TEDE Communidade:
http://www.bdtd.ueg.br/handle/tede/31
2024-03-24T12:52:43ZEducação Antirracista: Análises a partir da Implementação da Lei 10.639/03
http://www.bdtd.ueg.br/handle/tede/1453
Título: Educação Antirracista: Análises a partir da Implementação da Lei 10.639/03
Autor: Nascimento, Michele dos Passos
Primeiro orientador: Reis, Marlene Barbosa de Freitas
Abstract: The present work falls within the research line: Education, School, and Technologies; Thematic Axis: Educational Processes and Diversities of the Interdisciplinary Postgraduate Program in Education, Language, and Technologies - PPG-IELT, at the State University of Goiás. Its general objective is to understand how the implementation of Law No. 10,639/03, which amends Article 26 of the National Education Guidelines and Bases Law (Law 9394/96), takes place. The law represents a crucial milestone in the fight against racism, aiming at deconstructing stereotypes about black individuals and valuing ethnic-racial relations. Thus, the study sought to comprehend how Law No. 10,639/03 is being implemented in a municipal elementary school in the city of Luziânia-GO. The methodological procedure used aligns with the phenomenological method and
is based on the principles of a qualitative exploratory approach, divided into three phases: the first phase involved a literature review, referencing important authors to explore perspectives on race and racism, as discussed by Almeida (2019), Theodoro (2014), and Munanga (2001). It also covered the myth of racial democracy and contributions from the black movement, highlighting analyses by Garcia (2007) and Gomes (2003), as well as the principles of anti-racist education, grounded in Gomes (1997), Cavalleiro (2000), and Nascimento (2002). In the second phase, a documentary analysis of the Pedagogical Political Project was conducted, followed by empirical research through data collection via semi-structured interviews with five elementary school teachers from the first to the fifth grade of a public school in the municipality of Luziânia-GO. The results indicated the absence of a robust approach to Ethnic-Racial Relations Education (ERER) in
the Pedagogical Political Project and in daily teaching practices, highlighting that there is a long way to go to promote racial equality and deconstruct racism structures in the school environment. The research emphasizes the imperative need for educational systems to adopt a more committed and proactive approach to anti-racist education
Instituição: Universidade Estadual de Goiás
Tipo do documento: Dissertação2023-03-08T00:00:00ZO trabalho docente na formação inicial de professores da UEG: uma perspectiva crítica sobre as tecnologias
http://www.bdtd.ueg.br/handle/tede/1452
Título: O trabalho docente na formação inicial de professores da UEG: uma perspectiva crítica sobre as tecnologias
Autor: Vieira, Jullianna Ferreira de Melo
Primeiro orientador: Silva, Yara Fonseca de Oliveira e
Abstract: This study is linked to the Research Line: Education, School, and Technologies; Thematic Axis: Teacher Training, of the Stricto Sensu Interdisciplinary Graduate Program in Education, Language, and Technologies — PPG-IELT, of the Universidade Estadual de Goióas — UEG. Its object of study was the teaching work in initial teacher training mediated by technologies at UEG, Central Campus (CET and CSEH). The research was guided by the following question: how has the technology mediated teaching work occurred in the initial formation of teachers in UEG’s undergraduate courses? To this end, the existing relationship between technology and education was outlined, bringing into focus the conception of technology in its meaning from a dialectical perspective, thus understanding it as a phenomenon of culture, knowledge, and actions produced by men to meet their needs. Methodologically, the research was planned under a qualitative perspective, with exploratory research, using document analysis and interviews with semi- structured questions as instruments for data collection. In this research, the data revealed a critical
posture of its participants, with technology posed as a human production and the exchange of technology given by a depletion of a previous one, replaced by another due to the historical context, with the pandemic being a significant milestone for this movement. It was found that this understanding can be achieved through a comprehensive and humanizing education, so that the teachers have autonomy in their work. Another fact is that quality education is not linked to the quantity of technological resources or to a teacher’s ability to use it, but to a human, comprehensive, and emancipatory education, with work as the central axis. The conclusion is that it is possible to have a quality UEG in its totality, as long as the institution guarantees to all its units located in the interior an effective teaching staff, the ones who have exclusive dedication bonds and a solid career plan, valuing them with the possibility to exercise their teaching work with the structure to experience the tripod that grounds the university: teaching, research, and extension.
