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 - 13 de 13

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A temática gênero nas produções provenientes dos grupos de pesquisa da Universidade Federal do Pará
(Universidade Federal do Pará, 2007-06-11) MAUÉS, Marilene Silva; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This paper aimed to carry out a mapping that would show the researchers scientific productions linked to groups of research in the Federal University of Pará (UFPA), it also aims to analyze how the gender theme gained evidence in researches carried out in the academic-scientific scenario of that institution, in the period of 1995-2006. Thus, the following questions had been raised: 1) What have they have been arguing about in the academic field, around the questions of gender? 2) How the scientific production generated in the data basis of research groups registered in the CNPq during the period of 1995-2006 is evidenced? 3) How the production generated by the researchers, in the research group is presented, taking into account the statistical figures in the UFPA campus in Belém? The data had been analyzed considering its quantity and quality by crossing the figures of scientific productivity - available in the site of the National Council of Scientific and Technological Development (http://www.cnpq.br) - with the theoretical references which delimitates the gender theme - Louro (2001) and Rosemberg (2001) -, aspects that allowed to make an x-ray of the production generated in the national scenario for posterior verticalization with the production research of the UFPA. Evidenced that great part of the research around the gender theme has approached allusive questions related to women and that those researches refute the explanations of biological basis in the composition of female and male, as well as they assume that culturally there is a relationship of power between opposite sexes. Moreover, the study showed that in the national panorama the genre found its place in the research group in the Human Sciences area; regarding to female participation in Science it was observed an androcentric parameter in the structure of scientific deeds, this aspect resounds in the quantitative process of academic productions of female authorship, considering that they still need to conciliate the professional career with the requirements of the private world; but, despite the male domain in the scientific productions, the studies on gender have been gaining praise in the research developed by women, not only in the national level but also in the local one. Regarding the figures of the UFPA, the gender have gained a place of prominence in the paraense production and these professionals have performed with care in that field showing a frequent production in a period of 11 years, even so they had to take on an incommensurable addition of work in consequence of the majority to be part of the teaching stuff of Post Graduation Programs in the UFPA. Thus, it is reassured that the research groups of the Institution mentioned here, even though with lesser quantitative expression in relation to the national scenario, they are of great relevance for the spread of the studies on this theme in the North region and for the projection of this university as an institutional place where the research produced guarantees national highlight.
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As dimensões ensino e pesquisa enquanto premissas institucionais da formação acadêmica no arquipélago Universidade Federal do Pará
(Universidade Federal do Pará, 2007-04-18) OLIVEIRA, Damião Bezerra; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
We deal about the relation between teaching and research as essential characteristic of the modern conception of university instituted and its repercussions in the understanding of academic teaching, establishing the education while comparative particularity to be understood in this totality. With the thus defined subject, the tensions of this academic ideal in its institutionalization in Brazil is examined, after that in the UFPA and Center of Education. The problem of research is express in three basic questionings: How was instituted the research in the Brazilian academic space and which its repercussions in the characterization of the teaching activity in this institution? How teaching and research dimensions are represented in official documents of the UFPA? How this relation happens in the particularity of the Center of Education? This problematic one consists from a philosophicalepistemological boarding where the concepts of practical, productive and theoretical rationality and of scientific and social institution had been the conducting wires. In an effort of description-conceptual understanding of the subject, the inquiry was leaned over on bibliographical sources and registers of qualitative character, but also of statistical information regarding the UFPA and Center of Education. To the set of selected sources if explanation applied procedures of literal analysis basically -, commentary and dissertation. It was possible to understand the specificity of the complexity and heterogeneity of the research of the knowledge and education notions that there were institute in the Brazilian university, the tensions instituted and the particularities that assume in the educational field. These conceptual elements also appear in the official documents that define the objectives and the structure of UFPA and Center of Education, still that the conditions of achievement of this instituted ideal only come if presenting in well recent years.
