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Alfabetização e gêneros textuais : uma análise das práticas docentes no âmbito do pró-letramento de Mato Grosso
(Universidade Federal de Mato Grosso, 2013-02-22) Santos, Márcia Ormonde Portela dos; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 0310526239909234; http://lattes.cnpq.br/0310526239909234; Albuquerque, Eliana Borges Correia de; 573.072.534-53; http://lattes.cnpq.br/0377713500986284; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123
This research started with the concern related to teachers’ continuing education and the increase of new methodologies in the classroom work, more specifically in literacy. Its main goal, ProLiteracy, implemented by MEC (Ministry of Education and Culture) in 2005, in partnership with the municipal taeching network in the municipality of Rondonópolis, State of Mato Grosso, in the year 2010, has effectively contributed for the increase of new methodologies in the teachers’ pratices, mostly in their work with genres in literacy. The theoretical framework of this study involves the concepts of literacy following the perspective by Soares (2000; 2004; 2006), Kleiman (2008), Cardoso (2000; 2003; 2008), Mortatti (2004), among others, as well as the conceptions of language in the perspective of genre theory by Bakhtin (1997; 2010), and in the teaching reinterpretations of the theme by theoreticians such as Dolz and Schneuwly (2004), Marcuschi ([2002]; 2005; 2008;). The research presents as methodological procedures the qualitative analysis of the data, based on etnographical research. Thus, according to André (1995), the researcher must approach people, places, situations, for a limited time in order to keep direct contact with the object of study. Besides that, the environment, testimonies, dialogues description are characteristic of this type of research, and the data collected must be rebuilt as words and verbatim (literal transcription) of the testimonies, dialogues and interviews. In that order, the field research lasted throughout the second semester in 2011, with the observation of the classes by three research subjects, literacy teachers, who joined the ProLiteracy continuing education training in 2010, offered by the Municipal Education Board, and herein one subject who belongs to the first, another one to the second and the other to the third phase or stage of the first cycle, respectively. Besides the classes observation and semi structured interviews, initial and final ones, document analyses were carried out, in order to catch the dynamics of the pedagogical practice and establish relationships between the orientations of the ProLitercay program and the work with writing, developed by the subjects of the research, related to the theme genres. The interview analysis carried out enables us to say that the teachers consider the ProLitercay Program, and some other programs designed for literacy teachers, of fundamental importance for the improvement of quality in the educational field. Besides that, the teachers let show, in their practices, teaching procedures that are intimately related to orientations that are part of the material that belong to the ProLiteracy Program, which suggest to the literacy teacher a more meaningful work with the use of the language in real situations, literacy-related, materialized by means of activities with the genres. Another aspect to be highlighted is that there is a variety of genres that are used in the observed literacy classrooms, with an increasing progression in terms of quantity; from the first to the third phase or stage, however, the way this process is carried out depends on internal factors of the school (projects inserted in the PPP in every unity), along with teachers’ knowledge as individuals.
A apropriação da escrita por alunos da 3ª fase do I ciclo : um estudo com sequências didáticas
(Universidade Federal de Mato Grosso, 2014-04-23) Silva, Joselita Maria Silva e; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Rodrigues, Sílvia de Fátima Pilegi; 593.733.931-20; http://lattes.cnpq.br/4246647189370104; Leal, Telma Ferraz; 401.288.814-53; http://lattes.cnpq.br/2358658346044158; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123
This research was developed in the graduate program in education at the Universidade Federal de Mato Grosso, Rondonópolis campus and inside the ALFALE research group. Presents an approach in the teaching of textual genre fable through didactic sequences. Come across children with problems of textual production, during the teaching, motivated the investigation of the phenomenon. Similarly, issues like a low performance in writing and the grounds of the school doesn't always handle produce competent writers, future citizens aware and critics inserted in society. The doubt that if to intensify work with textual production would result in a better learning emerged, as well as which procedure permanent this appropriation. The overall objective of the study is to assess the contribution of the didactic sequences for learning of textual genres for students of the early years of elementary school and the specifics are to understand how the didactic sequences, while pedagogical instrument, interfere in the appropriation of the text genres by students; investigate the relationships between the didactic strategies by means of didactic sequences and results about the textual production capacities of students; evaluate the progress achieved during the teaching process by means of didactic sequences in the productions of textual students. Bakhtin and other textual genres which address theoretical underlying the study. The didactic sequences, in perspectives of Dolz, Noverraz and Schneuwly, contributed to the writing of texts ownership of students. The research methodology had intervention slant, using interviews with teachers, classroom observation and planning set of didactic sequences, focusing on two classes of phase 3 of the first cycle of a total of 47 public school students. Of these, 12 were selected as evaluation criterion of Municipal Education Assessment System (LEAVE), of which the texts were analyzed. Data analysis was performed taking into account the General category "Fitness to the genre", as a means of checking whether the texts if not appropriate, organised partly or completely suited to the written proposal. Secondarily, were established subcategories: the Intertextuality in writing); b) ownership/consolidation of writing; c) punctuation marks and d) brands of orality in written. The results showed that the initial productions, 2 students have addressed his writings to the genre of partial form, 7 non-suited and 3 completely. Were worked in didactic sequences activities, which helped students better understand the genres covered and thus the final productions, 2 students have adapted their texts partially, 4 non-suitable and 6 completely to the fable genre. These results allow to conclude that if that teaching is taught through didactic sequences, the possibilities of success in the appropriation of writing by students will be bigger.
