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 - 11 de 11

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Educação e democracia: um estudo comparado entre o pensamento de Paschoal Lemme (1904-1997) e o de Anísio Teixeira (1900-1971)
(Universidade Federal do Pará, 2015-05-19) MOURA, Adriana Dias de; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This dissertation study aims to focus on the relationship between education and democracy at the thought of Paschoal Lemme (1904-1997) and Anísio Teixeira (1900-1971). The problem and the issues that guided the research, respectively, were: What relations are possible grasp of the concepts that Paschoal Lemme and Anísio Teixeira historically built by linking education and democracy? What is the intellectual itinerary and life of the authors? What theoretical bases underlied the thought of Paschoal Lemme and Teixeira to articulate education and democracy? What is the relationship established between education and democracy at the thought of each author? What similarities and differences exist in the thought of Paschoal Lemme and Anísio Teixeira in the relationship between education and democracy? The general objective was to analyze, through the Cultural History and Comparative Study of intellectual thought, possible relations between the conceptions of Paschoal Lemme and Anísio Teixeira on education and democracy, identifying congruence and differences. And the specific ones: Reconstitute the itinerary and intellectual life of each author; Describe the theoretical basis underlying the thinking of the authors; Rebuild relations which the authors established between education and democracy; Infer results from the points of divergence and convergence in the thinking of authors when dealing in their works the relationship between education and democracy. Methodologically, it is a bibliographical and documentary type of search, located within the area of History of Education, with basis in Comparative History, New Cultural History and Intellectual History. The objects of analysis were the books "Educação Democrática e Progressista (1961)" and "Educação na URSS (1955)" by Paschoal Lemme. The other books were "Educação no Brasil (1969)" and "Em marcha para democracia: à margem dos Estados Unidos (1934)" by Anísio Teixeira, as well as correspondence. Paschoal Lemme and Anísio Teixeira stood out for his work in Brazilian public education in the twentieth century. Paschoal Lemme and Anísio Teixeira saw education as a social process and the school as a fundamental institution for the development of individual potential of every being. However, Anísio Teixeira believed in the democratization of education as a potential factor to transformate the society, while Paschoal Lemme argued that the democratization of society pervaded by changing the economic and political system so as to democratize education. Some of the points of convergence between Anísio Teixeira and Paschoal Lemme are: They acted together in ABE; They defended the right to a public, secular and democratic education; both of them had the spirit of freedom and humanity. The greatest thought divergence of both is related to the ideal of democracy, while Paschoal Lemme was socialist, Teixeira was a liberal-pragmatic.
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A educação popular na América Latina: um estudo comparado do pensamento social de Simón Rodríguez (Venezuela, 1771-1854) e Antônio Carneiro Leão (Brasil, 1887-1966)
(Universidade Federal do Pará, 2014-06-26) GONÇALVES, Micheli Suellen Neves; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This research addresses how thematic Popular Education in Simón Rodríguez (1771-1854) and Antonio Carneiro Leão (1887-1966), intellectuals in Latin America. The basic question that guided the research process can be summarized in the following question: in the context of structuring the nation-states of Latin America, how the intellectuals Simón Rodríguez and Antonio Carneiro Leao thought Popular Educational? As hypotheses, we understand that: 1) These intellectuals weave fragile wires that assisted in the meaning of the concept of Popular Education presently, either through negation or the defense of principles that currently permeate the conceptualization of Popular Education, though the meaning attributed to Popular Education by them in that time do not correspond exactly to this meaning; 2) Simón Rodríguez and Antonio Carneiro Leão, even from different places, one in Venezuela, one in Brazil, expressed in his works thoughts with certain similarities regarding the idea of Popular Education in Latin America. Based on the question and hypotheses presented was adopted as a general objective: to analyze, through the comparative study of social thought and decolonial theory, the formulations of Popular Education in Simón Rodríguez and Antonio Carneiro Leão, with a view to its relationship with the context of Latin American. As specific objectives, were defined: a) to contextualize the whole works of Simón Rodríguez and Antonio Carneiro Leão, emphasizing