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A consolidação da formação do professor-pesquisador da Pós-Graduação em Educação da UFPA: o(s) produto(s) científico(s) em foco
(Universidade Federal do Pará, 2010-03-26) BAHIA, Cinara Ciberia Meireles; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This study theme running through the field of higher education had the task to speak about the object the consolidation of teacher-researcher at the Graduate Education of UFPA, which reflected an epistemological concern in understanding the educational actions developed in the post- graduate and currently is developing the relationship between labor-productivity research that finds its roots still in the genesis of the Graduate Program in Brazil in the 60s. The overall objective was to analyze the teaching of the teacher-researcher at Graduate Education, Federal University of Pará - UFPA, from the consolidation of its post-graduate training, and focused on five specific chapters of the dissertation, namely: to identify the legal and epistemological giving voice to teaching in Higher Education as a link with the concept of teacher-researcher checking of institutional arrangements that govern the teaching work at the Graduate; analyze the consolidation process of the formation of teacher-researchers of Graduate Education, UFPA; examine the level of scientific productivity of teachers and researchers of Graduate Education and UFPA; see how the teaching work of these researchers has been evaluated by the External Evaluation Commission of CAPES. Dedicating to the following problematic: As the work of the teacher-researcher is created after the consolidation of its post-graduate training? The issues which triggered the problems discussed in each chapter: How does the teacher work developed in higher education has been characterized within the epistemological approach that involves the concept of teacher-researcher? To what extent the institutional aspects shape the teaching activities developed in the Graduate, particularly at the Institute of Education Sciences UFPA? This reveals the introduction of the PhD thesis of teacher-researchers? As the scientific productivity of these teacher-researchers has been developing within the Lattes? As the CAPES evaluated the teaching in the Graduate Education of the UFPA time gap from 2003 to 2010? Given the issues, the study was built on a theoretical and methodological approach grounded in historical and educational, this time authors as Carvalho (2003) and Lombardi (2004) made up the dialogue necessary to explain what triggered the option in the choice of the five sources examined in the historical study, literature on the epistemology of the teacher-researcher, requirements officers, issues of doctoral theses of the current faculty PPGED UFPA, lattes curricula of these subjects and finally the evaluation sheets from CAPES apply PPGED to the years 2004 and 2007 concerning the triennial evaluation coordinated by the Authority. Was an instrumental case study concerned with understanding the educational activity in the post-graduate, considered the delay of 2003-2010. Among the results, it was found mainly to the consolidation of the teacher-researcher is in the stage of completion of the consolidation of PhD postgraduate training, just the starting point, since it is built on experience in the teaching, in the post-graduate degree in their contact with the various investigative processes that surround this field of meanings and contradictions that the teacher actually consolidates its investigative activity.
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A docência no curso de licenciatura em física da UFPA: história e gênero
(Universidade Federal do Pará, 2010-03-23) MATOS, Maria da Conceição Gemaque de; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This study aimed to analyze the inclusion of females in the teaching of the Degree in Physics from UFPA, in the period 1970-2005, aiming to identify the difficulties and barriers experienced by teachers in the academic context, influenced by social models and cultural riches offered by the genre they belong to. The proposed period, the Brazilian education has undergone educational reform perspectives and different profiles, leading to an emerging need to expand the faculty in various segments of higher education. The research problem was framed in three questions, namely: 1) As the authors devoted to addressing gender studies in their productions historiographical trajectory of upward mobility of females and their fight for higher education? 2) how the proposals for teacher training inspired by the Brazilian educational legislation influenced the inclusion of females in the teaching of the Degree in Physics from UFPA, between 1970 to 2005? 3) What are the main barriers to teaching women brought along the training and work with a degree in physics in this educational institution? The research was set up in long-term perspective of the historiography seeking to understand the intertwined gender and training established in the webs of higher education in UFPA. Working with bibliographic and documentary sources are added to a discourse analysis of teachers through semi-structured interview, highlighted the cultural and social settings experienced by Brazilian women to reach higher education and space science, won through much struggle and determination, since the acquisition knowledge to them was not considered necessary, instituting labels dualized in the teaching profession, passing the building aspect of discrimination in females at their practice. Educational reforms did not elucidate the gender category. The degree studied here remains with the hegemonic presence of male teachers.
