TEDE Coleção:http://tede2.pucgoias.edu.br:8080/handle/tede/332024-03-26T18:03:45Z2024-03-26T18:03:45ZA organização do ensino do conceito evolução nas series iniciais da educação básica na concepção da teoria do ensino desenvolvimentalAlmeida, Karla Vitoriano e Silvahttp://tede2.pucgoias.edu.br:8080/handle/tede/50422024-02-17T04:00:33Z2023-09-12T00:00:00ZTítulo: A organização do ensino do conceito evolução nas series iniciais da educação básica na concepção da teoria do ensino desenvolvimental
Autor: Almeida, Karla Vitoriano e Silva
Primeiro orientador: Zanatta, Beatriz Aparecida
Abstract: This investigation, linked to the Research Line Educational Theories and Pedagogical Processes, of the Postgraduate Program in Education - PPGE at PUC Goiás, is located in the theoretical field of Didactics. It was assumed that despite the interest in Historical-Cultural Theory, both in Brazil and abroad, the potential of this framework has not yet been completely appropriated by researchers investigating science teaching, particularly in the early years of elementary school. Thus, considering the need for a teaching methodology based on Vasili V. Davidov's Theory of Developmental Teaching, we searched for elements that would allow us to answer the question: What is the contribution of Davydov's theory to organizing science teaching focusing on study of the Evolution concept by students in the initial grades of basic education? Thus, the central objective of the research was to discuss the contributions of Davidov's developmental teaching to the science teaching-learning process in the initial grades, specifically taking the Evolution concept into greater depth. Methodologically, a literature review was carried out in order to understand the main concerns currently present in the scientific and academic environment in relation to teaching the concept of evolution in basic education, as well as the theoretical-bibliographical study on Davydov's contributions to thinking about the organization of teaching of the Evolution concept, with a view to promoting the development of students' thinking through the formation of concepts. the challenges of teaching science, specifically the concept of Evolution in the early years, as well as a theoretical-bibliographical study of Davidov's contributions to teaching the concept of Evolution. The main results stand out: according to the theory of developmental teaching, it is up to the teacher to carefully analyze the content so that he or she can create necessary actions for the student to creatively reproduce the concept. The development of students' critical consciousness and psychic abilities requires a teaching organization focused on the formation of theoretical thinking, guided by dialectical logic. The organization of teaching from the Davydovian perspective, through six actions that place the student in the movement of thought from the abstract to the concrete, presents a significant transformative potential for learning the concept of evolution. These actions mobilize the student to assume an attitude of investigating, establishing relationships, making discoveries, drawing conclusions, in a well-founded way, through a method of thinking of which he or she is aware. Thus, the research carried out came to the conclusion that the theory of Developmental Teaching has a lot to contribute to science teaching, as the concepts used in this theory provide rich potential for teaching students to think dialectically
Instituição: Pontifícia Universidade Católica de Goiás
Tipo do documento: Tese2023-09-12T00:00:00ZHistória e memória Universidade Federal de Goiás - regional JataíSilva, Marliane Diashttp://tede2.pucgoias.edu.br:8080/handle/tede/49852023-11-24T04:00:15Z2023-08-24T00:00:00ZTítulo: História e memória Universidade Federal de Goiás - regional Jataí
Autor: Silva, Marliane Dias
Primeiro orientador: Almeida, Maria Zeneide Carneiro Magalhães de
Abstract: This research is associated to the Stricto Sensu Graduate Program in Education at the Pontifical Catholic University of Goiás on the line of research: Education, Society and Culture. It is connected to the research group Education, History, Memory and Cultures in Different Social Spaces - EHMCES/HISTEDBR/PUCGO. The research theme is to verify the History and Memory Federal University of Goiás - Regional Jataí. The objective of the research was to investigate the process of implementation of public Higher Education in the Southwest of Goiás, focusing on the cities of Rio Verde and Jataí, during the period between 1978 and 1989. It starts with the following research problem: Jataí during this period, had a smaller population and lower economic development in relation Rio Verde, what would be the conditions for the creation of Federal Universities. However, in 1978, the city of Jataí created the first public University in the Southwest region. What did it happen that public Higher Education was not implemented in Rio Verde? What did it influence this conquest in the city of Jataí? Did the University contribute to the development of the city of Jataí? It was guided theoretically and methodologically by Oral History with an approach of the Evidence method. This thesis demonstrates, after analyzing documental and oral corpus, the historical, political and economic relations, which contributed to the implementation of Higher Education in the Southwest of Goiás, emphasizing the Federal University of Goiás - Regional Jataí. With this line of questioning, we obtained the following result: the political and economic power of Rio Verde were the impediments to the foundation of the Federal University of Goiás in the city. Contrary to what happened in Jataí, the political interest combined with the Extensionist Higher Education development programs for the country side, and the clientelist and patrimonialist issues influenced the implementation of the University. However, the presence of Advanced Campus of Jataí made it possible for the city to have national visibility, but it did not immediately impact the development of the city in terms of demographic growth, but the impact was perceived in the cultural scope, since the first courses made possible the professionalization and training of teachers, the majority of whom work for public schools. This research used the following authors as a theoretical apparatus: Cunha (1980), Baldino (1991), Magalhães (2004), Halbachs (2006)
Instituição: Pontifícia Universidade Católica de Goiás
Tipo do documento: Tese2023-08-24T00:00:00ZFinalidades educativas da escola: formação de professores a partir da Resolução Nº 2 de 1º de julho de 2015Oliveira, Daniel Junior dehttp://tede2.pucgoias.edu.br:8080/handle/tede/49832023-11-24T04:00:32Z2023-08-24T00:00:00ZTítulo: Finalidades educativas da escola: formação de professores a partir da Resolução Nº 2 de 1º de julho de 2015