the writings on education, particularly the statements that deal with the idea of Popular Education; b) to place the thought of the authors in historical context more general in their countries; c) to analyze the theoretical concepts of Simón Rodríguez (as example of Venezuelan thought) and compare them with the theoretical conceptions of Antônio Carneiro Lion (an example of Brazilian thought), to verify which convergent and divergent points on the idea of popular education; d) to understand the implications of the Popular Education proposal of Simón Rodríguez and Antonio Carneiro Leão for the Latin American educational movement. The theoretical-methodological research is based on the Cultural History (social representations and struggles representations), in Intellectual History (collective memory, mental utilizations), and Decolonial Theories (Externality). Preliminary results show that Simón Rodríguez and Carneiro Leão when pointed in the nineteenth and early twentieth century the need for cultural appreciation of the popular classes approach significantly conceptions of popular education nowadays. Also indicate a similarity between the Spanish-American and Luso-Brazilian colonial reality approaching these conceptions. Protected the historical nuances of the countries where were born and lived the authors studied, it was found that these comprehend education as an essential instrument for overcoming colonization and therefore consolidation of political, economic and culture independence of the continent. As you go into the work of the authors, under look even governed by Decolonial Theory, we identified that Liberalism, Positivism and Racial Theories produced in the Western Europe substantiated the intellectual thought of Simon Rodriguez and Antonio Carneiro Leão, but took on other dimensions to be thought among the experiences of the authors in the American continent. Sensitive to the suffering of a mixed population who could no longer live outside the parameters of modernity, these authors, highlighting education as a necessary instrument for political liberation, economic and cultural development of Latin America, they defend, in theory and in practice, an education project to be able to safeguard the Venezuelan and Brazilian of marks left by colonization.
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Entre curimbós e revoadas: a dimensão educativa de práticas culturais de jovens da Amazônia paraense
(Universidade Federal do Pará, 2013-06-27) SILVA, Cristiane Rodrigues; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
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A história de um intelectual orgânico em defesa da educação na Amazônia: Manoel do Carmo e a Casa Familiar Rural de Gurupá - PA
(Universidade Federal do Pará, 2017-02-22) GUIMARÃES, Maria do Socorro da Silva; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This dissertation investigates Manoel do Carmo 's life history and its relation with the education history of the Gurupá Rural Family House of the Municipality of Gurupá - PA. The objective is to analyze, through oral history of life and oral history, practices in defense of Education carried out by Manoel do Carmo, a member of the social movements of Gurupá, Marajó, Pará, to understand their political and pedagogical senses In the context of the Amazon Region. As a specific objective, we aim to: 1) Understand the place of education in the history of social movements in the Amazon. 2) Investigate the role of Manoel do Carmo in defense of education and build the life story of Manoel do Carmo. 3) Describe the practices of Manoel do Carmo in defense of education. 4) Analyze the results of these practices to identify their political and pedagogical senses. The questions that guided the investigation are: 1) What are the contributions of rural social movements to the advancement of education in the Amazon? 2) How does the life story of an organic intellectual of social movements in the Amazon articulate with education? 3) To what extent does the life history of Manoel do Carmo, a member of the social movements, articulate with the history of the Amazon and explain the progress of education in the region? Theoretically, the study is based on the conception of organic intellectual according to Gramsci, in the New History, History Vista de Baixo. Methodologically, we work with Memory, Oral History of Life and Oral History. We used as sources: documents collected in the municipality of Gurupá, data from a memorial written by Manoel do Carmo and data from semi-structured interviews. It was possible to verify that the life of Manoel do Carmo is indelibly articulated to the social struggles of the Municipality of Gurupá, linked to the workers of the field. The social structure of Gurupá, with its economic and political institutions, conformed from the end of the Military Dictatorship can not be thought without the important performance of Manoel do Carmo. He is the protagonist, in particular, of the school organization and educational opportunities of young people in the Gurupá camp.
