PPGEdu

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    Cartilha do Araguaia “... Estou lendo!!!” : seu circuito de comunicação (1978 -1989)
    (Universidade Federal de Mato Grosso, 2012-06-22) Rodrigues, Alessandra Pereira Carneiro; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Garcia, Tânia Maria de Figueiredo Braga; 064.647.509-68; .
    This ongoing study at the Post-Graduation Program in Education at UFMT/Rondonópolis, state of Mato Grosso, Brazil, ALFALE research group, is related to reading and school books history field and is based on the “communication circuit”, a model proposed by Robert Darnton (1990), so that books can be analyzed. This paper aims to: 1) analyze the life cycle of the school book “... Estou Lendo!!!” (I‟m Reading!!!), by means of a model proposed by Darnton (1990) and 2) salvage and analyze the elements that compose the set of the regional course book “...Estou Lendo!!!” (I‟m Reading!!!). Prior studies point out that the state of Mato Grosso is mostly a consumer than a producer market of school course books. Therefore, once having in hand a regional course book, organized by mato-grossense authors (that is, those ones born in the state of Mato Grosso), it highlights how worthwhile it is the source it is herein researched. From the methodological point of view, such study uses ordinary procedures in the historic driven researches, consisting in finding, meeting, organizing and analyzing the oral and documental sources, which may help to comprehend aspects of the object under investigation. It is a historical background research, which is after subsidies in both Cultural History and Book History fields. This research is based on the following writers/thinkers, related to cultural history (BURKE, 2005; LE GOFF, 2001 and CHARTIER, 1990), school culture (JULIA, 2001), Education history (LOPES; GALVÃO, 2001), book history (DARNTON, 1990; CHOPPIN, 2004 and BITTENCOURT, 2008) and to the literacy field (TFOUNI, 2010; KLEIMAN, 1995 and SOARES, 2010). Since it is about a regional course book, this very research is based on studies by mato-grossense regional historiography scholars (AMÂNCIO, 2008, CARDOSO; AMÂNCIO, 2005 and CARDOSO, 2009). The temporal demarcation of this research focuses on the years 1978 to 1989. In 1978 the “Elementary School In-Class Performance Human Resources Training Course” was offered in the region – a summer course, designed for lay teachers, fact regarded as the beginning of the course book “...Estou Lendo!!!” (I‟m Reading!). The year 1989 brings the end of the periodization, based on data collected through written sources. The analyzes show a nationwide context in which the educational failure stands out, especially when moving from the first grade to the second one in elementary school, which is faced by public policies supplied by the Education Ministry as well as the state and municipal secretariats of education. In the regional context, the municipality of São Félix do Araguaia, in the state of Mato Grosso, the performance by its Prelacy, managed by bishop Pedro Casaldáliga Pla, is on the spotlight, in a historical moment of fights for land possession. From the educational point of view, the church and the state are united in the proposition of offering a training course for in-class teachers, adopting Paulo Freire‟s perspective regarding emancipatory literacy. It is in such context that arises the course to be analyzed. The data brings evidence that the literacy teachers in the Araguaia region, inserted in a political struggle context, can be considered pioneers, back in early 1984, in developing schooling practices which involve the very act of teaching of spelling and literacy, possible to be seen in the course book/literacy book “...Estou Lendo!!!” (I‟m Reading!).
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    Educação e cinema : análise das representações de educação no filme Pink Floyd-The Wall (1982)
    (Universidade Federal de Mato Grosso, 2021-09-30) Morais, Lucas Codorniz; Trovão, Flávio Vilas-Bôas; 850.494.179-53; http://lattes.cnpq.br/2740243377988037; Trovão, Flávio Vilas-Bôas; 850.494.179-53; http://lattes.cnpq.br/2740243377988037; Freitas, Nivaldo Alexandre de; 251.475.898-05; http://lattes.cnpq.br/7697583593525598; Bueno, Helen Paola Vieira; .; http://lattes.cnpq.br/6196127024547132
    Education presents itself through countless possibilities and in different contexts. In this approach, the media become more and more objects of study and analysis. The media culture that permeates contemporary society helps to shape bodies and narratives, but at the same time they can become tools to enable resignifications and resistances. Through the Cultural Studies approach, it becomes possible to analyze countless perspectives and possibilities within the media spaces and a field that presents itself as an important research tool is the cinematographic universe. When emerging in modernity, cinema presents itself as a cultural artifact that educates people politically and socially through Cultural Pedagogies. Thus, it is important to understand how mechanisms operate through cinematographic language and representational relations. The work dialogues in this sense with some film scholars such as Elizabeth Ellsworth, Graeme Turner, Rosália Duarte, Francis Vanoye and Anne Goliot-lété. In this research, Alan Parker's film “Pink Floyd - The Wall” (1982) becomes an object of investigation to analyze and problematize the representations of youth and education within film and seeks to understand whether the film remains important to reflect education in current times. The dissertation presents some youth theorists such as Jon Savage, José Machado Pais and Juarez Dayrell and education as Carlos Rodrigues Brandão and Paulo Freire. The contributions of Douglas Kellner, Tomaz Tadeu Silva and Stuart Hall aim, through Cultural Studies, to present the results of the analyzes in the scenes that were selected during the research process in the film. In Foucault, the understanding of power relations aims to contribute to thinking about how these relations work and are represented in the film's school scenes. Some results highlighted in the work's considerations point out and reinforce the importance of the film to think about and problematize education in current times. This research is part of the Graduate Program in Education (PPGEdu/CUR/UFMT) on the campus of Rondonópolis-MT and is part of the research line Childhood, youth and contemporary culture: rights, policies and diversity.
