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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Agora exibindo 1 - 20 de 23

Acesso aberto (Open Access)
A reestruturação produtiva e suas repercussões na qualificação e na formação profissional do trabalhador dos supermercados
(Universidade Federal do Pará, 2007-09-14) PADILHA, Raimundo Wanderley Corrêa; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
Acesso aberto (Open Access)
Análise do Programa Ensino Médio Inovador no estado do Amapá no período de 2010 a 2014
(Universidade Federal do Pará, 2015-08-18) MATOS, Wanda Mara Meguins; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This dissertation, entitled "High School Program Analysis Innovative in the state of Amapá in the period 2010 to 2014", aims to analyze the trial Innovative School Program in the state of Amapá, above all, their relationship with the dynamic curriculum in the light of concept of innovation-driven integration idea. This is documentary research, preceded by literature review, based on critical dialectical perspective, prompted by the need to review the curriculum proposals that guide the practice of the program in one of eight schools who began their trial in the state of Amapá from year 2010, and the monitoring of performance indicators and movement of the first students who attended high school in this state between the years 2010 and 2012, these indicators pointed in the Program text as a basis of assessment strategies of this program. To understand our object, we elected as methodological contribution to our research's approach BALL policy cycle and BOWE (1992). The research results revealed that, although the ProEMI have stimulated diverse and interesting pedagogical practices in school Gabriel Almeida Café, educational purposes remained the same; the school has to be guided by two types of curriculum: disciplinary and other non-disciplinary, both with a focus on preparing students for the ENEM, reinforcing fragmentation instead of integration; performance indicators and movement revealed discontinuities, reprobation and abandonment proved to be high in the first three years of the trial program in most schools; therefore, we conclude that by strengthening the curriculum fragmentation in the analyzed school and reassert the dominance of the preparatory character of high school, the proposals now analyzed, although interesting, has little innovative strength.
Acesso aberto (Open Access)
Esboço de Leonardos: a experiência da forma integrada de ensino profissional do CEFET - PA
(Universidade Federal do Pará, 2008-09-12) SANTOS, Rosineide de Belém Lourinho dos; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
When investigating the curricular interaction between secondary and technician educations of the integrated form of the course of Mechanics of CEFET-PA has as estimated that to adopt the integrated form legislated by the Decree 5.154/2004 presents potentiality, but not guarantee, of the development of Integrated Education. It develops the concept of integrated and/or integral education when identifying it in some periods of the Brazilian education as flag of distinct formations and with curricular elements presenting disparity. It opts to the integrated term to characterize education and formation that search to surpass the dichotomy manual/intellectual work by the principle of work, science and culture based by the praxis. It briefly deals with the duality of the history of the education agenda, the distinction and approach between integrated form and Integrated Education, by means of the deepening of the origins and meanings of the terms integration, articulation and completeness, to demonstrate the differences between these used words as synonymous, to define the relation between secondary and technician education, that truly, defend different projects of formation. It emphasizes the necessity of intelligibility in the education labeled as professional integrated, lingering in the construction of the Law of Direction Lines and Bases of Education and its regulations for the professional education, especially in the conditions of legitimating the integrated form. It identifies in the legislation, in the orienting texts and in the Base Document of Secondary Professional Education integrated to the Secondary Education, the curricular orientations for the integrated form, in the perspective of Integrated Education. It detaches from these orientations: the educative principle of work, science and the culture, unfolded in work of research, technology and art, the participation of education actors in the elaboration of directions and the coherence with the project of pedagogical agenda in the school. These prominences subsidize the research in documents and interviews with managers, pedagogues and teachers of secondary and technician education in Mechanics in integrated form in the school. The course of Mechanics, whose implantation occurred under the Law 5.692/1971, later reformulated in the Reformation of the Professional Education in 1997, elaborated its initial project of the integrated form, therefore, it presented the best conditions for the research. The research evidences in the reception, decisions of offers, matrix and program of classes, pedagogical planning, the subsidies elaborated in the course and integrated plan of Mechanics, that this course was structuralized by the vision of the integrated form, as return of the professionalizing education of the Law 5.692/1971. This impression had penchant the integrated course of Mechanics to the pragmatism and separated professional education and secondary education, when giving more importance to technician classes and to use some classes of secondary education as prerequisite for technician formation, while others classes had been isolated. Such situation happened due to little legal and theoretical references in this field, unfamiliarity between areas, little participation of the community, and isolated and formalist planning of teachers, all deriving from difficulties of pedagogical and administrative planning in a fragmented institution. Therefore, the integrated course of Mechanics, based on a dual and pragmatist project form workers without the development and involvement of Integrated Education.
