Dissertações em Educação (Mestrado) - PPGED/ICED
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319
O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).
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Navegando Dissertações em Educação (Mestrado) - PPGED/ICED por Orientadores "ABREU, Waldir Ferreira de"
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Item Acesso aberto (Open Access) Formação de professores na Amazônia bragantina: um estudo sobre o PNAIC e a prática pedagógica em classes multisseriadas(Universidade Federal do Pará, 2019-02-28) CORRÊA, Daniel Rodrigues; ABREU, Waldir Ferreira de; http://lattes.cnpq.br/6364117476478718; https://orcid.org/0000-0002-0245-9072The text on screen is part of the Field Education and Teacher Training field and presents the results of the research entitled "Teacher Training in the Amazonian Bragantina: a study on the PNAIC and the pedagogical practice in multi-serialized classes" that intends to analyze the training provided by the National Pact for Literacy in the Right Age (PNAIC) to the teachers of the Bragantina Amazon and its impact on the pedagogical practice of teachers of multi-grade classes. In order to reach the proposed objectives, a literature review was carried out in the literature and databases of the Post-Graduate Programs in Education (PPGED) of the Federal and State Universities of Pará that deal with thematic and documentary analysis, which have permeated all the work. The methodology used brings qualitative research as an approach, so we delimit ourselves in the bibliographic, documentary, and field research, having as a locus the formative and professional experiences of 09 teachers from schools in Bragança, Tracuateua and Augusto Corrêa, municipalities that integrate the Bragantina Amazon. In the search for a closeness to reality, interviews were conducted in order to strengthen the contact with the subjects that dynamize and recreate the knowledge in the schools/multi-series classes of this territory. The research showed that the teachers approve the quality and the methodology applied in this Continuing Education offered by the MEC, considering it as positive and satisfactory. In addition, it shows that all of them would be interested in continuing these studies, if they were offered and highlighted as more relevant aspects of this training modality, the possibility of sharing experiences, the practical applicability of the subjects addressed and the production of materials for use in the classroom. The results allow to infer that the PNAIC had a direct impact on the work of these teachers in the classroom and reveal that in the period from 2008 to 2018 it has been observed the existence of efforts of the federal government and the education secretariats of the municipalities locus of the research in the creation of public policies aimed at training teachers, especially those working in rural schools. However, they are educational policies that, for the most part, have been and/or are permeated by pragmatism, technicism and accountability of educational outcomes, which may not provide the teachers of the field with a formation that can articulate initial formation, formation continuation and professionalization in a perspective of consolidating their teaching autonomy in these spacestimesItem Acesso aberto (Open Access) Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano(Universidade Federal do Pará, 2019-02-28) CARMO, Nilce Pantoja do; ABREU, Waldir Ferreira de; http://lattes.cnpq.br/6364117476478718; https://orcid.org/0000-0002-0245-9072The dissertation presents the specificities of the research entitled “A RIVER ON THE WAY: schooling processes of riverine students in an urban school context”, linked to the Graduate Program in Education - PPGED/ICED/UFPA. The objective of this study was to understand the schooling process of the riverine students who study in schools located in the urban area of Belém. Methodologically, the research was based on a qualitative approach, being supported by some technical elements of the ethnographic research. In the first moment, a bibliographical search was made on the main categories of the subject under discussion (riverine people, education, culture and identity), as well as on the viable theoretical-methodological resources to be used. Initially, a verification in the digital databases of the PPGED/CCSE/UEPA and PPGED/ICED/UFPA was also carried out, searching for dissertations and theses that would underpin the understanding about how the Riverine Education has been academically addressed in the context of Pará and Amazon. The data collection was based on field observation, understanding the schools’ PPPs, and interviews made with students, teachers and pedagogical coordinators from two state schools. The study originated from the question “How does the schooling process of the riverine students in urban schools occur?”, and the results that emerged from it consist of the numerous difficulties faced by these students in order to have access to formal education, as well as the need for their living realities to be better known, understood and valued by the schools where they are inserted, which should subsidize the accomplishment of a systematized work focused on their educational successes in all aspects and singularities. Therefore, it can be stated that the dissertation reveals important approaches on the schooling of riverine students, making itself as an instrument of research and reflection to those who dedicate themselves to or are interested in the subject.