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- ItemA política curricular para o ensino de história em escolas públicas da Rede Estadual de Educação de MT : a voz dos professores(Universidade Federal de Mato Grosso, 2019-04-08) Andrade, Adriadna Lispector Rodrigues Pereira de; Baldan, Merilin; 315.234.868-13; http://lattes.cnpq.br/1459099126062848; Baldan, Merilin; 315.234.868-13; http://lattes.cnpq.br/1459099126062848; Cunha, Érika Virgílio Rodrigues da; 568.853.421-49; http://lattes.cnpq.br/1583175347126296; Pátaro, Cristina Satiê de Oliveira; 270.382.798-90; http://lattes.cnpq.br/6663293423459196This research is inserted in the Research Line Education of Teachers and Public Educational Policies of the Post-Graduation Program in Education of the Federal University of Mato Grosso, university campus of Rondonópolis. The aim of the study is the implications of educational policies for the history teaching, in regular high school, in the public education of the state of Mato Grosso, in the city of Rondonópolis. Thus, our overall goal is to investigate how educational policies interfere the history teaching and the procedure of history teachers. The research is justified by the need to understand the extent to the discourses of teacher autonomy are held against the prescriptions of curricular policy within the educational context: salary, working conditions, teaching material and teaching resources, among others, which make up the daily life of teachers who teach history in basic education. We problematize how the curriculum policy interferes with teaching, that is, how the definitions of curriculum of history impute to the teacher certain conceptions, contents and methodologies that limit the autonomy of teachers. We used the oral history method, through interviews, as well as a questionnaire with questions about the profile of teachers. The people who participate are four history teachers of the State Public Education of Mato Grosso, in the municipality of Rondonópolis, in addition to a pedagogue teacher who collaborated with an exploratory interview conducted prior to the interviews. After the interviews and transcriptions were carried out, the analyzes were made based on five themes: formation, planning, learning, public policies and history teaching. From the interviews, as conclusions to this investigation, it is possible to see some of the implications that affect the teaching of teacher history of some schools in the city of Rondonópolis. Although teachers interviewed do not know in depth the texts of educational policies, it is possible to note in their speeches how these policies reflect in their teaching in the classroom. There is a lack of space for debates on educational policies and to know them. There is a lack of space for further studies and research by teachers. There is a lack of training that is more consistent and collaborates even more with issues regarding the role of the history teacher and not just the historian. There is a lack of freedom so that other methods can be worked in the room, not just the traditional method. Lack structure. On the other hand, there are bureaucracies, evaluations, collections, numbers.
- Item(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/6665667611048925In 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.
- ItemPolítica Nacional de Humanização : a formação do enfermeiro contribui para a práxis em saúde?(Universidade Federal de Mato Grosso, 2019-11-18) Calixto, Ludmila Morais; 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; Bottosso, Rosa Maria; 339.993.761-04; http://lattes.cnpq.br/4855415598750198; Fabbro, Marcia Regina Cangiani; 068.621.118-92; http://lattes.cnpq.br/6978014098495031This case study was developed by the Postgraduate Program in Education (PPGEdu) of the Institute of Human and Social Sciences of the Federal University of Mato Grosso, Campus of Rondonópolis-MT, and its main objective, therefore, to investigate as coordinators, faculty and students understand PNH in the undergraduate nursing program. Therefore, the reflexive proposal of this research is to answer the following question: How do coordinators, teachers and students in the undergraduate nursing course understand the National Humanization Policy? This is a case study with a qualitative approach, simultaneously covering two higher education institutions (private and public) and two coordinators, five teachers and four students of the Nursing course. On this occasion, the following themes were structured: the course and characterization of the PNH’s base documents, Nursing education and Humanization. Regarding the data analysis, they were performed based on semi-structured interviews directed to the participants, which were recorded, transcribed and synthesized. The results obtained emphasized to provide answers to the guiding question of this research and were categorized as follows: understanding about nursing education; conceptions about the National Humanization Policy; conception of humanization; and contradictions in the processes of professional practice. The analysis allowed us to see that teachers and coordinators understand Nursing teaching for purposes aimed at generalist education and with the core in the labor market, minimally characterizing the dialogue on the humanization policy in teaching and learning processes, even in the face of so much evidence the need for its implementation. Higher education is a unique moment in the construction of a profession and needs dialogic and teaching processes that constantly seek changes in contexts worn and weakened by care and educational practices that do not bear fruit for transformations in nursing. Nursing, conceived as one of the main health professions in the world, must guide deep considerations about the teaching and learning processes, especially the understanding of the dimension that humanization needs to be imbued in the essence of the profession.