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O Instituto Paraense de Educandos Artífices e a morigerância dos meninos desvalidos na Belém da Belle époque
(Universidade Federal do Pará, 2011-06-22) BARBOSA, Andreson Carlos Elias; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This abstract is about the assistance to unprotected child at the province of Grão Pará Capital, from the years of 1870 to 1889, giving importance to the Instituto Paraense de Educandos Artíficies, which was founded in 1872. The questions that called more attention in all the questioned process were: 1) Who was the child that the related legislation used to call as unprotected child, as less favored and also, used to be called as damaged during the Imperial period? 2) Which is the relation between that child and the State and between the State to the child? 3) What kind of public policies were thought to guarantee the assistance for that child? 4) Which was the Instituto Paraense de Educandos Artíficies‟ importance during the expansion and the exploration rubber period? Based on those questions, we opted to choose as a general object understanding, through an interrelational analylis of events which deal with the Instituto Artífices‟ existence the childhood at the province from the years 1870 to 1889, observing its relation with the civil formation process of the population in the North of Brazil. In the theoretical-methodological approach, the interrelational analysis based itself on the New History in trying to bring the social and cultural historys‟ documents information closer, trying to blow up the context of the place in all its dimention. The used primary sources were the presidents‟ narratives of the Instituto Paraense de Educandos Artífices, the local educational legislation, writings from documents and articles which were published in Belém city at that time . The show result, among found countless, that the assistance to unprotected, damaged, child from Grão Pará province, from the years 1870 to 1889, had its main policy at the Instituto. That fact recognized, based on results which appeared from the documents in accordance with the studied bibliography, that the policies of child assistance at Grão Pará province, which were represented by the mentioned Instituto, at the period showed before, define themselves as instruments of consolidation of illuminist ideas producted in Europe, became real in the civilizator project to transform indians and person of mixed race in “good natured” citizens. This attempt had favorable conditions which were produced by the rubber economy that, in the governings‟ imaginary, polite men and from local elite, constituted Belém in the “belle époque” age. Noticing all the changes that occurred in the political and economy aspect, the unfavored of fortune, on the fringes of advantages which were promoted by the changes that established themselves, which treated to be used offered opportunities in the educational aspects, even they did not accept the given conditions, the establish rules and the operated manipulations by the political attitudes. Even although getting into the modernity back, because of the offered educational service was very different from what they used to teach, and very far from the interest of the submitted populations by the institutional models of the education in the province, the collected results for the interest of this study indicates that some appropriation that occurred by the served people, even thought they were broken that there was been projected by the official government attitudes.
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A internalização de gênero feminino na criança a partir das canções cantadas na educação infantil
(Universidade Federal do Pará, 2010-10-28) PINHEIRO, Suly Rose Pereira; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The present study approaches the construction of the female gender at school. Through the internalization of the values mediated by the songs sung in the kindergarten, we aim to understand the construction of the female gender in the children. We aim, specifically, to verify the gender prejudice, stereotypes, and stigmas construction in the school subject – children subscribed in the kindergarten. The theoretical and methodological tools used linked the Marxist perspective of the cultural studies to the socio-historical-interactionists theories of the subject. We try to answer the following questions: How are the processes of gender inequality constituted at school? How the processes of internalization constitute in the children prejudice, stereotypes, an stigmas through the culture produced and reproduced at school? The results – based on the theoretical referential explored in the study, in semi-structured interview with the teachers of the kindergarten, in the analyses of the songs sung in the classrooms – indicate that, despite the subject overcome along its lives internalizations produced in the childhood through the cultural products that reproduce prejudice, stereotypes and stigmas, the school cannot deny itself the chance to make the auto-critic about the values that produces in the children when explores the ones that select to the formation of its curriculum. It´s necessary, although, to operate a process of regulation and social control of the contents mediated by the cultural products explored in the school curriculums of the daycare and kindergarten in the country and make real the critical spirit when planning activities.