Aqui não é lugar de entrar no Facebook, aqui é a escola : crianças, seus espaços vivenciais e usos das mídias e novas tecnologias no contexto educativo
(Universidade Federal de Mato Grosso, 2015-03-30) Queiroz, Fabiana Rodrigues Oliveira; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Lopes, Jader Janer Moreira; 722.831.146-91; http://lattes.cnpq.br/4297078672618566
The research brings to the discussion the spatial experiences of children in view of the relationships they establish with the media and new technologies and what these cultural apparatuses have engendered in their lives, especially in spaces intended for education. In this sense, aims to understand the meanings children attribute to present times and spaces in the school context and the uses that make them in interactions with peers and adults, permeated by experiences with the media and new technologies. The theme is justified from the view that, in the media and technological environment of the contemporary era, children have experienced own experiences, in a very different way from those of a few years ago. To turn our attention to the temporal-spatial experiences of the everyday school life of children, which calls our attention is the possibility of a dissonance between the child's contemporary and modern school, which still holds the procedural teaching model and cumulative , using the knowledge transmission as collateral to promote learning. In addition, there are tensions in this field to be discussed, which are related, among other things, the boundaries between children who have and those without access to transmedia network as well as the effects engendered by this in their ways of being act and relate with each other. The research is anchored in the conceptual and methodological tools of childhood studies, especially Geography of Childhood, budding area of expertise that allows us to understand the relationships of children with the space as an integral part of their lives. Consist also in theoretical and methodological contributions the concepts of dialogism, otherness and chronotope, Mikhail Bakhtin, and theoretical perspectives that address, critically, the aspects related to the uses that children make of media and technological artifacts of today as well as its implications. The field research is qualitative, ethnographic type, and had the locus a public state school, located in the central region of Rondonópolis, Mato Grosso. With the participation of 27 children, aged between 10 and 11 years old, belonging to the class "B", the 2nd phase of the 2nd cycle (5th year) afternoon. We adopt as instruments participant observation, questionnaires, interviews and conducting work with experiential maps. The data collected from these instruments served as subsidies to give us greater understanding of the way children attribute to the school environment in which they operate, as well as to the uses that make it from their experiences, with the media and the new technologies. As a way of making recordings during this period, I have relied on the notes in a field diary, the film during the making of experiential maps made by children and audio recording during interviews. The analysis reveals that children demonstrate how and autonomy in their relations with the technologies, as well as reveal a redefinition of the statements coming from the media universe. In addition, they create and recreate meanings of school space, giving it new settings.
“Cada um brinca com o que quiser! Isso aí é rachismo!” : infância e relações de gênero na brinquedoteca de uma instituição de educação infantil
(Universidade Federal de Mato Grosso, 2019-04-29) Camargo, Sandra Celso de; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Gomes, Aguinaldo Rodrigues; 847.432.716-49; http://lattes.cnpq.br/3408519048864585; Xavier Filha, Constantina; 437.556.741-49; http://lattes.cnpq.br/0592180860075151; Willms, Elni Elisa; 265.848.831-91; http://lattes.cnpq.br/2998670515021403
Discussing and problematizing, in institutions of Early Childhood Education, the relations of power which hierarchize and structure the masculinity and femininity, valuing the lives that matter and the ones that are not likely to be lived, is urgent and necessary. In the face of the raising of conservatism, which intends to eliminate the discussions related to difference, it is necessary to forge places where the debate may occur. These movements attribute, in pedagogical policies, the only way of seeing and living childhood. The adultcentrism relation, which puts the child in a place of coming-to-be, denying, therefore, its sexuality, controls ordinary actions. The discourse of protection masks the mechanism of power which scrutinizes childhood as a linear phase of life. The child is shaped for a two-way journey of life, controlled by heteronormativity. The current study is linked to the research group “Childhood, Youth and Contemporary Culture” (GEIJC), of the research line “Childhood, Youth and Contemporary Culture: rights, policies and diversity”, part of the Postgraduate Program in Education (PPGEdu), of the Federal University of Mato Grosso (UFMT), of the University Campus of Rondonópolis (CUR), Mato Grosso (MT). It has the main objective of analyzing the gender relations in the ways how children and teachers share the environment of the playroom and the meanings they make about these relations in the experiences lived in the institution of Early Childhood Education. More specifically, the following questions are raised: 1) How do girls and boys interact in the environment of the playroom, parting from the play which they arrange in this context and the meanings they produce about the gender relations that penetrate the shared experiences? 2) What meanings do the teachers attribute to the gender relations, shared in the environment of the playroom, considering the ways how this is organized by them, the objects chosen for this organization and the uses which the children make of this environment and of the objects in their play? As theoretical basis, we part from the studies of the childhood, understood as a historical and social category; the studies of gender, in an intercessional approach, and of the perspective of Foucault, in comprehending sexuality as a mechanism of power. The context of research is a Municipal Center of Early Childhood Education (CMEI), of the city of Rondonópolis, in Mato Grosso. In this research participated 22 children, age 5, of the second school group of the Second Cycle of Early Childhood Education, 19 teachers, two pedagogical coordinators and the principal of the institution. The methodological approach is outlined as an intervention research. The production of the data was conducted through the participant observation of the experiences and the relations between the children and of their interactions with the teacher in the playroom, of which the occurrences were recorded through notes in the field diary, photos, video recording and audio recording, and of semi structured interviews and yarning circles with the teachers, the pedagogical coordinators and the principal, based on the records made along the observations about what is lived in this place. The investigation was conducted through the feminist intercessional perspective and is based on the concepts of dialogism and alterity, as approached by Mikhail Bakhtin. The analyses are centered in the discourses which confirm the childhood, as moment of correction so that the deviations which conduct the ideal adult do not occur, and in the mechanisms of correction and control of the bodies of the children, which, from a matrix of intelligibility, have their sexuality precluded. In a more profound analysis, the Institution of Early Childhood Education, basing on the discourses of the psychology of development and of the traditional pedagogy, presents itself as a space of control of the bodies of girls and boys, guiding their doings though heteronormativity, but also is a space of resistance and transgressions. In the border, the crystalized norms are destabilized: the child is not passive to the norm, engenders other forms of existence in their plays and interactions.