- ItemDiários de classe : sua história e contribuição aos estudos da alfabetização em Mato Grosso (1930-1970)(Universidade Federal de Mato Grosso, 2013-02-27) Fagundes, Luiza Gonçalves; 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; Zaia, Iomar Barbosa; 137.010.128-73; http://lattes.cnpq.br/5109092833575492The main objective of the research presented here was to analyze historical aspects of the “General Registers of the Educational Institution”, which in Mato Grosso were known as “Class Diaries” (grade books), with the belief that such documents serve as a source which contributes to studies related to the history of literacy. Due to the complexity of the subject, the research was organized chronologically to avoid dispersion. This approach facilitates the localization, recuperation, organization, selection and analysis of the sources. The methodological strategy chosen was the selection of the period from 1930 to 1970, which, respectively, represent the beginning and ending periods of the investigation. This time period was selected due to the fact that 1930 was the moment of consolidation, within the country as a whole, through single tabulation, of the National Educational Statistics, whose objective was to standardize the means of collecting such registers; and 1970, due to the fact that it was the last year in which school groups which were extinct by the law LDB 5.692/71 were registered. The choice of investigating Class Diaries pertaining to the elementary level was made based on the fact that literacy at the elementary level is of interest to both me, as a researcher, and to the research group ALFALE, which focuses directly on the development of literacy within the school setting and is also a group of which I am a member. This investigation is based on data collected by the research group ALFALE/CNPq/UFMT, of which the oldest examples date from 1930. Many research projects related to the History of Education are today interested in organizing and preserving the documents which are stored in administrative areas of schools. This renewed interest in such documents has taken place due to the restructuring of the researcher’s viewpoint, which observes that these materials (school documents) serve as a source of investigation which can be revisited, discovered and verified; or rather, this instrument of documentation represents established school cultures, and therefore responds to the forms of content, frequency and organization in educational institutions. The present research intends to contribute to reflection regarding certain aspects of the history of Class Diaries, through a reading and the construction of narratives of school cultures interlaced with contributions from studies based on the history of literacy practices in Mato Grosso. As a result, it is possible to affirm that Class Diaries are considered formal documents which present refined speech due to their comprobatory bias that expounds fixed data (student names, dates, content and grades) and variable data (the insertion of content related to the classroom context). Furthermore, such bookkeeping practices were created to evidence and serve as proof of teacher’s educational practices and student performance within the educational institution. This document was standardized and the teacher responsible for the class was obligated to fill in the required information. The teacher also was required to represent his/her practice in writing, clarifying through such register, in the complex spaces offered, the reality experienced within the school context. Thus, the Class Diaries have left clues about teaching practices and the evolution of the way in which this content is registered.
- Item“Aquele prédio branco” : influências, interpretações e traduções na atuação da política de gestão do IFMT no Campus Rondonópolis (2014-2018)(Universidade Federal de Mato Grosso, 2019-12-20) Pires, Christiane Camilo; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Rocha, Edimárcio Francisco da; 815.131.781-72; http://lattes.cnpq.br/7403353280796241This dissertation is a results from a research registered in the Research Line Teacher Training and Educational Public Policies, of the Graduate Program in Education, Federal University of Mato Grosso, University Campus of Rondonópolis (PPGEdu / UFMT / CUR), having as theme the IFMT Management Policy. Its general objective is to understand what is the interpretation and translation of the subjects of the practice, that is, the professionals who work at Campus Rondonópolis, about the institutional management policy present in the IFMT PDI. Structured as a qualitative approach, was used a method in the approach of the Policy Cycle, proposed by Stephen Ball and Richard Bowe, as a analyses referral. This approach proposes a critical, nonlinear, multidisciplinary and global analysis of the educational policy trajectory, organized in three interrelational contexts: context of influence, context of text production and context of practice, each one presenting arenas, places and interest groups, involving debates and negotiations. The study was conducted considering that policies are not implemented, are staged, put into action, interpreted and translated, materialized in different and varied ways, so professionals are not mere implementers, the actors involved have control over the process. In this perspective, to direct and meet the general objective of this research, three specific objectives were formulated. Regarding the first, investigating the circumstances and possible influences and trends that underlie IFMT management policy, sought to situate in a historical context, taking into account determinations and contradictions, the emergence of IFMT, through a brief discussion about the history of the Federal Network. Regarding the second, discussing the meanings presented in the IFMT management policy, based on the PDI document 2014-2018, we approached from the Federal Institutes organizational model the management in IFMT, especially in Campus / Rondonopolis. Regarding the third, to verify the interpretations and translations of the actors participants on the research about the IFMT management policy, turned to the performance of this policy, based on the document of PDI 2014-2018, conducting semi-structured interviews with 6 IFMT / Rondonópolis employees who, to a greater or lesser extent, acted in the drafting of the document and also in management functions during its term. It was possible to observe that the PDI is characterized as a representation of politics in which the interpretations of the subjects of the practice congregate, in the formulation of institutional strategies, as a guide of their actions, which are translated into a “more didactic” language through the formulation of various tactics in order to ensure compliance with the expectations of institutional strategies; and that the interviewees present different readings of reality, according to the role that each actor plays in the institutional plot and the diversity of situations that they had to deal with to put politics on the scene, dealing with interpretations and translations essentially contradictory, sometimes democratic sometimes the management.