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O Grupo Escolar Lauro Sodré em face da política de expansão do sistema escolar no estado do Pará: institucionalização, organização curricular e trabalho docente (1968-2008)
(Universidade Federal do Pará, 2011-02-25) COSTA, Renato Pinheiro da; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612; http://lattes.cnpq.br/7102416953096612
In the present investigation aimed to understand the importance of educational institutions in the materialized elementary schools created in the era of Republican Brazil and its impact on the federal unit of Pará, analyzing the influence of his deployment to the organization of society and the formation of the citizen from the founding of the Group School Lauro Sodré between the historical period from 1968 to 2008. Adopted as a research method to document analysis, having as theoretical research based on documentary sources, iconographic and bibliographic, tracing the historic line of institutionalization of primary education developed in the elementary schools with its dissemination and implementation in the municipalities, interacting and modifying the social structures, economic and cultural cities, which led to the reconstruction work of the aspects surrounding the formation and work of teachers belonging to such a context, the curriculum structure and methodologies used in the process of institutional consolidation of primary education. Guided by questions problem: What is the importance of educational institutions in the organization of society and schooling of the Brazilian citizen?; How to materialize the integration of elementary schools in the education system of Para and what implications they brought the social structure of the second unit federated Governmental speeches?; How important geopolitical and educational primary school established in Lauro Sodré County Moju?; What were the requirements for the exercise of teaching and how they conducted the curriculum practices of these individuals at this institution? For the elementary schools are identified as the first republican project used to secure the Brazilian population between the ideals of their philosophy and ideology and in another phase of history as a means to prepare the manpower to leverage the country's progress, in this manner these education institutions have become spaces of achievements, conflicts and tensions in order to uncover the various situations that were involved in its context.
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Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013)
(Universidade Federal do Pará, 2015-08-28) BARROS, Geraldo Neves Pereira de; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
The research effected a historiographical critical analysis about the specific educational phenomenon, seeking to understand and explain the settings, historical organization, technical and methodological perspectives and paradoxes contained in the educational historiography embodied in theses and dissertations that were produced in education area, whose educational historians elected as a study theme the school education of adolescent in a situation of deprivation of liberty in Brazil. Its specific purposes were: from the perspective of historiography, to analyze the concepts of school education, adolescence and deprivation of liberty; to identify the forms taken by scientific production which historiography has as the main point the education of adolescents in situations of deprivation of liberty; to discuss the historical, technical and methodological aspects of educational historiography consolidated in theses and dissertations about the school education of adolescents in situation of deprivation of liberty in Brazil; to identify and to analyze the perspectives and paradoxes that permeate the educational historiography, prioritizing as object of study the school education of adolescent in a situation of deprivation of liberty. How historiography conceptually defined education, adolescence and deprivation of liberty? What settings were took by the historiographical scientific production which concerned about school education of adolescents in situation of deprivation of liberty? How was organized historical, technical and methodological the scientific productions translated into educational historiography that prioritized as object of study adolescent education in situations of deprivation of liberty? What perspectives and paradoxes about educational inclusion were narrated by the authors of educational historiography that took as its central theme the school education of adolescent in a situation of deprivation of liberty? I resorted to the field of educational historiography with the support of the criticism coming from Marxist interpretations which have enabled the literature review on the topic, analyzing the empirical base of the research and explore the historical and documentary sources of the Database of Theses and Dissertations of Brazilian Institute of Science and Technology (BDTD) of the IBICIT - having as a historical mark - the time period among 1996 to 2013. I concluded that, among the 27 historical works examined, there is plentiful and cyclical historiographical production, with different historical, technical, methodological and theoretical-conceptual designs that paradoxically led 74.6% of these works to move from a formal educational perspective, limited, domesticating, conservative and in the service of capital order maintenance, while other 26.4% of this production were developed with authorial placement of critical bias, radically discordant of the current social organization and its legitimating discourses showing up with that worried about total destruction of the deprivation of liberty and the purpose of a radically transformed society.