Cinema e educação : discursos sobre infância e juventude pobre brasileira no filme Pixote, a Lei do Mais Fraco (1981)
(Universidade Federal de Mato Grosso, 2018-02-26) Fraga, Cayron Henrique Aparecido; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Sotana, Edvaldo Correa; 282.647.588-60; http://lattes.cnpq.br/6389549722130146; Trovão, Flavio Vilas Boas; 850.494.179-53; http://lattes.cnpq.br/2740243377988037
This research is part of the Research Group for Childhood, Youth and Contemporary Culture (GEIJC), the Postgraduate Program in Education of the Federal University of Mato Grosso, campus Rondonópolis (PPGEdu / UFMT / CUR). Objective to analyze the images of poor Brazilian’s youth and childhood in the film Pixote (BR: 1981). Directed by Hector Babenco, the film is considered a landmark of Brazilian cinema and cinematographic production on Latin American childhood. This research is based on speeches about street children in the 1980s, which, according to Fúlvia Rosemberg's studies, were spread by several actors, including the media, which led to the stigmatization of poor families and children. In this context, one can think how the construction of childhood is also represented in the cinema. The discourses produced by the film industry, most of the time, distribute cultural patterns that are repeated in society. Therefore, it is critical to analyze how cinema is understood as an artistic field and its possible connections and contributions to the educational universe (Duarte). We adopt as a method to develop this research, the studies of Depth Hermeneutics, proposed by John B. Thompson, and which contemplates three phases: 1) socio-historical analysis of the symbolic form analyzed 2) formal or discursive analysis, and 3) interpretation / reinterpretation . The symbolic forms under analysis are some scenes from the film in which they are pertinent to the research theme. The film is analyzed as a symbolic form that contributes to the social construction of poor Brazilian childhood and youth images. Throughout the analysis it was possible to identify the use of a dramatic rhetoric in the narrative about "street children". The film, in attempting to make a complaint about "marginalized childhood," ended up associating poor children with abandonment of their families with crime and dangerousness, reinforcing the idea that such problems and conflicts are synonyms or direct consequences of poverty.
Coleção Girassol : livro didático de alfabetização em contexto indígena - (des)encontros entre o proposto e o realizado
(Universidade Federal de Mato Grosso, 2015-12-09) Silva, Marta Cecília Rocha da; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Rodrigues, Sílvia de Fátima Pilegi; 593.733.931-20; http://lattes.cnpq.br/4246647189370104; Neves, Josélia Gomes; 220.278.312-15; http://lattes.cnpq.br/1098108142638272; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123
This study aims to analyze the Textbook Literacy (LDA), the intercultural perspective in the process of teaching and learning in a context where Portuguese is the second language. For this work will be performed with teachers of the first stage of primary school into the three units School in Indigenous Bakairi at the municipality of Paranatinga, Mato Grosso. The overall objective is to analyze the first three volumes Collection Sunflower - Knowledge and Doings Field. Distributed and approved by PNLD Field in 2013 and its adaptation to the context of multi-cultural and linguistic diversity as indigenous schools in the literacy process between Bakairi ethnicity. The aim is to point adequacy or inadequacy of the LDA, in relation to the objectives for which it was prepared and its implications in the context of school of Indian countryside and the National Curriculum Guidelines for Indigenous Education (DCNEI) for this scenario, contextualize the environment where the LDA is used, in terms of cultural and linguistic diversity. The aim is also to analyze the observed aspects generating contribution based on notes from teachers about the problem. The methodology for data collection is to examine, in the context of intercultural education, the teaching of literacy book (LDA), distributed by PNLD Field, the DCNEI and in addition, the use of interviews with four teachers. The data analysis identified that the interviewed teachers use the LDA as collateral in everyday school life and enable students and themselves as subjects of pedagogical practice, a close experience with the form that enables greater ownership of texts presents. The challenge of interculturalism is present in encouraging cultural production, LDA share on school and family experiences. We also noticed that the experiences of the early years of schooling by the teachers allow them to participate in the "construction" of knowledge to their students today. The volumes analyzed, at first, it is observed that, even though it was presented as approved for the education field, the aspects of an intercultural education could have the spotlight. You can see a fairly succinct attitude to linguistic diversity and indigenous issues, one of the groups that make up the rural areas population. Note also that important teaching support resource has multiple functions in bilingual literacy process.
Concepções e práticas de professores sobre o lúdico nas escolas organizadas por ciclos de formação humana
(Universidade Federal de Mato Grosso, 2014-03-14) Bressan, João Carlos Martins; Silva, Adelmo Carvalho da; 630.359.101-97; http://lattes.cnpq.br/9761986149148049; Silva, Adelmo Carvalho da; 630.359.101-97; http://lattes.cnpq.br/9761986149148049; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Teixeira, Cristina Maria D'Ávila; 337.613.295-04; http://lattes.cnpq.br/2584950986779890
This research seeks to understand how teachers' conceptions about the ludic interferes/affect their educational practices. The research produced under this perspective denote considerable theoretical framework about the themes: game, fun, plaything. However, when direct analysis regarding the theoretical productions elucidates on the ludic, there is a limited amount of production. Among other factors highlight the ambiguous character of the terminology, which makes it somewhat unveiled by teachers who intend to experience it in the school environment. Another relevant issue is the theorization of educational concepts and practices of the teachers surveyed. The purpose was to subsidize the presentation of these concepts to enable analyzes that include data collected which in turn aim to meet the objective of this research which relies on: Evidence understanding of the concepts of playfulness of teachers working in the first cycle of basic education in schools statewide network of county Rondonópolis/MT. Which parses the following specific objectives :To investigate teachers' conceptions about the ludic; Analyze/understand how these concepts influence the educational practice of teacher; Reflect on the importance of ludic activities in the context of the classroom early years of elementary school. To do so, is guided initially presented the concept of conceptions Ponte (1992), Silva (2009) and Garnica (2008). Regarding explanations about the concept of playfulness is anchored in Huizinga (2000) , Almeida (2003), Marcellino (2003) and Kishimoto ( 2011a) , and the term developments in playfulness and ludic activities has its foundations in Luckesi (2002) D' Avila (2006), Brougère (2011), D' Avila (2006) Kishimoto ( 2011b , 2011c): Regarding the importance of playfulness in educational practice the following authors were referenced. This study used qualitative research approaches and interpretive method, the reference chosen was based on Bogdan and Biklen (1994), Flick (1999), Vianna (2003), Richardson (1999). We analyzed the contents of the data collected from three teachers of the early years of elementary school, about playfulness and its importance in the teaching-learning process through data collection instruments that constitute observation and interviews. The process of data analysis and considerations show the design of the teachers on the play, through their educational practices. Unveil that broadly the teachers believe in the importance of a differentiated educational practice that considers the play in the relations of teaching and learning, however, expose weaknesses on the theoretical understanding of the subject, which shows some conflicts that relate to their pedagogical practice, but also to the perception that management and co-workers have regarding their professional practice. This research allows to recognize the play is evidenced in a time of transition from childhood education for elementary school thus constitutes important elements for a reflection on the educational practice and teacher formation for that period.