Acesso aberto (Open Access)
Movimentos sociais e diretrizes operacionais para a educação básica nas escolas do campo: para além dos limites institucionais e estruturais
(Universidade Federal do Pará, 2008-03-27) SILVA, Tânia Suely Nascimento; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This work aims at researching the countryside education in Brazil. The outcome of this work comes from the political and professional involvement with the education. This work also aims at the comprehension and participation in social movements for operational making for the basic education (doebec), its based on the content analysis regarding the policy on focus and also regarding the resolutions of the National Conference for a basic education in the countryside. And in order to accomplish that, we considered two highlighting questions which brought up other specific points.The questions on focus are: what is the social contribution of the movements based on the national articulation for the education in the countryside (COUNTRYSIDE EDUCATION DEPARTMENT) based on the approved resolutions by the 1st National Conference for the basic education in the countryside? What are the outstanding principles which focus on the elimination/reduction of the social differences and for the improvement of the life quality, as well as for a better education for individuals in the countryside?The documental research is methodologically based on the technical analyses of the content. This project is based on two main documents: the doebec(educational department) and the resolutions of the 1st National Conference for the basic education in the countryside. The theoretical basis which has been chosen for analysis comes from a plenty of authors, such as: Boa Ventura de Sousa Santos. This analysis has been made on three stages: the identification of the analysis of the main points and the qualifying indicators which brought up categories of analysis. We drew the conclusion that the categories mentioned above are interrelated, being active and practical which are very significant for the implementation of the educational system in the rural areas. It has also been proposed in accordance with the conception of the national articulation for the countryside education. It truly has favored the elaboration of the doebec, in the field of the management democratization, the specifications acknowledgement of the schools in the countryside, as well as the necessity of a political pedagogical proposal in a project. However, this work has been incomplete due to the institutions circumstances linked to the current educational legislation marked by the neo-liberal, and more broadly due to the economical and social structure of the capitalism in the Brazilian society, since the concrete conditions for the making of the education in the countryside are somewhat beyond the competence of the doebc.
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Mulheres e docência: histórias de vida e experiências na Amazônia ribeirinha
(Universidade Federal do Pará, 2011-10-31) FERREIRA, Lenise Maria da Silva; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This thesis research object is about the constitution of women teachers teaching in the early years of basic education. We started the process of research based on the assertion that the woman teacher experiences are the basis of their practice in teaching, the stories of existence and possibilities provided by the time and the space are the elements that mobilize the teaching practice of the women teachers that work in the early years of basic education, in addition to professional formation that receive. It was decided to do research with subjects that had suffered unusual life experiences, far from the locus generally chosen by researchers, that the urban schools. The group that at first glimpsed, it was decided to work with women teachers from schools around the islands of Belém. Engaged in a broader project about the women teachers of insular space of Guajará bay, for this thesis, we choose to realize the research near of women teachers from communities Caruaru e Castanhal of Mari-Mari, in the Mosqueiro Island - the largest island of Belém. To reach the assertion above, the research was conducted with two women teachers who were born on the Mosqueiro Island and their stories are linked to this place. The research questions raised are: What is the relationship of space and time on the island with the life stories of the women teachers? To what extent the life stories intertwine with the practice of teaching it was defined as the aim of the study "to analyze, through oral records, life stories of women teachers from Mosqueiro Island, Belém of Pará, Brazil, to understand the Amazônia teaching". The methodology chosen was the use of the research strategies of Oral History, choosing in particular the Oral History of life. And so, we used the technique of the unstructured interview over two years with the women teachers. The results indicate that teaching is a profession especially marked by life experiences and the professional formation takes a very special place to articulate these experiences. It can be argued that the space where live these women teachers have direct relation to the teaching profession and this must be considered both in a continuing formation, in a teaching week event, in the educational policies directed to the women teachers Islands. The life stories of these two women teachers are close when they reported difficulties to become a teacher and the challenges to overcome in the course of teaching. These stories also are come close when both women teachers deal with the ingression in the public service as a teacher by means of competition. To if evidencing that it has a bigger number of women teachers working in those schools that bond with the place does not exist, and that, therefore, are alien bases on the objective conditions of students to learn, it places in question the forms of ingression and allocation of teachers in the schools by the government. The difference between the practice from who belong the place and who doesn´t is related in this study, it indicates that it is necessary, including, reviewing the actual conception about public competition and the conditions of the possibilities of the women teachers formed in a non-urban space from town of Belém.