Acesso aberto (Open Access)
Escolhas profissionais de adolescentes em carreiras técnicas no Centro Federal de Educação Tecnológica do Pará
(Universidade Federal do Pará, 2005-10-05) TEODORO, Elinilze Guedes; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
In view of the importance of the professional choices’ meaning on the professional identity’s formation and of a productive adult life, this study intends to know how the teenagers pupils of CEFET-PA make their choices about tecnic careers and how the institution take part in those process of choice. It is a qualitative study, where the ideas of autonomy are included being used as a theoretic-methodological reference from Seve’s (1989) elaborations about human subjectivity and understandings of Ferretti (1988) about choices procedures. The information were collected from interviews with a half structured program and applied to six pupils of tecnic courses at the same time. The treatment of that information was maddening using analysis of containing. The result was the identifications of three categories raised from their discussion: things that determine their choices, work and school. Trough it all the way of choice of that pupils were reconstructed denoting their historic and social dimension and revealing understandings of the institutional function about those trajectories.
Acesso aberto (Open Access)
Estado e políticas de gestão financeira para a escola pública: a autonomia da escola no PDDE
(Universidade Federal do Pará, 2005-10-06) SILVA, Luizete Cordovil Ferreira da; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This research discusses the autonomy of the school in the program Programa Dinheiro Direto na Escola - PDDE. It has as objective to understand which concept of autonomy guides the above mentioned politics of the school financial management and which implications this perspective sends to the management of Brazilian government public schools. This is a documental study. The sources used for the collecting of data were 35 official documents which give directions to the PDDE, made of resolutions, provisory acts, booklets, direction manuals, among other documents. To sustain the analysis, the studies of Vitor Paro (1995); (2001); (2003); Licínio Lima (2000a); (2000b); (2001); (2002), Ângela Martins (2002), João Barroso (2003), and others regarding the autonomy of the school were adopted as referential. The study covered ten years of the program in use, which goes from the year of its implantation (1995) to 2004. This study has as borderline the analysis of the autonomy of the school in the guiding plan. Therefore, it has no intention to show how the issue is lived inside the school, starting with the actions of its members. It is simply a conceptual analysis of the autonomy, which starts from the analysis of the documents that guide dictates the politics. The results reveal that the conception of autonomy that guides the PDDE is a functional and operative one, and it points to three processes in the management of brazilian government public schools: 1- to the re-centralization of the state power in the control of the use of financial recourses of the school; 2- to the introduction of the market perspective in the organization of the work in the school; and 3- to the non-obligation of the state regarding the financing and the rendering of state services in the education units.
Acesso aberto (Open Access)
Financiamento e educação profissional: análise do Programa Brasil Profissionalizado no estado do Pará
(Universidade Federal do Pará, 2012-08-06) NASCIMENTO, Adriane Suely Rodrigues do; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This study aimed to analyze the implications of the Brazil Professionalized program in the financing of professional education in state schools of Pará. The Brazil Professionalized is a program of technical and financial assistance established by the MEC (Education Ministry) during the second mandate of Luís Inácio Lula da Silva Government (2007-2010), aiming to expand the professional education offered by the state public education networks in Brazil, focusing on the implementation of integrated professional education. The research was preceded by a literature review about the policy of financing education, vocational education policies in Brazilian’s Federal Government strategies on commit them through the funding of technical and financial cooperation. Then, the study involved documentary analysis of the legislation (ordinances and resolutions), which established and regulated the Brazil Professionalized program MEC/FNDE and documents written by SEDUC/PA related to planning and monitoring program in state schools. Data collection was complemented by semi-structured interviews done with coordinating of Brazil Professionalized program MEC; with COEP (Professional coordination of State Education Department of Pará-SEDUC) to evaluate the implementation process and funding of the program and its implications in the state. The study identified a recurring dispute between the public authorities and the private sector, the public fund to finance professional education, because there is no legal definition and constitutional allocation of public resources for the provision of professional education. The funding strategies of professional education policies are carried out through government programs that take place in a fragmented and disjointed in various ministries of the Federal Government, highlighting the lack of organization around the resources available, and little coordination between projects and actions for the professional education. The study showed weaknesses in the establishment of funding programs of professional education that can reveal the limits of Brazil Professionalized as a program and not as a permanent funding policy. Data analysis showed that the program implementation in Pará state made important contributions to the consolidation of professional education as a system in the state, it could be seen on the documents about management and planning of professional education, the expansion on the number of vacancies, courses and increase in enrollment offer, especially in integrated Professional Education. However, teacher training and maintenance of schools is the responsibility of the State and therefore falls on the agenda of this discussion, the struggle to guarantee sources of funding for continuing professional education policies in the public sector to ensure a supply of education quality.