Corpos infantis que “não cabem” na escola : os discursos de professoras nos protocolos de encaminhamento ao setor de psicologia
(Universidade Federal de Mato Grosso, 2017-05-19) Stefani Neto, Danilo Flávio; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Trovão, Flavio Vilas Boas; 850.494.179-53; http://lattes.cnpq.br/2740243377988037; Ferreira, Marcelo Santana; 008.865.437-03; http://lattes.cnpq.br/0158780723584631
The need for therapies, reports and interventions on children referred by the school for suspicion of attention disorder, concentration difficulties, emotional unrest, behavior problems and problems in relationships with peers finds in the Psychology Service the possibility of producing speeches as a way to refer the failure, ending it in the own child. This research, belonging to the Research Group “Infância, Juventude e Cultura Contemporânea” – GEIJC - ("Childhood, Youth and Contemporary Culture"), parts of the following question: which discourses about the children's bodies compose the complaints presented in the protocols, made by teachers of the municipal public education department of Sorriso city, Mato Grosso state, to the Psychology Service? The main objective of this study is to analyze the teachers' discourses about the bodies of the children in the forms to the psychologists, intending to understand the needs of “psychological” intervention, highlighting the reasons and the agents in the discursive net that request it (teachers, pedagogical coordinators or counselor, parents, school community).As specific objectives, we seek to: characterize the "psychological" demands of schools, based on protocols´ complaints enunciated by educators; To investigate the causes and differences in the needs for psychological intervention with children, based on gender relations in the school context and in the ways in which the teachers conceive them; To demarcate, in the teachers' discourses, what constitutes the "child ideal body", adapted to their education, development and learning. Based on dichotomous conceptions about the education and development of children, the teacher who directs these children seeks, through the expectations assigned to the practice of Psychology, for therapies, interventions, observations and evaluations that contribute to the “pedagogical teach” in classroom. The emergence of the "individual person" that doesn´t concerns in the space supported by essentially biological visions on the child, or in a maturation perspective of deficits and neuropsychological delays, sometimes related to the lack of will, motivation or interest, foments the tendency to solve these conflicts in outer space beyond the school. With a qualitative approach, the research is divided into three stages: the first corresponds to the analysis, tabulation and organization of protocol data sent from municipal school units throughout the academic year of 2015; The second, to the analysis and categorization of the complaints described by teachers; The third one, the interviews with six teachers (two from each phase - Early Childhood Education, Elementary School up to 5th year and Elementary School after the 6th year). Based on concepts of dialogism, ideology, responsiveness and genres of discourse for Bakhtin, it is proposed to analyze the ideologies present in school complaints, also considering authors such as Le Breton, Vigotski and Foucault. The analysis of the referral protocols and the interviews evidences distinctions in the characterization of the educational problems between boys and girls present in the complaints of their teachers. As a responsive act in the chain of productions on the theme, this research tries to contribute to the debates on the "unmedicalization" and non-pathologization of contemporary childhood.
“Crianças estilosas” : imagens de infância nas redes sociais
(Universidade Federal de Mato Grosso, 2016-09-12) Valério Júnior, Itamar José; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Pereira, Rita Marisa Ribes; 440.719.810-91; http://lattes.cnpq.br/6665667611048925
This research aims to analyze the speeches of beauty and seduction that make up the images of female children in social networks, especially Facebook on the page "Stylish Children - Personal Blog". Media and communication technologies are highlighted in contemporary society, promoting constant changes in human relationships and in the subjective constitution processes. In this context, we have the childhood intertwined with digital media. The main research questions are: what childhood images are reflected in digital mirrors present in the social network and how these are contemporary discourses around of the timefile that present as cultural pedagogies teaching to the children ways of being, behaving and relate to each other? What are the discourses present in social pages where girls images are associated with beauty and seduction? What values and social perspectives cross the images of girls bodies posted on Facebook in the page "Stylish Children - Personal Blog"? The methodology in this research it is imprint by qualitative approach with theoretical and methodological and analytical contributions of Mikhail Bakhtin, with highlight to the concepts of utterance, dialogism and polyphony. The focus of analysis is the page "Stylish Children - Personal Blog," on the Facebook. This blog was selected for having the greatest number of likes (56.444) until April 30, 2015, among the other pages that bring childhood representations in images of children, with speeches of beauty and seduction. The decision to work only with the girls pictures gave up due to these being the majority. Children in this page have ages ranging from a few months (babies) up to seven years old, mostly of them white ethnicity. The images of these girls stand out not only because they are just photos, but also the ways these photographs are represented, revealing ambiguous elements, interweaving innocence with seduction. We observed in this research that although we noted the presence of the in social networks, not all imagetic discourses related to childhood are produced by themselves, but by adults. The analyzed images are the result of the discourses of another, more specifically, the adults discourses, in a tense process of childhood idealization. The imagistic speeches, referring to the beauty and seduction, invested in the bodies of the girls, have echoes that circulate in the fields of education, sexuality and gender relations. They are speeches that transiting in our culture and embrace thus contemporary childhood.