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Que você veio fazer na sala de aula? intelectuais indígenas brasileiros e a educação
(Universidade Federal do Pará, 2019-05-20) RODRIGUES, Uisllei Uillem Costa; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245; https://orcid.org/0000-0001-8240-9704
The research object of this dissertation is the indigenous intellectuality and its academic production in Postgraduate Programs. Access to school education for indigenous peoples at all levels is not a recent phenomenon, although new contexts and paths have been outlined today. The general objective is to analyze the thinking of the Brazilian indigenous intellectual about education, manifested in thesis defended in postgraduate programs, in order to understand their political meaning. Depending on the main objective, we outline the specific objectives: 1) Carry out a bibliographic review of studies about this intellectual; 2) Analyze the concept of indigenous intellectual; 3) To discuss the relationship between schooling and intellectuality of this subject; 4) To survey the names of Brazilian indigenous intellectuals; 5) To verify, from the relationship of these Brazilian indigenous intellectuals, those who dealt, in thesis and dissertations, with the question of education; 6) Analyze the thinking of this intellectual subject on education in thesis and dissertations; 7) To verify, from the materialization of the thought of this intellectual about education, its political sense. Methodologically, the research is developed from the assumptions of content analysis. The issues raised: 1) Who are the Brazilian indigenous intellectuals? 2) What are the contributions of schooling to the construction of this subject's intellectuality? 3) How is the thought produced by this intellectual presented? 4) How does the theme "Education" and the educational phenomenon materialize in indigenous intellectual thinking? The hypothesis initially raised is that the thinking produced by indigenous intellectuals in their thesis and dissertations presents a critical view of indigenous school education. The initial idea we raised was that indigenous intellectuals produced (and still produce) a thought that reflects, above all, the ethnic identity of their indigenous group of belonging. Thus, the materialization of the thought of this intellectual would be marked, among other things, by a deep identity affirmation. The results show that indigenous intellectuals do present a critical interpretation of school education offered to their peoples, even though ethnic knowledge does not manifest itself so explicitly. It has been demonstrated that access to schooling has had profound repercussions in the context of these populations in the country, among them the emergence of a schooled/ educated indigenous group that has proposed debates from a place of speaking of belonging. The productions of these intellectual subjects converge to points in common. These studies emphasize fundamentally that indigenous education in Brazil can not ignore the education of the indigenous tradition and that the ancestral memory of the original peoples must permeate their educational school process in order to overcome a colonial position that school education almost always tries to impose in defiance of the identity affirmations defended in the last 30 years, after the promulgation of the Federal Constitution of 1988.