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O Exame Nacional de Cursos: provão e suas repercussões no curso de Pedagogia da UFPA/Santarém
(Universidade Federal do Pará, 2006-10-03) COSTA, Maria Raimunda Santos da; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This study had the aim to understand the consolidation process of evaluation in the Superior Education from the decade of 1990 which was known as the National Exam of Courses ? NEC with echo in the Pedagogy Course in the University of Para in Santar?m. This research had supported in the following questions: a) in what way did the historic process of constitutionalization and institutionalization of evaluation in the Brazilian Superior Education happen? b) What were the consequences of the National Exam of Courses for the teachers and in the students? view that did the Exam in the Pedagogy Course in the University of Para in Santarem? It was used the social-historic and historiographic approach based in the Analles Schooling. It was done bibliographic research and analyzed the teachers and students speaking. The data was collected through semi-structured interview. The investigation sustains that the evaluation of official Superior Education have been structured since the introduction of the firsts Superior Courses to establish internal control in the formation. In the decade of 1990 Brazil had planned its economic and educational policy based in the strategies of structural adjust done by International Monetary Found (IMF) and Worldwide Bank with the same international economic interests and it turned its attention to the Courses in the interior of Superior Education. The ?Prov?o? is an example of this evaluation and how the country was attached with the international decisions. ENC was a kind of control, appraisement and education measurement, which discoursed the conflict statement indicating its proper time to present facts. One, upheld by ANDES, checking the assessment from an institutional and free method and the other supported by the government as education politics. This one is the National System assessment. The Pedagogy Course of University of Para in Santarem felt it as pressure, fear, apprehension, dread, aggression, impact and worry, but at the same time it occurred the limits have given by the Brazilian State. ENC had an inconsistent reflexion, which herd filing to students and teachers, who accepted the nules to have got a good score in their college degree.
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O trabalho docente nas veredas históricas da educação superior brasileira
(Universidade Federal do Pará, 2006-08-08) DANTAS, Elza Ezilda Valente; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This research aimed the comprehension of historical configuration that teaching as a social practice has acquired within brazilian higher education context, like political structure, shapes and modifications that the teaching profession has been going through since colonial times until the 1990?s years, with the State reform. The main objectives were: understand the configurations adopted by the teaching profession through out the historic evolution of higher education in Brazil, and to identify the role assumed by teachers at their job on that historical path. The research constitutes a historiographic work of articulation of the long duration logic to identify the relations needed to understand how these configurations were built. By this view, it has been developed a bibliographic and documental study that revealed the configurations assumed by the teaching profession understanding conformations, transformations, permanencies and ruptures that the teaching profession has gone by at it?s historical constitution. The investigation has shown that the different configurations through which the teaching profession in higher education has passed were related to projects thought to society that reached the role of developer of cultural politics reassuring the perspective that teaching has the power to form to different possibilities and goals. The shapes and structures through which the teaching profession has passed were defined at the context of political, cultural, economic, social and historical determinations, as well as the role they came to play. So, the teaching job has been part of our social and historical structure assuming actively the identity construction of brazilian society and the formation of professional picture of brazilian intellectuality.
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A pesquisa metamorfoseada em objeto de eloqüência institucional e sua efetividade na proposta curricular do curso de Ciências Sociais da Universidade da Amazônia
(Universidade Federal do Pará, 2010-01-08) QUEIROZ, Luiz Miguel Galvão; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This dissertation focuses on the historiography of teacher researchers Course of Social Sciences, Universidade da Amazônia - UNAMA, the investigative activity defined as the centerpiece of the study. It was established as the limit time and space from 1980 until the year 2008 electing such period in the light of developments in the field of social, political, economic and educational. The objective of the study to analyze the activity of investigative research professors of the Course of Social Sciences, UNAMA, by evaluating the impacts of policy research institutionalized in investigative activity of teachers in the above course and reflect on the teachers' positions on research policy institutionalized. Four major problems for basic research: The activity of the teachers of social science course UNAMA was the result of changes in the social set that stretched from the 1980s? Research policy institutionalized in UNAMA reflected in the investigative activity of the course faculty of Social Sciences? How is the position of teachers of social sciences UNAMA facing policy research institutionalized? I have adopted as a methodological approach to documentary research, complemented by field research and interviews with teachers of that course. It appears that the investigative activity as a component part of the course to teaching social science UNAMA expresses not consistent enough to meet the quality of knowledge produced, but it justifies the status of university. It is thought that the group described by the maintainer of UNAMA for research as part of the making of teachers as expressed in institutional documents not converge with the existing reality in the institution.