O curso de especialização em gênero e diversidade na escola (GDE) : uma perspectiva emancipadora pela igualdade de diferenças
(Universidade Federal de Mato Grosso, 2020-03-30) Santana, Amanda de Oliveira; Rodrigues, Eglen Sílvia Pipi; 535.132.151-34; http://lattes.cnpq.br/3996413567500385; Rodrigues, Eglen Silvia Pipi; 535.132.151-34; http://lattes.cnpq.br/3996413567500385; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Cherfem, Carolina Orquiza; 312.316.398-90; http://lattes.cnpq.br/5433973477773892
This study has as main objective to understand the impacts of the continued formation of graduates of the specialization course in Gender and Diversity in School (GDS) who nowadays act as teachers in the public and private network of basic education in the interior of the state of Mato Grosso. The dialogue in the form of an in-depth interview took place from the theoretical-methodological guidelines of communicative research and is theoretically based on the Theory of Communicative Action, by Habermas, and also on the concept of Dialogicity, by Freire. In them, there are essential elements for the understanding of social phenomena starting from the horizontal interaction and the egalitarian dialogue between the subjects. The interviews were conducted with two participants, a cisgender man and a cisgender woman, both teachers from the public school system, and took place in three phases: initial meeting to present and bond, second meeting to deepen the key questions, and finally, reading the synthesis. In this methodological perspective, the researcher synthesizes the information collected, however, after analysis, the interpreted information must return to the participant. Such feedback is important to ensure that the language is focused on understanding, establishing a greater understanding of what was said by the participant. This process is important for the construction of an egalitarian dialogue, breaking with the hierarchy between researcher and participant. In this sense, the central concept adopted is unity in diversity, versed in the Freirean perspective of the term, understanding that all people have the right to have an egalitarian education, through diversity, in a perspective of equality - the equality of differences. About data analysis, such organization is carried out through two dimensions: exclusive and transforming.
(Des)encontros de gerações no século XXI : experiências de crianças e adultos com as mídias e as novas tecnologias na cultura contemporânea
(Universidade Federal de Mato Grosso, 2013-02-25) Ferrarini, Anabela Rute Kohlmann; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Pereira, Rita Marisa Ribes; http://lattes.cnpq.br/6665667611048925
In this research, I seek to conduct a study about contemporary childhood and experiences of children and adults with the media and new technologies in an intergenerational perspective. The concern of adults about new configurations that take on the childhood experiences of symbolic references offered to children, especially by the medias, and the possibility of easy access to new technologies, demands a need for research on the topic. Thus, I hope to contribute to the debate on the setting of childhood and adulthood in the contemporary world, stimulating a reflection that might lead to a better understanding of childhood in order to subsidize the adult in the task of educating then. Children star in experiments that prove knowledge and skills in their relations with the media-technological world, destabilizing our images of childhood, these images produced and signed historic, socially and culturally. Thus, from an intergenerational perspective, this research aims to analyze what adults and children say about their experiences with the media and new technologies in contemporary culture. Investigate also the speeches about being a child and living in contemporary childhood, seeking, in this dialogue, understand the meanings attributed to this time of life for both those who live today - children - as for those who already lived - adults (mother and teacher). Field research is a qualitative one, has a character of intervention takes place in the Escola Estadual Sagrado Coração de Jesus, in the city of Rondonopolis, Mato Grosso. Its locus is a class of 3rd year of elementary school, made up of children aged 8 and 9 years. The methodology I adopt is the participant observation of children in their school routine, and workshops for the questioning of the research topic, both with children and with adults. Perform, though, interviews and questionnaires, along with workshops and participant observation, resulting in grants in which I support - in dialogue with the theoretical foundations - in an attempt, after data organization, unravel the intricate relationship between adults, children, media and new technologies. As a means of recording, the workshops are filmed while interviews are audio recorded. It is noteworthy that the discourses produced by children and adults are analyzed based on the concepts of otherness and dialogism of Mikhail Bakhtin (1992, 1995), which comprises the discursive production from processes of dialogue and building values and social perspectives, arising contexts and different times, crossing the statements in their encounters and confrontations.
Desafios e possibilidades : a compreensão do diálogo que se constrói entre escola e famílias
(Universidade Federal de Mato Grosso, 2016-02-29) Santos, Jônatas Marcos da Silva; 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; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Guareschi, Pedrinho Arcides; 107.912.050-53; http://lattes.cnpq.br/9102480955435391; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123
This construction is the result of dialogue and research under the master`s degree in education PPGEdu/UFMT. Its context is in wider reflections on the importance of the school´s relationship with the families and with the community to transformation of the human being and society. The basic theme for “sulear” is understanding the dialogue between school and families. Looking for understanding the challenges and possibilities toward the proposals that advocate greater participation of families in the recreation of a dialogical and ethics education, with a view to communion of mankind to the building of a citizen liberating education. Based on dialectic-phenomenological concept found in Paulo Freire, it is intended to go on an investigation and create a contrast to banking education model, committed to playing the neoliberal ideology, alienating and families the possibility of getting over the dichotomy between subject and the world that mediates themselves. The main problem underlying the research is how concretely happens the dialogue between school principals, teachers and families so that the dialogue in Freire liberating education perspective may happen, it is the main goal for this research. The curious construction of this job search took place for dialogue through the interviews with managers at the Municipal Jaciara Municipality of education in the state of Mato Grosso, with school principals and teachers at the Municipal School Magda Ivana and with the student´s families of the ninth year of this school. The ones involved on the research, were six school managers, four teachers, three mothers and two fathers. The research is developed according to the qualitative critical theoretical framework. For data collection the instruments used are the dialogic semi-structured interviews. The theoreticalmethodological foundations based on in Freire (2011, 2009, 2014a/b, 2015a/b) and also in relation to theoretical frameworks and critical analysis of the data are considered Gadotti (2012, 1998, 1997); Carvalho (2005); Guareschi (1996, 2013); Streck (2003). Research in their results revealed that between challenges and school dialogue opportunities with families there are incipient personal initiatives of mutual approach of both institutions. Also showed the existence of possibilities for participation of the families in the school context and the concern of school principals and teachers in getting families to get involved in the educational process of the students. It is also realized the it is possible to make the school a fundamentally civic institution, marked by dialogical ethical values in the process of approchement of families. However, it was seen that there is a strong practice of reproductive education of the government system with neoliberal ideological apparatus, which hinders the world and the context of decisions where the educational life happens, at school and in the families that make up the society there is a delivery of the school above spheres, causing existential fatigue, discouragement and hopelessness in people who try to create actions that build dialogue and demonstrate faith in the unfinished humanity.