Autor: Oliveira, Daniel Junior de
Primeiro orientador: Freitas, Raquel Aparecida Marra da Madeira
Abstract: Processes, of the Postgraduate Program in Education at the Pontifical Catholic University of Goiás. In the social and historical context of the 21st century, with the overwhelming advance of capitalism and the model neoliberal economy, the purposes of school education have been the subject of dispute by different segments of society and its definition affects teacher training. In the Brazilian case, the neoliberal influence on political decisions surrounding teacher training for basic education is undoubted. In this way, we started with the question: To what extent are educational purposes for the school, defined in official policies, projected in the conceptions of teacher training included in Resolution N.2/2015 and how do they affect the social and pedagogical quality of teaching courses? teacher training for Basic Education? The general objective of the research was to analyze the conceptions of educational purposes of school education in legal documents and how they are projected in the conceptions of teacher training, as stated in CNE Resolution N. 2/2015 (and corresponding Opinion) and the consequences for the social and pedagogical quality of teacher training courses for Basic Education. The specific objectives were: a) to investigate and analyze the educational purposes of school education in educational policies in Brazil and the implications for the conception of teacher training; b) analyze Resolution no. 2/2015 and corresponding Opinion, in relation to the training concepts present in this document; c) discuss the implications of these concepts in the professional training of teachers in the Brazilian context; d) contribute to rethinking and re-discussing the purposes and implementation of teacher training from a critical perspective as opposed to the neoliberal orientation. For the theoretical foundation, we used the works of Lenoir, Lessard and Libâneo on the educational purposes of schools in the 21st century, also using other Brazilian and foreign authors. In relation to teacher training, this work seeks to be based on the epistemology of praxis as a positioning constituted in a critical counterhegemonic vision of teacher training, which seeks the social transformation of reality through education. Taking the historical-dialectic materialist conception of knowledge as guidance, the methodological procedures were documentary analysis and bibliographical research. The analysis made it possible to identify that the teacher training referred to in Resolution no. 2, of July 1, 2015, with regard to pedagogical training for non-graduates, reflects a neoliberal character by restricting the teacher's pedagogical knowledge and, consequently, harming and impoverishing their training and that of their students in Basic Education, which is not in contradiction with neoliberal principles for this stage of schooling. It is understood that the aforementioned Resolution has the explicit intention of promoting teacher training in a rapid and emergency manner, but, in essence, it produces a slowdown and harm to the quality of teacher training for basic education
Instituição: Pontifícia Universidade Católica de Goiás
Tipo do documento: Tese2023-08-24T00:00:00ZA visibilidade e concepção de extensão no Instituto Federal Goiano - campus MorrinhosBaldoino, Luciana dos Santos Machadohttp://tede2.pucgoias.edu.br:8080/handle/tede/49782023-11-22T04:00:55Z2023-08-31T00:00:00ZTítulo: A visibilidade e concepção de extensão no Instituto Federal Goiano - campus Morrinhos
Autor: Baldoino, Luciana dos Santos Machado
Primeiro orientador: Mesquita, Maria Cristina das Graças Dutra
Abstract: This research, part of the research line State, Policies and Educational Institutions of theGraduate Program in Education at the Pontifical University of Goiás (PUC-Goiás), sought toinvestigate, through bibliographical, documental and empirical research, the extension. Theresearch problem is limited to the question: what is the place of the extension in the IF Goiano - Campus Morrinhos? To what extent does the extension gain visibility in the documentsandactions of this HEI? The general objective of this research was to apprehend the placeofextension at the IF Goiano - Campus Morrinhos, from 2020 to 2021, in order toidentifyitsvisibility and conception of extension through extensionist actions. The specific objectiveswere: a) To understand the historical trajectory of universities in Brazil, the mechanismsandrelationships that interfere in their social function; b) To discuss the concept of extensionandits unfolding in public policies and in the Federal Institutes of Education; c) Toknowandanalyze the importance of extension through the resources destined to it and the scopeofitsactions; d) To identify extension actions carried out at the IF Goiano - Campus Morrinhos; e)To identify the predominant concept of extension in the extension actions of the IFGoiano-Campus Morrinhos. In order to understand the research object, beyond appearances, webasedit on the method of dialectical historical materialism. For data collection, we appliedtheinstruments of interview and semi-structured questionnaire and systematic observationsrecorded in a field diary. The research, approved by the Ethics Committee, valuedthewillingness and anonymity of the participating subjects. Among the research results, wefoundthat most of the extension actions carried out by the IF Goiano - Campus Morrinhos compriseextension projects and events. We verified that, throughout the period from2017 to2021, thetotal number of actions did not behave regularly. On the contrary, it showed a decreaseof44% in 2018, compared to the previous year. The understanding of extension amongtheprofessors who developed extensionist actions is anchored in an assistentialist vision,although we perceive in the voices of some professors a broad understanding about extensionin line with that defended in recent documents on the subject. The visibility of the extensionin the IF Goiano is mainly through events, as an action responsible for most of the extensionin the IF Goiano. Despite the place that extension occupies in the IF Goiano, we cansaythatextension projects have little visibility, since in the management reports there is noclear andsystematic information about the resources invested in management and the results of suchactions
Instituição: Pontifícia Universidade Católica de Goiás
Tipo do documento: Tese2023-08-31T00:00:00Z