Acesso aberto (Open Access)
A gestão da educação profissional no Centro Federal de Educação Tecnológica do Pará - CEFET/PA
(Universidade Federal do Pará, 2008) ALMEIDA, Cristiane Silva de; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
The research was to study the object of the management of the Vocational Education CEFET / PA, with a view to whether the practices of the managers CEFET and PA have favoured the democratization of the management of Vocational Education in this institution of education. By that logic we elaborated the objectives of the search to identify the logic of the organization management of the Vocational Education at CEFET / PA, to identify how the school autonomy has been developed by the CEFET / PA’s managing, and check whether the participation of representatives on the subject Directing Council of CEFET / PA and identify how schools are planned actions in the institution. For that seek to use us as the methodological procedures more consistent with our goals of study, focusing, in this case, a qualitative analysis of the data. The survey instrument was to collect data from the nonparticipant observation and semi-structured interview, which was conducted with six managers of the CEFET / PA. The analysis of data obtained in the search pointed to the following conclusions: a) the dynamics of internal organisation of CEFET / PA presents characteristics that show Centralising practices, fragmented and poorly articulated to the reality educational b) the school autonomy has favored the development of actions those are compromising the quality of education offered at the institution where the implementation of agreements and partnerships with the private sector, c) the participation of the subject is limited in school decision-making processes of the Directing Council showing, particularly in relation to external representatives d) the planning school has been developed from Disorganized actions that show a lack of understanding about its role in the institution.
Acesso aberto (Open Access)
Indicadores de qualidade social da educação profissional de nível médio na Escola Integrado
(Universidade Federal do Pará, 2016-11-30) CANELAS, Glaydson Evandro da Silva; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This study comprises the quality of education inspired by a conception of integral human formation which understands it as a socially referenced quality. It aims to study the social quality of secondary school professional education in Integrated School [Escola Integrado] based on indicators pointed out by Dourado (2009), Gadotti (2013) Frigotto (2010), Fonseca (2009) and Forneiro (2008) that were developed from a case study concerning to the reality of Integrated School as an expression of the other units of the Network of State Schools of Technological Education in the State of Pará [Rede de Escolas Estaduais de Educação Tecnológica do Estado do Pará]. We used the technique of semi-structured interview with school professionals (managers and teachers) who provided us with data for content analysis that were cross-checked to Brazilian legislation. The system indicator “teaching provision conditions”, in which we evaluated the infrastructure of Integrated School was chosen as an analysis instrument in five variables through observation in four dimensions of school environment defined by Forneiro (2008): physical, functional, relational and temporal. These dimensions allowed us to reveal that the conditions of provision of the secondary school professional education in Integrated School are precarious, but several significant aspects for the social quality of the professional education in Integrated School can be observed in these variables: classrooms, appropriate school environment for teaching, leisure and recreation activities, sports and cultural practices, and community meetings; equipment in quantity, quality and conditions appropriate to school activities; Library and teaching laboratories.