O direito da criança ao respeito, à participação e à liberdade em discursos de professores/as
(Universidade Federal de Mato Grosso, 2015-09-11) Brito, Márcia Regina Mathias dos Guimarães; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Prado, Renata Lopes Costa; 293.619.138-67; http://lattes.cnpq.br/5445953003504560
This paper is part of a collective research project of the Contemporary Infancy and Youth Group (GEIJC, in Portuguese), at the Federal University of Mato Grosso (UFMT), municipality of Rondonópolis campus, which has researched, among other topics, discourses on children’s and adolescents’ Rights. It aims at describing and interpreting public elementary school teachers’ discourses about their understanding of and how they deal with children’s and adolescents’ rights towards respect, freedom and participation during their classes. The Profound Hermeneutics method (PH) proposed by Thompson (2007), which is made up with three phases (socio-historical content analysis, formal or discursive analysis, and [re]interpretation), was at use. Thus, the contextualization of the law over children’s rights timeline was followed, from (inter)national debates, leading to Geneva Declaration (1924), Declaration of the Rights of the Children (1959), Federal Constitution (Brazil, 1988), International Convention on the Rights of the Child (1989), and the Child and Adolescent Statute (ECA, in Portuguese, 1990). One of the theoretical backgrounds that inspired this paper is by Janusz Korczak (1878-1942), who expressed his understand on children’s rights as well as his view against children’s role in a world of grownups. Besides Korczak, it is based on social studies on infancy by Qvortrup (2010), Pinto and Sarmento (1997), Corsaro (2011), Soares (1997), among others. Three public school teachers were interviewed and the data collected show that they relate right to respect, participation and freedom that children have regarding the learning process and that, although there is such acknowledgment of the importance of respecting children’s rights, seeing and feeling such right at schools is still something incipient.
Os direitos da criança e do adolescente em artigos acadêmicos de educação
(Universidade Federal de Mato Grosso, 2015-03-23) Dias, Lívia Ferreira; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Prado, Renata Lopes Costa; 293.619.138-67; http://lattes.cnpq.br/5445953003504560; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234
This research falls within the scope of the research group Children, Youth and Contemporary Culture (GEIJC), in the search line Childhood, Youth: Rights and Policies, linked to the Graduate Program in Education of the Federal University of Mato Grosso, Campus Rondonopolis. Building on the theoretical contributions of new social studies of childhood, that guide our attention to understanding the ways in which childhood and adult-child relationships are structured in contemporary Western societies, and the debate on the three main legal frameworks on children's rights and adolescents in Brazil (1988 Federal Constitution, the International Convention on the Rights of the Child of 1989 and the Statute of Children and Adolescents, 1990), our goal was to analyze the treatment given by the field of education to the theme of the Rights of the Child and Adolescents, using as corpus of analysis the academic papers of education related. For this, we adopted as research methodology the reference of John B. Thompson (2011) on the Depth Hermeneutics (HP) and the content analysis technique (ROSEMBERG, 1981; BARDIN, 1988). Our analysis corpus consists of 38 academic articles published between 1986 and 2013 and, according to pre-established criteria were considered the field productions of education . The analysis of the corpus of articles show that there was almost a silent in academic articles on the subject of education for the Rights of Children and Adolescents in the first two decades after the enactment of the three main legal frameworks of childhood. The themes associated with the Rights of the Child and Adolescent addressed more frequently in this production were related to violence, misuse and risk / vulnerability. The school is predominantly presented as a liberating and redeeming at social problems . We learn of results from our research that the Education field is still far from fostering a critical discussion on the Rights of Children and Adolescents. In this production analyzed, we identified a shallow discourse that plays frameworks offered by the media and that leads to reproduction thereof by parents, teachers and other adults in charge of the educational process of children and adolescents.
Discursos sobre a temática do abuso sexual de crianças e da pedofilia na mídia escrita
(Universidade Federal de Mato Grosso, 2017-08-21) Moraes, Julianne Caju de Oliveira Souza; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Prado, Renata Lopes Costa; 293.619.138-67; http://lattes.cnpq.br/5445953003504560; Guareschi, Pedrinho Arcides; 107.912.050-53; http://lattes.cnpq.br/9102480955435391
This masters’ thesis was developed within the Master Degree Program in Education of the Federal University of Mato Grosso, in Rondonópolis city, in the line of research Language, culture and knowledge construction process. It was composed within the Study Group Childhood, Youth and Contemporary Culture (GEIJC, Grupo de Estudos Infância e Juventude na Cultura Contemporânea). This research aims to analyze the emergence of articles in printed media on the subject of pedophilia and sexual abuse against children and adolescents, thus cooperating in the discussions on the rights of the childhood and adolescent and the social developement of Brazilian childhood and youth. Since the decade of 1990, pedophilia and sexual abuse against children and adolescents are significant issues that claim great attention from Brazilian society. In fact, these are issues that need to be addressed promptly. To do so, understanding the outline of their social definition, that is, the way these issues are viewed by society has repercussions on the way in which they are intended to face it. In the wake of this thought, considering the media as an important social actor in the interpretation of social issues, we seek to identify the publicization, as well as rhetoric and discursive repertoires, used in the emergence of the themes of sexual abuse against children and adolescents and pedophilia. This study enquires whether the substantial increasing of these themes, in the last two decades, has been contributed to the confrontation of these problems in Brazilian society or if the dramas around these issues have been used to feed a sensationalist approach to this subject. This research was developed within J.B. Thompson’s methodological proposals called Depth Hermeneutics (DH). We’ve analyzed the newspaper Folha de São Paulo’s two-hundred and twenty-one articles on the subject of pedophilia and “child sexual abuse”, in the period of 1976 and 1990. The data analyzed indicated pedophilia had been ignored by Folha de São Paulo until the 80’s, as from the 90’s have been the object of increasing attention. Also, it shows that the publicization is associated to the emergence of sexual violence against children and teenagers, in the international scenario, and also to the diffusion of children and adolescents’ rights, in the Brazilian scenario, thanks to the promulgation of the Children and Teenager Statute (ECA, Estatuto da Criança e do Adolescente) in 1990. We also notice that the newspaper uses the expression pedophilia to refer to “child sexual abuse”, and that this choice causes more impact on the audience, being quite sensationalist. Thus, the term pedophilia was being built up, meaning that all and any sexual abuse against children and adolescents has correlation with pedophilia. More than that, it became a major social problem and, as it was written began to cause panic among the public. However, this characterization does not work as sensationalism only, but it has deleterious effects in facing this issue, as it also contributes to build a conception of abuser as a sick person, defocusing the character of “child sexual abuse” as a cultural phenomenon produced and sustained by a society structured on age and gender inequalities and sustained by patriarchal values and practices.
