High School Centers (CEPIs) started operating in the state of Goiás in 2013, and brought significant changes to the High School curriculum, including the inclusion of the subject “Life’s Project”. This dissertation aimed to analyze the meanings attributed to this discipline, in a School in Full Time (ETI), in the municipality of Catalão. The qualitative research was based on a case study (YIN, 2003), and the main sources of data production were: document analysis, observation and interviews, anchored in Bardin (1977) and Lüdke and André (1986). Initially, institutional documents were analyzed; then, a questionnaire was applied with the young people, through which we traced the profile of the students; finally, we interviewed a group of young people from the 2nd grade of high school, in addition to the teacher of the discipline. The theoretical framework is based on youth studies, especially those that dialogue with high school, full-time life and school projects, such as: Abramo (2005), Lèon (1996), Dayrell (2003, 2012), Alves (2015) and Melucci (1997); Krawczvk (2008, 2014), Arroyo (2014), Corti (2014), Ribeiro (2019), among others. By analyzing the data, we identified at least three meanings attributed to the Life’s Project discipline: a) the discipline is understood in the bureaucratic sense, focused on the product and social needs; b) the discipline is understood in the formative sense, focused on the subject and in the reflection of his needs and c) the discipline is understood in the liberating sense, allowing a moment of escape and relaxation from the stressful routine of young students.Item “Nem lá, nem cá”: experiências migratórias na juventude e os desafios do retorno(Universidade Federal de Goiás, 2019-12-18) Martins, Nelson César; Alves, Maria Zenaide; http://lattes.cnpq.br/3909032857907662; Siqueira, Sueli; Peres, Selma Martines; Alves, Maria ZenaideThis dissertation aimed to analyze the migratory experience and the challenges of returning to Brazilian society and the school system as well of three Brazilian migrants who lived in Northern Ireland and the United Kingdom. Participants are returnees who experienced international migration during their youth then returned to Brazil from 2012 to 2015, supported by the Non-Governmental Organization (NGO) Projeto Resgate Brasil and its partners. The analysis used as reference the concepts of youth, experience and third culture, and it is anchored in: Benjamin (1993), Larossa (2000), Bondìa (2002), Sayad (2000), Dayrel (2003), Augusto (2005), Laraia (2006), Melucci (2007), Valente (2008), Siqueira (2009), Achotegui (2009), Fazito (2010), Alves (2013), Brandes (2014), Pollock, Reken e Pollock (2017). The methodology was based on a qualitative approach, based on initial consultation on documents from the NGO Projeto Resgate Brasil and its partners, in order to identify the research subjects and the programs offered to them; semi-structured interviews, performed by video call and audio recorded; and content analysis. For this we use as reference Bardin (1977), Lüdke e André (1986), Goldenberg (1997), Duarte (2004) and Franco (2008). Based on the interviews and theoretical support, the research concludes that for these young people, the return was complex and more difficult than emigration, however, this experience was fundamental for the construction of the identity of these subjects. Faced with the difficulties of return, they resorted to adaptation strategies and used as a tool aspect of the third culture, especially overcoming the crisis of belonging and living between cultures. In the return to the school context, which is a return within the return process, they faced an environment of reconfiguration of being, belonging and realization of life projects, although they show that educational institutions were unaware of their migratory history. and the potential of these experiences. Finally, although they are adapted, they signal the possibility (or desire) of re-emigration.