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Raça e educação na América Latina: um estudo comparado do pensamento de José Veríssimo (Brasil/1857-1916) e José Ingenieros (Argentina/1877-1925)
(Universidade Federal do Pará, 2014-06-25) SOUSA, Marlucy do Socorro Aragão de; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The present study is the research object of José Verissimo´s (Brazil), and José Ingenieros´s (Argentina) thought on race and education. The proposal is to conduct a comparative study among the authors of this thought. Problematized as a central issue the following question: How does José Verissimo´s and José Ingenieros´s thought articulate the relationship between race and education in Latin America of the late nineteenth and early twentieth century? General objective was defined: through the compared study Jose Verissimo´s and José Ingenieros´s thought on education, highlighting their interaction with the concept of race in nineteenth -century in Latin America. The specific objectives intended to: 1) highlight the historical context of educational thought of Jose Verissimo and José Ingenieros, 2) identify the work of these authors, the relationship between race and education, and to relate the Jose Verissimo´s and José Ingenieros´s thought on race and education in the history of Latin American intellectual thought . Methodologically, the study falls in the field of intellectual and cultural history. The research corpus is composed of two works of each author. José Verissimo, worked with " indigenous and mestizo populations of the Amazon: their language, their beliefs and customs " (1887) and “National Education” (1906) . Joseph Ingenieiros, collated up “El hombre mediocre” (1913) and “Las fuerças morales “(posthumous). The results, are still very preliminary studies, indicate that how the theories of race arrives in Latin America are the key to the authors´understanding. Accordingly, it was necessary to conduct a brief reflection on the theoretical discussions that the race issue raised in Latin America of the nineteenth century, as well as Verissimo and Ingenieiros were born and lived most of their lives in this period. Particularly, Verissimo was born in the far north of Brazil, Pará, and lived between 1857 and 1916. He devoted himself to the study of Literary Criticism and reflected on education, placing it as necessary instrumental in raising the mestizo population of the country to the civilized condition. Specifically, Ingenieiros was born in Palermo, Italy, but migrated to Argentina as a child and became an Argentine citizen. He devoted himself to the study of psychiatry, but became involved, in particular the anthropological and Criminological areas. When discussing mental disorders of individuals in Argentine society, Ingenieros refers to colonization and the material conditions of the subjects. For him, the end of the nineteenth century, the inferior races continued to represent an obstacle to the development of Argentina. The principle identifies that Ingenieiros´s very mediocre man is very similar to Verissimo´s indolent man. Both states - mediocre and lazy - represented a backward state not seen in this most civilized man. Thus, external conditions argue for different lenses, both in Argentina and in Brazil, the internal changes determined by race, which resulted in mediocre man and indolent, were overcome.
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Vilas, “logares” e cidades: a história da educação rural do Pará na Primeira República - 1889 a 1897
(Universidade Federal do Pará, 2013-08-13) MORAES, Bárbara Danielle Damasceno; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This is a study of the history of rural education in Pará in the period from 1889 to1897. The last intention is to learn from the historical research, how was the rural education in Pará in the First Republic, focused in the interim governments of Justo Chermont and Huert Bacelar and the constitutional government of Lauro Sodré. Our general goal is to understand how education for men and women in the countryside of the state of Pará was thought and operationalized in the governmental plan. Specifically, we established four goals: a) Conduct a survey of the investments made in rural schools during the reffered period; b) Describe how the rural schools were conceived in the state of Pará in the First Republic; c) Understand, through official documents, which procedures were used to form the citizen of rural schools; d) Understand the government intentions towards the rural population. Two questions have guided the investigation: 1) What intentions permeated the education intended for rural populations of the state of Pará in the governments in the period from 1889 to 1897? 2) What was accomplished in the government plan, for achieving these intentions? The Documentary sources were collected at the Public Archives of the State of Pará and at Arthur Vianna Library, Cultural Center of Pará Tancredo Neves (CENTUR). The research corpus is composed of: reports of governors, messages, letters, petitions, circulars, requirements, reports of directors of public instruction, reports of visitors, school group reports, notebooks of Law of the period. Methodologically, the analysis operates in three phases: 1) the time of heuristics 2) the critical moment, 3) time of interpretation. The text consists of introduction, three sections and final considerations. The work indicates that state governments in the First Republic did very little for the formation of countryside man of the state, despite the sharp political use of education as priority for them. We found that investments in public education had their limit established by the ideology of the republican regime that used to judge rural people as inferior people, who needed to be "polished" to work. By extension, the countryside area was understood as a place of delay and incivility and therefore, a little of formation to its population was considered as enough to turn rude men into citizens, though in lower category.

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