Educação e história em quadrinhos : análise das representações dos jovens do campo no gibi “Chico Bento Moço”
(Universidade Federal de Mato Grosso, 2021-07-29) Vaz, Welber Eduardo; 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; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Fronza, Marcelo; 018.070.439-75; http://lattes.cnpq.br/0732803418759032
This research has the objective of analyzing the representations of rural youngsters in the comic book Chico Bento Moço, produced by Maurício de Souza Studios. The study gives emphasis to the stereotyped image of these youngsters, mainly present in the speech, the wardrobe and in the ingenuity of the character. Through the analyses, it is investigated the prejudice that the stereotypes associate to the rural youngsters, especially, by migrating to the city in search of Higher Education and better conditions of work, theme of Chico Bento Moço. It addresses the relation between them with the rural environment, their arrival in the city as well as the confrontation related to the accepting and the adapting. In addition, it discusses the experiences of rural youngsters in the university. From this hypothesis that many readers might not know the reality of the diverse culture and knowledge of these people, we problematized the images given in these comic books, based on the Cultural Studies and Cultural Pedagogies. The methodology of this research work is guided by the critical analysis of media, as suggested by Douglas Kellner (2001), who argues that the critical analysis of media enables people conditions to examine it in more autonomous way, being less subject to its suggestions and manipulations. It concluded that these representations are generally stereotyped and that the educational power of the comic book is capable of shaping the thought and the vision of readers in relation to people of the country and may intensify the prejudice and the discrimination against them. But it was also able to notice that this product is renewing its way of representing this population through a different image of the famous stereotype, leading us to question if there was a change in the representation due to considering the diversity of the countryside or to only considering that the city is capable of taking the “countrified” of these people.
A educação infantil como um direito social da criança : uma análise sobre a prática docente a partir da implementação das Diretrizes Curriculares Nacionais para a Educação Infantil no município de Sinop-MT
(Universidade Federal de Mato Grosso, 2019-02-27) Ferreira, Sandra da Conceição Donato; Rodrigues, Eglen Silvia Pipi; 535.132.151-34; http://lattes.cnpq.br/3996413567500385; Rodrigues, Eglen Silvia Pipi; 535.132.151-34; http://lattes.cnpq.br/3996413567500385; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Barbosa, Maria Carmen Silveira; 375.687.950-04; http://lattes.cnpq.br/5017016632945997
This work was developed in the Postgraduate Program in Education (PPGEdu) of the Institute of Human and Social Sciences (ICHS) of the Federal University of Mato Grosso - University Campus of Rondonópolis (UFMT / CUR). What moves us, in this research, is to reflect if there were changes in teaching practices from the process of implementation of the National Curriculum Guidelines for Early Childhood Education (DCNEI), at municipal level (2012- 2018), in Sinop, Mato Grosso. The municipality has been implementing a municipal policy that seeks to establish a relationship between theory and practice in the work carried out, which requires a critical reflection. The general objective of this research is to investigate if there was any change in teaching practices from the DCNEI implementation process (BRASIL, 2010) at the municipal level. The specific objectives are: To analyze how the Municipal Directive contemplates the DCNEI (2010); To understand how the Municipal Direction has contributed to the implementation of pedagogical proposals in the daily life of the institutions of Early Childhood Education; To investigate the knowledge and understanding that the collective of professionals has about pedagogical proposal and teaching practice; Propose, from the analyzed result, along with the people participating in the research, suggestions for improvement for the teaching-learning process with public administration of the municipality. The interest in this topic has origin from my work in the coordination of the municipal network of Early Childhood Education, where a work was carried out in the municipality in partnership with the Ministry of Education (MEC), on the Pedagogical Political Plan / Pedagogical Policy Proposal (PPPM) or Municipal Guideline for Early Childhood Education. This research is of Communicative Research, an approach developed by the Special Center for Research on Theories and Practices Overcoming Inequalities (CREA) - University of Barcelona (UB / ES) and whose theoretical basis is the studies of Jürgen Habermas and Paulo Freire. This type of research seeks to break with the roles of division between the researcher and the research participants, being a joint and humane construction of the whole process, which allows both reflection and analysis of the information collected, setting up a transformation result of the situation investigated. We consider the final analyzes relevant to the research, since the themes presented show that there are advances. However, some particularities regarding the work that is proposed for the Curricular Guidelines, regarding the pedagogical practice, that is, in the integration of curricular contents, aiming at the learning teaching process with the play. The data show that the group of teachers performs their classes in different ways, but there is still a lack of understanding regarding the proposal of the DCNEI, which focus on the child, for the formation of critical citizens, and is therefore not a proposal that thinks and defines the teacher as the center of the teaching and learning process. Studies are needed to conduct this process - which is as complex as possible and necessary - in order to understand what the role of the teacher is not only in the school, but in today's society. Therefore, a dialogue must become urgent for the transformation to take place, the political engagement of struggle has to be permanent, if the teacher is not part of this process, there is no commitment. Thereby, we agree with Freire (2015) that we must take a stand in front of our social responsibility, to participate in the transformation process of the school, knowing the importance of teaching and learning in a harmonious, respectful and committed way through educational practices that promote the equality, since the good result of the learning takes place in the relations contained in the act of teaching and in the commitment to the learning.
