https://repositorio.ifgoiano.edu.br/handle/prefix/231 2026-06-23T18:20:33Z https://repositorio.ifgoiano.edu.br/handle/prefix/6623 Título: INFLUÊNCIA DA MILITÂNCIA DOS POVOS ROMANIS NAS POLÍTICAS PÚBLICAS: CONQUISTAS E RECONHECIMENTOS ANTES INVISÍVEIS Autor(es): Costa, Magna Nascimento Mizurini da Primeiro Orientador: Martins, Daniel Valério Abstract: This research is situated within the field of Youth and Adult Education (YAE) and examines the persecution, prejudice, and historical, social, and educational silencing experienced by Romani peoples, as discussed by Moonen (2011, 2013) and Teixeira (2008). Such processes have contributed to the systematic marginalization of these groups within the school context, particularly regarding access to knowledge about rights, public policies, and legal frameworks. In this context, the central objective of the study is to analyze how the appropriation of knowledge related to public policies, normative frameworks, and rights guaranteed to Romani peoples can contribute to strengthening critical awareness, identity recognition, and social protagonism among Romani students of the Calon ethnicity enrolled in the municipal public school system of Caldas Novas, Goiás, Brazil. The adopted methodology is grounded in a qualitative approach of an ethnographic nature, based on participant observation, articulating theoretical reflection and practical anthropology aimed at social transformation. This perspective dialogues with Oliveira (2024) and Malinowski (1922), as it understands research as a process of immersion in the empirical field and ethically committed intervention. The study also incorporates contributions from Gil (2002), Minayo (2002), and Lüdke and André (1986), who emphasize the importance of direct contact with the investigated context and the appreciation of meanings and lived experiences of the subjects involved. Data analysis is guided by the assumptions of Discourse Analysis proposed by Orlandi (2012), revealing significant discursive shifts expressed through the expansion of vocabulary related to rights and citizenship, increased participation in formative activities, and the resignification of identities. These findings dialogue with Martins’ (2023) concept of overculturality and with Candau’s (2020) reflections on intercultural education and the dialogue of knowledges. It is concluded that educational practices guided by an ethnographic, interdisciplinary, intercultural, and decolonial perspective contribute to the political emancipation of Romani students in YAE, reinforcing the need for educational policies committed to cultural diversity and social justice. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto Técnico Educacional 2026-04-27T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6616 Título: LEITURA LITERÁRIA COMO GÊNESE DE EMANCIPAÇÃO E RECONSTRUÇÃO SOCIAL NO SISTEMA PRISIONAL À LUZ DO PROJETO TESSITURAS Autor(es): Oliveira, Flavia Maria Thomazini Primeiro Orientador: Rodrigues, Aline Sueli de Lima Primeiro Membro da Banca: Almeida, Rosivaldo Pereira de Segundo Membro da Banca: Fernandes Sobrinho, Marcos Terceiro Membro da Banca: Rodrigues, Aline Sueli de Lima Abstract: In contexts of deprivation of liberty, where disciplinary rigidity, silencing, and the invisibilization of those confined prevail, literary reading emerges as a powerful instrument of humanization and emotional regulation. In light of this relevance, the present study takes as its object the pedagogical practices of a dialogic reading initiative: Project TESSITURAS, an extension project of the Instituto Federal Goiano, Campus Urutaí, which involves faculty members from the institution and individuals deprived of liberty in a correctional facility located in Pires do Rio, in the state of Goiás, Brazil. The study is grounded in the theoretical contributions of Paulo Freire, Antonio Candido, Henri Wallon, Judith Butler, and bell hooks, among others who conceive education as a practice of freedom. It adopts a qualitative approach and is methodologically grounded in Laurence Bardin’s Content Analysis (2016), based on the observation and full transcription of ten classes conducted within the project. The findings reveal a set of recurring pedagogical practices that constitute the structural axes of the initiative: shared teaching and interdisciplinarity; literary text curation; lexical, textual, and aesthetic engagement; and affectivity and welcoming as foundational dimensions of the pedagogical process. Following the systematization of both the method and these pedagogical practices, an instructional guide was developed in e-book format, aimed at new educators, with the purpose of expanding and replicating Project TESSITURAS in other contexts of deprivation of liberty, particularly within prison-based Youth and Adult Education (EJA), so that it may become a sustained and institutionalized practice. The material was designed to support the replication of this extension activity in other correctional facilities across the country, as well as in contexts marked by marginalization and vulnerability, while preserving the formative principles of the original project. Beyond merely reproducing pedagogical practices, the instructional guide seeks to safeguard the humanizing, critical, and emancipatory essence that underpins and distinguishes Project TESSITURAS from other reading initiatives within carceral settings. Editor: Instituto Federal Goiano Tipo: Dissertação e produto educacional 2026-04-23T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6614 Título: FORMAÇÃO DOCENTE PARA UMA EDUCAÇÃO MAKER EM ESCOLA MUNICIPAL DE EDUCAÇÃO DE JOVENS E ADULTOS (EJA) DE CALDAS