Acesso aberto (Open Access)
Integração do ensino médio e técnico: percepções de alunos do Instituto Federal de Educação, Ciência e Tecnologia do Pará – IFPA/Campus Castanhal
(Universidade Federal do Pará, 2012-07-09) COSTA, Ana Maria Raiol da; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This dissertation entitled "Integration and technical high school: perceptions of students at the Federal Institute of Education, Science and Technology - IFPA / Campus Castlebay," presents guiding question: What students perceive the teaching strategies practiced in the course, which lead to conclusions about achievements and limitations in the operationalization of the integration of education? Its general purpose is to analyze from the perception of students, the third year of the Integrated Agricultural Technician IFPA / Castlebay if teaching strategies are practiced by enabling teachers operationalize the integration of high school with vocational education. To this end we systematize the guiding principles and fundamentals of the proposed integrated secondary school listed in studies dedicated to the subject, as well as the Base Document MEC (2007). We checked the integrated teaching strategies announced in the Plan of Integrated Agricultural Technical Course in the IFPA / Castlebay and Pedagogical Reports (2006 and 2007) then analyzed the perceptions of students regarding practices operationalized in that course. In the course theoretical-methodological reference resorted to adopting the historical and dialectical materialism as a method of data analysis. Data collection was preceded by a literature review, followed by field research with semistructured interviews with eight (08) students from three (03) classes of the third year of the course. The results reveal the contradictory terrain on which the school was established Integrated: The IFPA / Castlebay performed some actions (lectures, discussions and reflections) through educational meetings for the purpose of inclusion of the proposed integrated secondary school in that course, but far from purpose for which it was intended; show up initiatives to link some teachers in the school with the coach through the strategy of interdisciplinarity. There were limitations that hampered the effectiveness of integrated education as the juxtaposition of two courses in two shifts with an excessive workload, the infrastructural resources available restricted practical classes; little interaction between teachers in the operationalization of integration strategies teaching and non-inclusion of the school community in the construction of the proposed course. As a conclusion we highlight the presence of duality education (general and technical education) in the course and break with this reality requires overcoming several obstacles, among them: The structural and material; modifications in the organizational structure of the institution school; involvement, political commitment and consistent stance of teachers, educational technicians, managers and leaders of federal education networks. The Institute needs to think about the proposal for continuing education of staff and faculty from the perspective of integrated education, students need to see, hear them in their training needs, so it is necessary to create strategies for integrating the school community so that they can discuss and organize school actions collectively and build common goals fundamental to the operation of the integrated secondary school.
Acesso aberto (Open Access)
Juventude, educação e movimentos sociais: relações entre conhecimentos escolares e saberes socais dos jovens de ensino médio no interior de uma escola de assentamento/PA
(Universidade Federal do Pará, 2016-07-14) AVIZ, Larissa de Nazaré Carvalho de; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
The research aims to analyze the integration/fragmentation between social knowledge produced by young Palmares II settlement and school Knowledge, the class struggle perspective in the educational environment of higt school teaching Growing in Practice- Para. The research was carried out with the youth of the 3rd year of high school in 2015 and had the locus School Growing up in practice, located in Palmares II settlement in the municipality of Parauapebas- PA. Methodologically research maintains a qualitative approach of a case study. It is the main tool for data collection, semi-structured interview. Interviews were conducted in two stages: the first in a group of 12 young people was interviewed for about 50 minutes in order to select respondents of the interview would focus on guiding questions and the second were interviewed five young subjects who were selected for this research, two boys and three girls. Data from these interviews were analyzed based on the analysis of the content. A reference on the method, is based on the Historical and Dialectical Materialism, which enabled the understanding of the studied reality, where the contradiction and historicity categories had their importance for the realization of this study. Thus, the raids showed that: there is a certain gap between high school institutionalized from the Secretariat of State intervention Education -SEDUC / PA that space constituted and claimed by the social movement. Through this institutionalization was given a fragmented teaching-learning process, exclusionary, based solely on fulfilling the modules.