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Política de pós-graduação e formação de jovens pesquisadores no contexto institucional do Programa de Pós-graduação em Educação da Universidade Federal do Pará
(Universidade Federal do Pará, 2012-05-25) MESCOUTO, Joyce Viviane da Silva; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This research consisted of analyzing the importance assumed by the young researchers' formation in face of the Graduate Programs policy in Brazil, verifying the impacts of the financial investments of CAPES and CNPq funding agencies in the formation of those subjects, and the configuration of such policies in the institutional context of the Federal University of Pará. What importance does the young researchers' formation assume in face of the Graduate Programs policy in Brazil? In what measure the financial investments of CAPES and CNPq funding agencies impact the formation of those subjects? How such policies are configured in the institutional context of the Federal University of Pará? In what way the preparation of young researchers in the Graduate Programs Program of the Institute of Education Sciences of UFPA is conducted? This work is a historical study with support in the bibliographical research and documental sources involving the young researchers' formation in the higher education, with emphasis on the actions implanted in the Federal University of Pará and in the Program of Graduate in the Institute of Education Sciences of that institution, in the period of 1960 to 2009. The researchers' formation implies much more than the concession of credentials and/or training of abilities susceptible to be or not to be used, once it must be both social and institutionally characterized and, for so, it needs to be organically connected to social and institutional instances that demand researchers. The funding agencies assume a relevant posture towards the scientific policies of the Country, with significant repercussions on the education research developed inside the universities through the Graduate Programs.
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Políticas educacionais e curriculares para o exercício do ofício de mestre no Grupo Escolar Doutor Otávio Meira, no município de Benevides, estado do Pará (1965-1976)
(Universidade Federal do Pará, 2016-06-24) BARRETO, Brianna Souza; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
Analyzed the configuration of teacher craft in school groups during Brazilian military dictatorship period. As specific purposes: to verify the requirements put to the teacher exercise in public schools in Brazil during the military dictatorship; analyze the influence of the guidelines for the teacher craft in the curriculum policy proposal for the school in the period of the Brazilian military dictatorship; examine the educational policies proposed by the Government of Pará to the teacher craft and the curriculum of school in the 1965-1976 period; analyze the configuration of the ideas proposed for the teacher craft in the educational practices of the School Dr. Otavio Meira, in the city of Benevides, State of Pará. The historiographical method was adopted, with use of sources bibliographic, documentary and oral, using primary and secondary documents, focusing on the 1965-1976 period. The choice of the proposed timeline is due to the moment of transformation of the School Otavio Meira, at that time gathered school, school group, under the determination of the state of Pará government. The investigation is also composed of narratives of teachers who formed the School Group Dr. Otávio Meira during the foresaid period. Under what institutional requirements was exercised the teacher craft within the school groups in Brazil after the year 1964? What ways the profession of teacher requirements affected the curriculum policy of school groups in during the dictatorship? What public policies are designed by the governments of Pará in the face of the ideas proposed for the teacher craft and the curriculum of school groups in the period 1965-1976? How the idealized teacher profession managed the educational practices of intellectuals who occupied the teaching in the School Group Otávio Meira, in the city of Benevides, State of Para? Teacher craft is exercised by someone who dominates a specific knowledge, historical heritage, embodied in an action that cannot be done by people without proper qualification. So, the professional follows the teaching beyond the school, since he or she takes the educator image socially constructed, as well as the duties of their role in preparation and concerns that go beyond the school environment.
