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A sexualidade como resistência em Ninfomaníaca, de Lars von Trier
(Universidade Federal de Goiás, 2020-08-28) Gianvechio, Hortência de Melo; Borges, Luciana;; Borges, Luciana; Ferreira, Renata Wirthmann Goncalves; Grisolio, Lilian Marta
This research aims to analyze events and elements of the sexual life of Joe, protagonist of the film Nymphomaniac I and II (2013), by director Lars von Trier, in order to explore how the character traces forms of resistance based on her sexuality. Through the frames and the filmic narrative, this research will approach three episodes that demonstrate how the character's conduct reflects ways of (r)existing in the face of attempts to normalize, standardize and control that fall under her. Initially, approaching its cinematographic language, its patriarchal values ​​and the representation of women in mainstream (Hollywood) cinema. Subsequently, it will present the elements and paths of the narrative, such as synopsis, characters and narrator, reflecting on Joe's narration of herself and, lastly, will seek to contemplate reflections on sexuality as a form of resistance for the protagonist. For this, the study will rely on theorists from the cinematographic fields, such as Laura Mulvey (1973) and E. Ann Kaplan (1995); narrative fields, Pierre Bourdieu (1986) and Contardo Calligaris (1998); sexuality fields, as Foucault (1999); and related topics, such as motherhood, Elisabeth Badinter (1985), to discuss the myth of maternal love, among others. The analysis will be explored by mixing elements of the corpus with the theoretical material that supports this research.
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;;; Flores, Maria Marta Lopes; Borges, Wanessa Ferreira; Lima, Lana Ferreira
This 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.
Noções espaciais e brincadeiras como mediação da aprendizagem na educação infantil
(Universidade Federal de Goiás, 2021-07-26) Naves, Laila Maria de Sousa; Costa , Carmem Lúcia;;; Costa, Carmem Lúcia; Silva, Janaina Cassiano; Mendes, Estevane de Paula Pontes
The space is the stage for the children's achievements and experiences; these, in turn, develop from the games, drawings, which they carry out with their peers in their daily lives. Based on their exploratory experiences, teachers can teach children about geographical notions, who are protagonists and have a voice in the teaching and learning process. In addition to looking at authors such as Callai, (1988) Castrogiovani (2006), who provided the basis for the construction of the study, readings were carried out on the theme of games and drawings as drivers of the mediation of the first spatial notions in Early Childhood Education. In this sense, it stands out: Arce (2013); Castelar (2000); Fani (2007); Leontiev (2004); Oliveira, (1996); and Vygotsky (2007). The specific objectives were answered during the analyzes carried out by scholars such as Castellar, Callai, and also throughout the readings carried out in the documents, because it was necessary to mediate the main activity such as understanding the development of play and encouraging children to listen carefully to the acquisition of knowledge. It was listed that through the readings of the theoretical references mentioned here, it was noticed that through the play of social roles and knowledge of one's own body, socialization with the other and the environment, they are instruments for the construction of space and are essential for the construction of this work. It was evident that the research method exposed here is the cultural history, as the social, economic and cultural interaction interferes in the child's development, as well as in the expansion of geographical notions. The methodology of this study permeates qualitative research, as a theoretical research was carried out by the authors mentioned above. To support the theory, a documentary research was carried out and concluded that it is necessary to update the Pedagogical Political Project of the Public School, since the Private College document was updated in 2020. It is concluded that there is an urgent need to involve games and drawings as knowledge of the first spatial notions for children in Early Childhood Education. In the documents and in the Political Pedagogical Project, first they point out more to games as the integral development of the child and do not clearly report on the spatial notions that are closely related, as it is necessary to add the main activities and explore the spatial notions, the laterality , and, later, design notions.
Experiências vividas em um espaço de (não) conversação em inglês com aprendizes do sexto e sétimo ano em uma escola pública de Catalão – GO
(Universidade Federal de Goiás, 2021-02-25) Santiago, Amanda Magalhães; Bengezen, Viviane Cabral;;; Bengezen, Viviane Cabral; Xavier, Vanessa Regina Duarte; Mello, Dilma Maria de
In this narrative inquiry (CLANDININ; CONNELLY, 2015) I sought to understand the experiences lived in a space of (non)conversation in English language entitled Let's Talk, created by me, with sixth and seventh grade students of a public school in Catalão-GO. I had as specific research goals to analyze the conversation space with a focus on how the participants, Jessica and Nathan, narrated their experiences in Let's Talk, to narrate my experiences in Let's Talk as a teacher of the space, and to problematize, through the stories of the lived experiences my anxiety in leading the conversation space and Jessica and Nathan's stories in using the conversation space as a place to live their English learning stories, of how we can build learning spaces for oral English language proficiency. I used, to direct the research, the following questions: what stories did I experience as a teacher in the conversation space at school? What was the role of the school talk space in the participants' learning? How did the conversation space transform into a safe place for me and the participants? I used the field texts of the meetings in the conversation space, field notes of the conversations with participants, audio recordings of the conversation meetings, text conversations via WhatsApp, and video conversations via cell phone and computer. I theoretically based myself on Leffa (2012) and Paiva (2018) to discuss foreign language teaching in Brazil. On method and post-method, I relied on Kumaravadivelu (2002) and on discussions about secret, sacred, and façade stories, I used the concepts proposed by Clandinin and Connelly (1995). As research results, to understand that the myth of the "native speaker" of English is present in notions of learning English in public school, to realize the transformation of a conversational space into a safe place (CLANDININ; CONNELLY, 1995) where the participants and I could live secret stories of teaching and learning in conversations about what it is to know and learn English in public school.
Síntese de óxido de silício a partir do bagaço da cana-de-açúcar modificado com óxido de ferro magnético: aplicação em fotodegradação do corante amarelo de tartrazina
(Universidade Federal de Goiás, 2021-06-30) Tateno, Nathalia Sayuri; Martins, Marccus Victor Almeida;;; Oliveira, Jocélia Pereira de Carvalho;;; Oliveira, Jocélia Pereira de Carvalho; Ramirez, Fabian Enrique Nima; Godinho Júnior, Mário
The development of technologies that can reuse this biomass for the benefit of the environment becomes an inherently necessary strategy. Within this context, this work used sugarcane bagasse for the production of silica. This silica was modified with magnetite nanoparticles (since it can be magnetically recoverable, preventing the effluent from having more residue) to be applied as photocatalysts for the degradation reaction of tartrazine yellow dye used as model dye. Morphologically, SiO2 was show porous and has a predominantly quartz structure. Spectroscopically, silica was confirmed due to the absence of vibrational modes of organic chromophores. From the synthesis of magnetic nanoparticles through the co-precipitation method in the presence of silica, a core-shell system (SiO2@Fe3O4) was obtained, which was confirmed by X-ray Diffraction and Scanning Electron Microscopy. The low value calculated for the band gap energy for SiO2@Fe3O4, by the Tauc method, indicated a facilitation in the photodegradation of the dye due to the presence of a heterojunction of the SiO2@Fe3O4 system. Finally, the degradation efficiency of tartrazine yellow dye was more than double when compared to the action only of silica.