Acesso aberto (Open Access)
O Plano Nacional de Qualificação do Trabalhador: formulação, implementação e as práticas pedagógicas dos professores do CEFET/PA
(Universidade Federal do Pará, 2008-01-18) SANTOS, Sônia de Fátima Rodrigues; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
The theme of this study is The National Plan of Workers Qualification: formulation, implementation and the pedagogical practices of the teachers at CEFET/PA. To the effectuation of this reserach we selected the PANFLOR as the object of study, with the objective of identify the intentions, project and the orientation standards to the professional formation estabilished by this Program, and to analyze if it has contributed to the renovation of the development of the pedagogical practices of the teachers at the Professional Education at the scope of CEFET/PA. The methodological procedures adopted to make the research priorize the qualitative aspects of the investigation. We started the work doing a revision of the literature about the theme, which included the most significative researches and works about the PLANFOR, like the ones made by: Almeida (2003); Azeredo (1998); Bulh?es (2001); Frigotto (2002); Manfred (2002); and about didatics: Candau (2005); Cunha (2004); Martins (2000) and Rays (1996). Parallel to the literary research we made a research of documents, to better understand the process of implementation of PANFLOR at CEFET/PA. The empiric research was also used at the development of this study, the data were collected from interviews with a semi-structured script and applied to six teachers of tecnical courses involved at the process of implementation of the plan, real indicators to our analysis. The treatment of the data was given by the analysis of the speech of the interviewed people. The result was the identification of the following research themes: The participation of the CEFET/PA as the executor at the courses of PLANFOR and the perception of the interviewed people about their participation as teachers at PLANFOR at the subjects: related to the enviroment of learning and the social and historical context of the students; related to the planning of learning activities; related to the driving of the class at its multiple possibilites; related to the avaliation of learning and the contribution of PLANFOR considering the pedagogical practices of the teachers at CEFET/PA.
Acesso aberto (Open Access)
A pedagogia da alternância na integração de saberes no PROEJA Quilombola no Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA) - campus Castanhal
(Universidade Federal do Pará, 2013-03-15) SANTOS, Manuela Tavares; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
The text examines if and how the Pedagogy of Alternation contributes to the integration of knowledge in PROEJA Quilombola at the Federal Institute of Education, Science and Technology of Pará (IFPA) - Campus Castlebay. This is a qualitative research study, based on historical and dialectical materialism. Discusses how the Pedagogy of Alternation is materializing as methodological guidance for the integration of scientific knowledge with traditional knowledge in the training experience, the Proeja maroon? From the benchmarks of historical materialism, initially uses the literature review and then makes use of observations and interviews for the research field. Highlights positively as the most significant results of the research considerations that actually researched verified the enhancement of knowledge of the students, their participation in the processes of teaching and learning, the attempt of articulating knowledge with the reality of the students and the assumed reference form for family farms. Negatively highlights the separation between theory and practice in teaching, poor training of teachers in relation to the Pedagogy of Alternation, devaluation of reading as formative activity and difficulties in understanding and working with time-community. Concluded by stating there is an attempt of integration between the knowledge involved in the training of students Maroons, even with the existence of several problems in its implementation.
Acesso aberto (Open Access)
A pedagogia das competências nas práticas pedagógicas dos professores nas escolas estaduais de educação tecnológica do estado do Pará
(Universidade Federal do Pará, 2013-03-12) RODRIGUES, Jaqueline do Nascimento; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
Treats this dissertation of the teacher's pedagogic practices in Para's State Schools of Technological Education, that adhered the Pedagogy of the Competences. The field research had as general objective to identify and to analyze what stays of the Pedagogy of the Competences in the teacher's practices in the Technological Schools. For this it characterized sententiously the pedagogic practices proposed by the Pedagogy of the Competences; identified the teacher's pedagogic practices of three Schools Technological of Pará that tried to implement the reform of the technical teaching of the years 1990 and, finally, it analyzed the pedagogic strategies in use for the professionals of the education looking for to identify ruptures and continuities, in the educational practices, between these and the recommendations originating from Pedagogy of the Competences. To reach these objectives and to reveal the problem proposal, it was contributed in the theoretical-methodological referential materialism of the historical-dialectical. Preceded from bibliographical revision the field research was accomplished making use of interviews structure forms and support observations. The analysis of data was accomplished through the content analysis. The accomplished research indicates as found that the pedagogic practices of teachers that adhered to the Pedagogy of the Competences and that tried to implement assumed the market as main reference, values the active methods as methodological strategy, quest to articulate instrumental theory and practice and that it is not executed by participant mode.