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Processos de subjetivação, poder disciplinar e trabalho docente no Grupo Escolar Professor Manoel Antonio de Castro (1940 – 1970)
(Universidade Federal do Pará, 2012-03-29) PIMENTEL, Glaybe Antonio Sousa; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This work has for purpose to discuss the School Groups as space to become subjective and cultivation of the power to discipline; to analyze the characteristic aspects expressed in the biopolitic established by the State starting from the curriculum proposed by the educational reforms contained in de Federal Constitution of 1946, in the Ordinance-law no. 8529 and 8530 of January of 1946, in de Federal Constitution of 1967 and in the Law of Guidelines and Bases of the Brazilian Education (LDB) Law no. 4024/61; to identify the devices pedagogic of confirmation to the process of educational to become the teaching subjective. The subjects that put in motion of this walk are the following ones: How did the School Groups cultivate in your space the process to become subjective and discipline power? How did the curriculum biopolitic conform that process? What pedagogic devices did influence in the process to become subjective the educational work in Teacher Manoel Antonio de Castro Group School? It is a study of bibliographical and documental character. With support in the analysis of official documents of the public files of institutions as: City hall, Municipal and State Public File, Union of the professionals of Education of the Municipal distric and the Files of the Secretary of GEPMAC. The research happened in the historical period from 1940 to 1970, time of establishment of the Constitutions Federal of 1946 and 1967, of the Ordinance-law no. 8929 of the primary teaching and no. 8930 regarding the normal school and of the educational reform originating from of the Law of no. 4024 of 1961, besides to talk about the three ex-teachers of the School Group that were part of the analysis of this work. The study was based theoretically in Philosopher Michel Foucault’s writings of which it was used the analytic tools the can/to know relationships that it involves the analysis of the speech, relationships of can and the process to become subjective simultaneously. Starting from those analyses we considered that the history of the Brazilian education was and it is predominantly addressed by that Foucault calls superior administration starting from speeches of truths. Although the State intervenes in the social control of the education and of the educational work, these subjects are not hostages of the actions idealized in the ambit of the official power, because in your practices and involvement with the pedagogic devices execute institutional demands, but also, they react to them, be ignoring them or reacting or repelling the state action.
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Reformas neoliberais e política de formação continuada de professores nos Governos do Novo Pará (1995-2006)
(Universidade Federal do Pará, 2008-04-08) AQUINO, Edward Martins de; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This work talks about the teachers formation, thought the often modality what is for the teachers of basic education, in high school, in the state of Pará, determined by the governmental politic, while the period with the name New Pará (1996-2006). Interrogating the configuration that assumed the politic of frequent formation executed by the governments of Pará, and the presuppositions that oriented the formulation of your formations politic, your objective is understand all kinds of often formulation of teachers in Brazil, converging for your specificities in Pará in face of took measures by your governments, in the historic period of 1995-2006, knowing the characteristics assumed by often formation politic for the teachers of Basic Education of Pará, like your defects in teaching activity. Your methodic option, localized in the bibliographic research and documental analyze, thought the access to the official documental sources and in a focalized literature in the thematic in question, in the circuit of governmental politic education of that time. What is interesting is your relation with the scenery what is behind of everything, specially, the Brazilian states reform, during the 90s, with the influence of new liberal ideologies, with reflexes in education. With your conclusion, it was possible to infer by presence of this modality of formation, than the Specialization Lato Sensu History of Amazon, realized by the Amazons University UNAMA, in the period 2003/2004, is illustrative, but in the fragmental and indicial form, characterizing a inconsistent politic, fragile and tenuous, across of a fast process, created in a rational and instrumental boarding, with distinction in the reference of Competences Pedagogies. But, separated of a project more articulated in a high school universe, seeing in a way critical for the educational practice, putting that the education is a permanent territory of fight of projects and interests.

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