Educação infantil e relações de gênero : o que se inscreve nos corpos infantis?
(Universidade Federal de Mato Grosso, 2015-09-11) Souza, Gislene Cabral de; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Mariano, Carmem Lúcia Sussel; 110.746.018-23; http://lattes.cnpq.br/6604877443132931; Guizzo, Bianca Salazar; 938.859.030-91; http://lattes.cnpq.br/5359830630792253
This research takes part in the Childhood, Youth and Contemporary Culture Group Research, that integrates the research line “Language, culture and knowledge construction: historical and contemporary perspectives”. Its principal aim is to understand gender relations in the ways children interact in the context of early childhood education, based on the following questions: what artifacts, objects, images are significant for children and circulate among them in different spaces and times from school? That time and space are used and created by children to share practices that lead to gender relations? Children establish relationships with one's own body and the body of the other, which are marked by gender issues? As the friendly relations are crossed by these issues? We have the school as a social space of tensions, which, on the one hand, reproduces models, on the other, constitutes as a privileged terrain of discussions and breaking taboos, bringing children the opportunity to question the dominant patterns of relate to emotional and social. The research was conducted in a Municipal School of Early Childhood Education (EMEI) Rondonópolis, Mato Grosso, in a class of 2nd 2nd Cycle grouping, with the subject an effective educator of municipal, graduated public in Pedagogy, and 20 children aged between 5 and 6 years. It has been as a methodological strategy participant observation of children everyday in school, with a view to analysis of gender relations in the ways they relate in the context of early childhood education with your body and the body of another during play, dialogues and the choices of school artifacts. Using methodological procedures of ethnographic qualitative research, this research has also met with femininity and masculinity that are produced in school. In this sense, it is observed that, in their gender relations, children learn socially patterned behaviors that impact on their ways to be boy and girl. It appears that the discourses present in the classroom are guided by binary relations, which mark the times, spaces and objects belonging to boys and girls. Still, despite all the strategies to suit children to normative patterns of behavior has been observed that there are situations in which children express resistance to imposed on them, either through disputes, confrontations or leaks, demonstrating that there are always possibilities to build other ways of being and to act with respect to gender.
Educar em valores : representações de pais e professores
(Universidade Federal de Mato Grosso, 2012-04-24) Arruda, Emerson de; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Menin, Maria Suzana de Stefano; 457.714.438-87; http://lattes.cnpq.br/8157283633787279
This present paper engage itself for human morality field, understanding family and school like fundamental social spaces of moral and ethcs values constructions. Not always this institutions have consistency in education that is given in its socio-educational space, usually establishing divergent relations and tension that need a coherent proposition of moral educattion and values. This paper assumes that moral education, not moralizing, have importante and defining role in the formation of people who will be able to analize, judgde and respect the news social models, paradigms and values. Its goals were identify the roles of parents and teachers about values in education and its relations betwen school and family in this education. In his investigative path, this paper elect the interpretive qualitative approach. The tecnique used in data colect was semistructured interviews, because this kind of interview is caracterized by tematic plot, and this make possible other questions arise in the investigative process. Were interviewed five teachers e four parents of one State public school, responsible for the fundamental teaching at Jaciara city, of Mato Grosso State, with about 300 students came from a variety social spaces. The data analyzed shows the imprecision in determine the concept and role of moral education and values, making only the family the socioeducational place responsable for moral education. Notes, too, the presence of heteronomous moral shaping, aspects of moral education like socialization that reinforce themselves in the interveiwde speech. About family-school relation, one and another recognizes the presence of tension, and that the family intitution walks distant of school setting. Nevertheless, besides all dificulties and limitation of undertanding that family and school shows about moral shaping, booth belives that educate with values is the way to build the reflectivity communion ethic, and that is necessary review its concepts, to every human been be is treated with respect and dignity.
Um estudo sobre a escrita inicial de crianças surdas em fase de alfabetização
(Universidade Federal de Mato Grosso, 2014-03-24) Lima, Ezer Wellington Gomes; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Chacon, Miguel Claudio Moriel; 015.946.718-77; http://lattes.cnpq.br/3168297318782887
This research was developed in the Graduate Program in Education at the Federal University of Mato Grosso, Campus Rondonópolis and inside ALFALE Research Group. Due to the great complexity surrounding the teaching of Portuguese language for the deaf, the research aimed to analyze the process of appropriation of writing covered by the deaf child, entered the regular school in early stage of schooling. In this context, it was necessary to establish the look for deeds done in the classroom / school that allow the deaf student to appropriate the written language as well as the conditions under which their language needs are met in the social and educational context. Realize that they are rare and little publicized methodological and / or literatures that are directed to move teaching and learning of deaf proposals. These students are in classes / special schools that operate on a oralist perspective, which aims ultimately, that deaf students behave as listeners, decoding lips what they can not hear, speaking, reading and writing the English Language or is still located in regular schools inserted into classes of listeners in which, again, is expected to behave as listeners without any special condition is afforded for learning occur. The investigated subjects were two children enrolled in the first cycle of primary education in state school education in the city of Rondonópolis - MT. Classroom observatio, record activities performed by students, interviews with teachers, parents and students seeking to understand the relevant phases of literacy and initial appropriation of writing these children ride: To achieve the proposed objectives , the following procedures were used . For the foundation of the research , as well as Vygotsky and Bakhtin as key stakeholders in the framework of language , are situated other authors who contributed directly to theoretical and methodological developments that include literacy and literacy of deaf children in inclusive education system : BROCHADO (2003 ) ; GÓES ( 1994 , 2002 , 2004 ) ; LODI ( 2004); FERNANDES ( 1999); QUADROS ( 1997, 1999, 2004 , 2006, 2008 ) ; GESUELI (2013 ) , among others. Through research, we determined the difficulties experienced in the classroom for deaf children room, especially the lack of theoretical and methodological support that prioritizes the education of these students in the literacy process included in the regular school. Even with the attempt of teachers to teach them, there are still barriers that hinder the ownership of the written language, since all children without exception deaf, require knowledge of the world so that they can ( re) contextualize the written and hence derive meaning.

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