Acesso aberto (Open Access)
O Plano Nacional de Qualificação Profissional no Pará: um estudo a partir da Resolução Nº 333/2003 do CODEFAT
(Universidade Federal do Pará, 2017-02-20) CAMPÊLO, Sônia Maria da Silva; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
The dissertation “The National Professional Qualification Plan in Pará: a study of the Resolution Nº 333/2003 of the CODEFAT” aims to analyze the implications of the funding, with resources of the Workers Supporting Fund, in the implementation of the national professional qualification plan in Pará, by the State Secretary of Labor during 2003 to 2005. This is a documental research, and it prioritizes the qualitative aspect of the investigation, aiming to answer: has the Resolution Nº333/2003, by CODEFAT, represented changes for the professional qualification policy in Pará? We discuss the worker’s professional qualification, starting from the work, employment and income policy, instituted by the Employment and Income Ministry, and use the Territorial Professional Qualification Plan as our object of study, in the context of the National Qualification Plan. Appointed by the Resolution, the NQP was structured with six axis: politics, ethic, concept, institutional, pedagogic and operational, and in the implementing strategy, in the territorial form, counter points identified in a correlation with PLANFOR. The research’s results revealed that, despite the course’s average working hours elevation to 200h, there has been a drastic reduction of the resources provided by the FAT to the PlanTeQ in Pará. It opposes, in that way, to the rushed courses, but it doesn’t assure the professional qualification of a significant number of PEA’s workers in the State, with a reduction in the coverage of municipalities as well. That is a fact that led the State Government to invest resources from the State Treasury in the worker’s qualification, adopting some aspects of the national policy. The results also revealed that there’s no institutional articulation among the Work’s Secretary and the Education Secretary, and that’s a fact that we take as crucial to elevate the worker’s schooling level, given that PlanTeQ’s target demographic is, preferably, workers in a social vulnerability state. Therefore, we believe that this is relevant to our study, to contribute to the qualification policy evaluation developed at the state level, starting from national directives, and to its social utility as well.
Acesso aberto (Open Access)
Política de formação profissional do SENAI e a qualidade de vida no trabalho: o olhar dos egressos
(Universidade Federal do Pará, 2007-08-10) SOARES FILHO, José do Egypto Vieira; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This study it presents a research where if the politics of professional formation of the SENAI-PA argues, from the depositions of egresses of courses in the area of industrial learning, of the institution, whose theoretical aiming is based on the Quality of Life of the Work. Theoretically, we consider the influence of the Theory of the Capital Human and the pointers of QVT, destacadamente the economic one, the politician, psychological and the sociological one in the formation of industrial apprenticees. The central question was to answer as the professional formation gotten by the egresses of the SENAI reflected in its quality of life in the work. It enters the specific objectives of general order and, are distinguished, to develop a study on the situation of the egresses of the courses of the SENAI of the Center of Professional Formation "Getúlio Vargas" in Belém-Pará, the period of 2000 the 2003; to identify the egresses of the Course of Industrial Learning; to verify the insertion in the professional field of these egresses; to analyze the professional and partner-economic expectations of the egresses on the basis of the QVT pointers and to contribute for the deepening of the processes of institucional evaluation of the Center of Professional Formation, in intention to syntonize the strategical performance of the SENAI with the yearnings and necessities of the community. The depositions objects of our study had been gotten in interviews with former-pupils, in which you say disclose them the importance given for them to the professionalism, to the attainment of income to leave of this profession and of the necessary professional perfectionings, in face to the incited dispute in the market of work force, in the partner-economic conjuncture globalizada contemporary. For moreover, this work also makes possible a historical reflection on the evolution of the SENAI, detached integrant of the System "S" and firing pin of politics of professional education in Brazil, deriving of the delayed initial phase of Brazilian industrialization. In the analysis, we still look for to more disclose basic aspects that must be pursued by the public politics - in special relative to the professional education with all the beings executors of this politics, wants private public or -, in terms of adequacy of its lines of direction in favor of a professional formation for the needed people than it takes care of the necessity of a standard of Quality of Life, equivalent to the world-wide parameters.