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    O estágio curricular supervisionado na formação de licenciandas de Pedagogia : os movimentos da constituição da identidade docente em narrativas de si
    (Universidade Federal de Mato Grosso, 2013-02-26) Rampazo, Vilma de Souza; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Silvestre, Magali Aparecida; 084.587.478-04; .
    The fast changes in the contemporary society marked by scientific and technological development have demanded more and more theoretical inquiry, knowledge, experiences, ethical and political stances, creativity, scientific and pedagogical knowledge along with some other requirements from school and teachers. Thus, the comprehension of the complexity of teacher training leads educators to investigate, among other areas, Supervised Traineeship in early schooling, object of this study, considered in this study as a learning, integration, investigation, interpretation and analysis environment, whose essence is to approximate the about-to-graduate to the social dimension of the profession. The research was focused on the Pedagogy Course at the Mato Grosso Federal University/Rondonópolis University Campus (UFMT/CUR); it was originated at the Education Observatory Project at Pontifical Catholic University of São Paulo (PUC/SP) in partnership with UFMT/CUR. It was based on a methodological approach of qualitative investigation such as case study, including as instruments document analysis, semi structured interviews, memorials, autobiographical narratives and bibliographical research. The research objective was to investigate the Supervised Traineeship in the Pedagogy Course at UFMT/CUR as a possibility to lead to the about-to-graduate identity constitution, calling the attention to those ones under teaching guidance with no classroom experience, focused on the 2009 class, based on the PPC proposition - stage under research. Such investigation occurred from multiple perspectives: the coordinator of the Pedagogy Course, when its reorganization was implemented; two stage guiding teachers; the school, by means of three managers and two experienced teachers, exgraduates of the Pedagogy Course at UFMT/CUR and four about-to-graduate under training. These ones constituted the main focus of the research whose notes on graduation were analyzed. We searched for responding the following questions: Which are the possible contributions of the Supervised Traineeship in the Pedagogy Course at UFMT/CUR proposed in the 2009 curriculum having the research guiding the course? What is listed by those who thought the Course as well as by those that are about to graduate? What points out the school as the one that lives the graduation process of the about-to-graduate regarding its experiences in gathering the stages, showing out the importance that is attributed to the subject for the learning of the teaching profession? What do the about-to-graduate narrate about the proposition of stage lived under observation, research and experiences in different spaces in which the profession develops and what are the possible contributions pointed out for its teacher‟s identity constitution? The results analyzed allowed to comprehend that the subject Supervised Traineeship is a space of pedagogical construction with social, political and educational/investigative dimension in the graduation process, since it promotes the involvement of the about-to-graduate with school issues and the teaching staff by sharing social and political crises that involve the profession in the everyday practice
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    A formação centrada na escola como possibilidade de organização do trabalho pedagógico dos professores dos anos iniciais do ensino fundamental
    (Universidade Federal de Mato Grosso, 2017-03-22) Mangialardo, Izelda Goreth dos Santos; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Santos, Ivanete Rodrigues dos; 378.054.601-91; http://lattes.cnpq.br/5282830494613557; Fernandes, Janira Rodrigues; 105.168.418-82; .
    This work is the result of research in the Master's Degree in Education of the Graduate Program in Education, (PPGEdu / CUR / UFMT), in the line of Teacher Training and Public Educational Policies, whose object of study is School-Centered Training as a possibility Of the Pedagogical Work Organization of the teachers of the initial years of Elementary School. The general objective of the research is to investigate how the Pedagogical Work Organization in the School is being conceived and developed in the conception of the director, the pedagogical coordinator and the teachers from the School-Centered Formation. The theoretical basis for the body of the conceptual discussions and the analysis and interpretation of the data collected in the research, are based on the educational pedagogical thinking of Freire (2011, 1991, 2001, 2015, 1997, 1979, 1987a, 1997b, 1982). The following authors are also taken as theoretical references to discuss the School-Centered Formation and the Pedagogical Work Organization: Carvalho (2005, 2006, 2008), Gadotti (2007, 2010), Imbernón , Ferreira (2000, 2008) and Veiga (1995, 2009). I bring as a problem that guides this research: How is the Organization of Pedagogical Work in the School designed and developed by the director, pedagogical coordinator and teachers, from School-Centered Training? The research is inserted in the qualitative approach in the dialectical perspective. For the data collection, observation, semi-structured interview and document analysis were used. Considering that training is one of the concerns of educational policies, it is important to think of a School-Centered Training as a possibility of the Pedagogical Work Organization, to think about a training that reflects on the problems of the reality of the educational practice of the teacher in the context of the exercise of the profession, With the aim of guaranteeing quality education. The school as an organizational space of teaching relies on the participation of teachers in the process of organizing school work in various activities: planning, project construction, experiences and collective decision making, among others, so their participation is essential in the training process . The research data showed that the Pedagogical Political Project (PPP) governs the actions of the school. The school has a training project in which the studies have the collaboration of professors of the department of education of the Federal University of Mato Grosso. The data pointed out how much the formation in the school is valued by the teachers, by subsidizing the reflection of the educative practice. Thus, they attribute the changes in their practices to school-centered training, which enables reflection, evaluation and organization of pedagogical work based on their concrete reality.