NOVAS/GO Autor(es): Silva, Leoney Lopes da Primeiro Orientador: Assunção, Ricardo Gomes Primeiro Membro da Banca: Silva, Cléber Cezar da Segundo Membro da Banca: Nunes, Simara Maria Tavares Abstract: This dissertation focuses on Maker Culture in Youth and Adult Education (EJA) and was developed within the scope of a continuing education course for teachers. Its objective was to investigate how Maker Culture can contribute to the continuing education process of teachers in Youth and Adult Education (EJA), promoting innovative, collaborative, and contextualized pedagogical practices, through the creation and application of an educational product aimed at developing active and creative teaching methodologies. Based on the principle of "learning by doing," the research proposed the creation and application of an Educational Product (an online training course on Maker Culture) aimed at teacher training and the integration of active, creative, and collaborative methodologies in the context of EJA. The research, qualitative and exploratory in nature, used questionnaires and content analysis as methodological instruments to understand teachers' perceptions of the use of Maker Culture, based on the guidelines of Bardin (2016), complemented by the perspective of Zabala (1998). The results indicated that the use of Maker Culture contributes to the redefinition of pedagogical practices, strengthening professional identity and expanding the possibilities for innovation in the classroom. Furthermore, it was found that the Educational Product has potential for replication and social relevance, meeting CAPES guidelines for educational products of professional master's programs. The online training course on Maker Culture was conceived as a formative and didactic support material, structured in modules that articulate theory and practice, offering teachers activities, mediation suggestions, and reflective assessment tools. Each module proposes accessible and contextualized experiences, using simple and recyclable materials, which allows for replication in different school realities. The Educational Product, therefore, aims to stimulate teacher and student protagonism, promote engagement, creativity, and authorship, as well as value meaningful learning and the autonomy of adult education educators. It is concluded that integrating Maker Culture into teacher training in Adult Education fosters the development of a creative, critical, and emancipatory pedagogical practice, capable of bridging the gap between theory and practice and promoting meaningful, collaborative, and contextualized learning. This proposal reinforces the commitment of continuing education to transforming educational reality and valuing the teacher as a creator of knowledge. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto educacional 2026-04-24T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6610 Título: PROCESSO DE SOBRECULTURALIDADE E CULTURA CIGANA: ESTUDO NA ETNIA CALON DE CALDAS NOVAS – GO Autor(es): Coelho, Carolina Lorena Primeiro Orientador: Martins, Daniel Valério Primeiro Membro da Banca: Martins, Daniel Valério Segundo Membro da Banca: Moreira, Débora Astoni Terceiro Membro da Banca: Cardoso, Marilete Calegari Abstract: Roma peoples are part of a diverse ethnic group with traditions, cultural practices, social values, and family structures that are transmitted from generation to generation and contribute to the multiple characteristics of Roma identity. The transformations observed in the traditions and culture of the Calon Roma Community of Lagoa Quente, in Caldas Novas, over the period studied indicate the occurrence of significant changes. These changes appear to be related to the need for cultural continuity within a context marked by discriminatory practices and low social visibility. The objective of this research is to identify evidence of Overculturality in the Calon Roma Community of Lagoa Quente, in Caldas Novas, Goiás, as well as to understand its history and culture, thereby contributing to the valorization of the cultural identity of this ethnic group through the dissemination of an e-book in the form of a literary novel that addresses the historical trajectory and cultural manifestations of the Roma people. This research is qualitative in nature. The methodological procedures include literature review (Mattar, Ramos, 2021), case study (André; Ludke, 2018), life history (Marconi; Lakatos, 2003), oral history (Silva; Santos, 2022), state-of-the-art review (Romanowski; Ens, 2006), and the conversation methodology (Silva, 2024). Data collection will be carried out through interviews and direct observation. Data analysis will employ discourse analysis (Greimas, 1975), the evidentiary paradigm (Ginzburg, 1989), and thematic analysis (Braun; Clarke, 2006). The specific objectives guide the analysis of theoretical frameworks addressing the origin, culture, and Roma identity. The historical trajectory and cultural practices of the Calon Roma Community of Lagoa Quente, located in Caldas Novas, were also investigated. Furthermore, the study sought to discuss the role of education in the valorization of Roma culture and its impact on processes of identity consolidation and social empowerment. The analysis of the case study and the life history of the first Calon Roma individual from the community to enter higher education identified evidence of the Overculturality process and made it possible to understand the individual’s context within the community and the role of education in ethnic survival and empowerment Editor: Instituto Federal Goiano Tipo: Dissertação e Produto Técnico e Educacional 2026-04-27T00:00:00Z