Acesso aberto (Open Access)
A Política educacional para o Maranhão: uma (re)visão nas diretrizes e estratégias para a reestruturação do ensino médio
(Universidade Federal do Pará, 2013-03-11) COSTA, Rosangela Mendes; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This thesis aims to analyze the mediations understood as mechanism and actions, proposed by SEDUC/MA, taken from the LDB - Law Nº. 9.394/96 -, from DCNEM and PCNEM, and from the Guidelines and Strategies for Educational Policy of the State of Maranhão, which guided the high school restructuring. It explains the fundamentals and principles of the high school reform, considering the socioeconomic and political context that influenced the development of educational policies and guidelines since the 1990s, examining the strategies and guidelines that defined the educational policy in the state and verifying the literature review, documentary analysis and analysis of mechanisms and actions that were adopted by the Secretariat to implement their high school‟s policy. In the course of the study was evidenced the influence of capital globalization and implementation of mediations adopted by SEDUC/MA to concretize that policy. It is a quantitative documentary research, based on the dialectic history and dialectic materialism, and based on procedures the productive restructuring, as well as the educational policies at the national level, on the educational policy of Maranhão. Such influences were explicited in legislations that indicated the principles and guidelines that guided the administrative and pedagogical organization of the education systems and the schools themselves, as emphasis on interdisciplinary, contextualization and skills training. The study also showed that the guidelines and strategies that guided the educational policy of the State of Maranhão and the implemented mechanisms for its realization, which were the Curriculum References of the High School, the Guidelines for the Assessment of Learning and the Training Plan, presented weaknesses in their conceptions and in their implementation process, reflecting in the school performance indicators. It also revealed that these strategies did not produce a qualified high school in the state.
Acesso aberto (Open Access)
Políticas educacionais para a educação tecnológica: a proposta do Curso Superior de Tecnologia em Gestão de Recursos Humanos da FAP e o histórico dualismo da educação brasileira
(Universidade Federal do Pará, 2009-07-02) GOMES, Sandra Suely da Silva; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This study examined the public policies for Professional Education and Technology and its influence on the design of educational technology in the Studied Human Resource Management, Faculty of Pará, and in particular, as this course is presented before the historic dual process provision of education in Brazil. Thus, we analyzed the content of public policies for professional and technological education in Brazil from the 1990s. We used the procedures of qualitative research, using interviews and document analysis, to analyze our object. The hypothesis that the policies of professional and technological education in our country require specific training for work and seek to shape the basic social class, proprietary and non-proprietary, and the Course of High Technology in Human Resource Management To strengthen the Faculty of the same political-pedagogical perspective. I reviewed the documents that standardize the courses of higher technology in Brazil, the pedagogical and curricular design of the course in question and the discourse of teachers, technicians, managers and graduates of the institution in light of authors identified with the historical materialism. We note that both documents normalizing the Brazilian professional education technology as those that define the structure of the course studied at the Faculty of Para has been targeted for the development of "doing", the "know-how", not giving an account of the scientific basis of this do and not a formation which considers the historical and social relations in which it is inserted. Thus, the direction given to the training of technologists is, fundamentally, the ability to promote learning of specific technological processes, encouraging the production and scientific-technological innovation and its applications in the world of work aiming at the development of professional skills technology, general and specific. We conclude our study with the conviction that the content of policies for professional education and technology and the Course of Education Technology in Human Resource Management strengthen the historical duality of the Brazilian education is oriented only to the conformation of the demands of training processes productive sectors and to acquire knowledge of, only, the development of specific functions.
Acesso aberto (Open Access)
A prática pedagógica da formação profissional por competências da modalidade aprendizagem do SENAI-PA
(Universidade Federal do Pará, 2010-09-16) LOBATO, Deusa Martins; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This work, resulting from archival research and field, funded by the qualitative research approach, aims to identify and analyze the methodology proposed by skills training conducted by SENAI-PA, given their specific circumstances and objectives underlying ideologies, and their political dimension, since this organization makes such a proposal as an alternative to raising the level of training and qualification, training creative people and entrepreneurs to meet the demands of the industry. The investigation started from an exploratory research and theoretical literature review on the subject, allowing the understanding of the subject matter, and support the definition of research problem. We conducted the study on the establishment in question from the information contained in your web site, and research works dealing with the vocational training offered by this institution. In carrying out this investigation was first made a study of theoretical frameworks, especially the pedagogical theories that have guided the development of pedagogical practice in the Brazilian educational context, but also the educational and economic theories that have grounded the pedagogical practice of professional education. In light of these references, and procedures based on the content analysis, we examined data from the following topics: objectives, evaluation materials, methods and teaching techniques, the theory and practice, form and content, also based on the categories of analysis obtained from data collected: meaningful learning, effective teaching practice, training for work and citizenship. The research also identified utilitarianism in education, which manifested itself in the course of teaching practice through the dichotomous relationship between theory and practice, characterizing in this way, the proposed methodology of teaching this institution. We found that the current teaching methodology based on teaching skills, constitutes the perfection of old methodology, since both are grounded in conductivity, Pragmatism, Functionalism, and Constructivism. This improvement is linked to prior research skills to be acquired by the worker, the characterization of the skills profile of courses required by the market, the close relation of the constituent elements of teaching practice - content, methods and techniques of teaching and assessment of learning - the dictates of the marketplace. We have also shown that this improvement promotes the continuity of training guided by the precepts and demands of the market, which characterizes the development of vocational training for work and citizenship.