Instituição: Universidade Estadual de Goiás
Tipo do documento: Dissertação2023-04-24T00:00:00ZPráticas Docentes e Ensino Religioso: uma análise da relação entre o modelo de Ensino Religioso não confessional e as práticas de professores em escolas da Rede Municipal de Educação de Anápolis, Goiás
http://www.bdtd.ueg.br/handle/tede/1423
Título: Práticas Docentes e Ensino Religioso: uma análise da relação entre o modelo de Ensino Religioso não confessional e as práticas de professores em escolas da Rede Municipal de Educação de Anápolis, Goiás
Autor: Andrade, Enio de Viveiros
Primeiro orientador: Castro , Raimundo Márcio Mota de
Abstract: This research is entitled Teaching Practices and Religious Education: an analysis of the relationship between the non-denominational Religious Education model and the teaching practices in the Municipal Education Network of Anápolis, Goiás. The problematization of the research consists in knowing what the teaching practices of Religious Education are like in 3 (three) municipal schools in Anápolis/GO, considering the non-confessional model. The general objective is to reveal how non-denominational Religious Education happens in the teaching practice in 3 (three) municipal schools in Anápolis. For this purpose, authors such as: Aquino (2014), Castro (2009; 2015), Junqueira (2001); Gil Filho and Junqueira (2005); Dissenha and Junqueira (2013), Mantoan (2017), Sepulveda, Sepulveda and Fernandes (2015), Skliar (2003), were used to constitute the theoretical basis, among others. The methodology used in the project approaches the phenomenological method, with a qualitative, exploratory, bibliographical and field approach. As a technique for data
collection, we used narrative interviews with teachers from 3 (three) municipal schools in the
northern region of Anápolis. To reach the sense units, the narratives were intertwined with the Curricular Document for Religious Education in the Municipal Education Network of Anápolis, Goiás (Anápolis, 2020). The results achieved made it possible to understand that the practices in Religious Education are centered on contents that refer to religious diversity, which is interpreted by different themes, such as: spiritual culture, educational didactic material and mediation of socio-emotional conflicts. It is concluded that the teaching practices are based on religious diversity as a promoter of alterity, dialogue and respect. Teachers base their practices on different types of knowledge, such as philosophical, theological and historical by doing research on educational didactic material for their classes and are attentive to the socio-emotional demands of the students, since they seek to mediate problems of this nature.
Instituição: Universidade Estadual de Goiás
Tipo do documento: Dissertação2023-02-24T00:00:00ZPraxiologias docentes na perspectiva intercultural crítica e os desafios de uma educação linguística decolonial
http://www.bdtd.ueg.br/handle/tede/1421
Título: Praxiologias docentes na perspectiva intercultural crítica e os desafios de uma educação linguística decolonial
Autor: Moreira, Gabriel Gomes Ferreira
Primeiro orientador: Pereira, Ariovaldo Lopes
Abstract: The main goal of this study was to propose a critical reflection by problematizing experiences and praxiologies of English teachers who work at the public state education of Goiás, more precisely in regards to the possibilities and challenges to promote a linguistic education under a critical intercultural perspective (CANDAU, 2020; DAMÁZIO, 2008; KUBOTA, 2004; MOREIRA, FURLAN, 2022; OLIVEIRA, SABOTA, 2020; RODRIGUES, SILVESTRE, 2020; WALSH, 2009, 2012, 2023) and decolonial ways of thinking (BORELLI, 2018; BORELLI, PESSOA, 2019; MIGNOLO, 2011, 2017; MIGNOLO, WALSH, 2018, PENNYCOOK et al., 2023, REZENDE, 2022, SEGATO, 2021) in such context. Three teachers from the state education of Goiás – Malu, Aurora and Clarice – shared their experiences and praxiologies through speaking reports and written and/or visual contents, in four online meetings of a focus group. Before the encounters began, the teachers answered an initial questionnaire
about their contact with the intercultural and decolonial perspectives of linguistic education. Among the (un)continuing thoughts that this study elicits, it is noticeable the fact that, in many cases, the teachers’ talks and praxiologies tended towards a multiculturalist conception (KUBOTA, 2004) that, based on a harmonic intercultural view of the world, sets ground for a functional articulation of interculturality (WALSH, 2009). The teachers’ sharings showed varied counter-hegemonic efforts, arranged with the thoughtfulness of approaching their classes to their students’ realities and, at the same time, devoid of more problematizing attitudes in the construction of pathways towards decoloniality.
Instituição: Universidade Estadual de Goiás
Tipo do documento: Dissertação2023-11-13T00:00:00Z