Acesso aberto (Open Access)
Profissionalização e escolarização: a experiência de articulação do SENAI-PA
(Universidade Federal do Pará, 2007-08-08) CARNEIRO, Verônica Lima; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This work has the aim to understand how is articulated, in the practice of professional education of workers in the high school level, the relation of high school and professional school in the technical level, according to the legislation about those teaching modalities, according to the legislation that foresees the concomitant forms and articulation between these two moments of the worker's formation. This investigation focus was based in the educational strategies adopted in the Technical Course in Maintenance of Automobile Mechanics, in the National Service of Industrial Learning - SENAI, in Belém PA, Brazil, once its educational process is just related to the profissionalization. This course has the purpose to prepare professionals to work in process such as set up, maintenance and recovery of vehicles. The methodology adopted was the qualitative approach, through a case study, and procedures such as data collection, interview and documental analysis. The data analysis was accomplished based in the theoretical reference and in the procedures of content analysis, having as a result the identification, through the interviewees speech, of three main categories: the articulation between high school and professional school (technical level) in the context of education to work, professional education and job market and the relation theory-practice as component of professional education. This research concludes that educational process at SENAI-PA has a link with economics, possibility to get a job and competitiveness, basing its professional education on competences pedagogy, which is related exclusively to response the job market more and more mutant and unstable. It was verified that the articulation between high school and professional school (technical level) is just to teach the students how to use the works instruments effectively, and the high school was subordinated to the technical school, with no specific responsibility of its institution to the workers general and humanist education. It was ignored in the educational process that the sum of these two parts doesnt benefit this worker. It was verified too that the professional education promoted by SENAI-PA, when developing an educational model focused just in the practice (prepare for a specific job), pragmatic and broken, confirms the dualism historical existent in this educational level. Besides, its education focused in developing attitudes and abilities just to the job market culminates to unfeasible the project to the high school which would be integrated to the human development of this worker too.
Acesso aberto (Open Access)
Projovem urbano como política pública de educação: escolarização e inserção profissional dos egressos no município de Imperatriz - MA
(Universidade Federal do Pará, 2014-04-24) RAMOS, Antonia Marcia Meireles; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This dissertation entitled "Urban Projovem (Programa Nacional de Inclusão de Jovens - National Youth Inclusion Program) as public policy for education: education and employability of graduates in the municipality of the Imperatriz/Maranhão State-MA”, Brazil. It aimed to analyze the impact of Urban Projovem on schooling and on the professionalization of youth; and also it aimed to analyze how the program enabled the students to pursue studies as well as entering the labor market, converging to improve their material, social, spiritual, and cultural conditions. This research was based on the methodological approach of qualitative research and references that take the historical-dialectical materialism as method of data analysis. Data collection was preceded by a literature review followed by field research carrying out semi-structured interviews with seventeen young people coming from the Urban Projovem. It was noted initially that the level of dropout and repetition in Urban Projovem in Imperatriz reaches levels above 50%, similarly to other cities and states of Brazil. With regard to the studies' continuity, most did not continue and the number of young people who could work in the field for which they were qualified represented less than one third of interviewees. Results show that the goals of pursuing studies and inclusion of young people in the labor market have not been achieved. The short time for a more solid formation, the nuclei‟s disintegration with the turnover of teachers, lack of practical lessons regarding the professional qualifications, and the unpreparedness of qualifiers are among the identified problems. However, despite these problems, young people emphasized the program importance for their lives towards personal enhancement with respect to the inclusion sense and belongingness to society, overcoming shyness, sociability, increased self-esteem, relationships with family, independence, and changing in overview about reality and the world. Based on the program dimension, it is concluded that its effects are very small and its emergency nature ensures more a certification than training and social skills of millions of youth and adults.