Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775
O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).
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Navegando Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI por Orientadores "ALVES, José Jerônimo de Alencar"
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Tese Acesso aberto (Open Access) 1963: educação, ciência e redenção econômica em uma capital na periferia da modernidade: a Escola de Chimica Industrial na Belém dos anos 1920(Universidade Federal do Pará, 2016-03-23) MACHADO, Jorge Ricardo Coutinho; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243In the 1920s, in Belem (a town in Pará-Amazon-Brazil), merchants and scientists to join through negotiations and interest agreements, to the creation of an analytical laboratory with the aim of researching of amazonian natural products capable of being used in the industry and thereby inaugurate a new cycle of economic prosperity after the end of the so-called "latex cycle" (the amazonian belle époque). The laboratory of analysis, almost simultaneously became a laboratory-school for training chemists, according to a training model previously initiated in Europe and that has shaped from then on, all training systems of professionals of chemistry. This laboratory-school (which existed from 1922 to 1930) graduated nine industrial chemists and published a scientific bulletin with the results of research conducted at the institution. This narrative unfolds in the chapters of this study, which are developed more detailed reports about the actors (human and non-human agents) involved in a network, in this history: the Amazon region with its natural products and the city of Belém of Pará capital on the outskirts of modernity; chemistry, a modern science expanding in the world; diplomats, politicians, merchants, chemistry students and scientiststeachers. The analyzes conducted had supported mainly in the Sociology of Translation, theoretical tool that allows to map inseparably the assembled elements in this network, whose tessitura also contribute those derived by nature and those of society, without asymmetries. The conclusions allows verify the fertility of the approach (Social Studies about Science and Technology) in the construction of narratives about objects which, although already studied by traditional historiography, were being treated asymmetrically, without giving voice with equal eloquence to scientists, amazonian natural products, politicians and traders, resulting often in hagiographies or narratives drived by positive arrow of progress and advancing of the "wrong past" to "correct future." It is expected that stories like this, written with support in the Sociology of Translation, can shed new light on the history of the expansion of the natural sciences in the Amazon, by presenting not a story of winners (or occupation of an " epistemological emptiness"), but that one where we can see the science in action, with all negotiations, hesitations, beliefs, setbacks and recalcitrances, typically presents in a open life field, where reason and passion; knowledge and power intertwine inseparably.Tese Acesso aberto (Open Access) Condições culturais de inserção da história natural na instrução pública do Pará (1851-1891)(Universidade Federal do Pará, 2023-03-16) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243This thesis intends to contribute for historiography about the process of institutionalization of science in schools and your main objective is to analyze the process of insertion of the Natural History in public education in Pará, the characteristics it assumed and the cultural conditions that made possible. The thesis covers a period between 1851 and the initial period of the first Republic, 1891. This initial period of analysis is justified by the fact of the Botany was included in the curriculum of Liceu Paraense, with the creation of the subject Elements of Physics, Chemistry and general principles of Botany, in 1851. The subject Natural History would only be introduced in 1873, when it became part of the curriculum of the Curso Normal, attached to the Liceu Paraense, integrating the subject General Notions of Physics, Chemistry, Natural History and Agriculture, being withdrawn shortly afterwards, 1874. After the advent of the Republic, in 1889, disciplines from the field of Natural History were introduced into the curriculum of Liceu Paraense and Escola Normal, with other disciplines such as Biology, Hygiene and School Hygiene appearing in both schools. The three moments that stand out above constitute the chapters of this thesis, which is based on theorizations of the fields of study of curriculum history, history of school subjects and Cultural Studies. In order to analyze the characteristics, representations and meanings attributed to Natural History in each of these contexts, we rescued the teaching plans and other documents that indicate the specificities that this science assumed in the Pará school curriculum. With regard to the conditions that made it possible, we will investigate, above all, the speeches of the time, printed, above all, in newspapers and government reports of the time. We found, firstly, the presence of activities linked to the field of Natural History, such as those of naturalists and research in Botany at context of the local culture, were important factors for the insertion, at first, of Botany among the Sciences, which constituted the first scientific subject in the curriculum of public education in Pará. Posteriorly, we saw that although there were people with thoughts focused on the insertion of such knowledge in education, proposing its insertion, they did not remain for cultural reasons alleged in the speeches conveyed in the newspapers of the time as being of disinterest. In the last period, that of the Republic, there are indications that this knowledge may have been introduced and consolidated in the culture and in local school system, bearing in mind that there were reforms in order to adapt to a new regime in which science became more valued.Tese Acesso aberto (Open Access) A dimensão subjetiva do aprender na formação para a docência interdisciplinar: um estudo de caso no Clube de Ciências da UFPA(Universidade Federal do Pará, 2022-06-10) RIBEIRO, Rosineide Almeida; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/6500775506186127Tese Acesso aberto (Open Access) Do Campo à escola: as ciências no ensino agrícola do Pará (1909-1921)(Universidade Federal do Pará, 2021-04-22) SANTOS, José Arimatéa Gouveia dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243This Thesis aims to analyze the dissemination of Sciences through Agricultural Education in Pará, between 1909 and 1921. This period is justified by the creation of the Campo de Cultura Experimental, in 1909, and is understood until 1921, when the Escola de Agronomia do Pará of To present the consolidation of your activities. To achieve our intent, we approached a historiography that considers the conditions of possibilities for the Natural Sciences to be present in agricultural institutions. And among these possibilities, we emphasize the discourses, although not disregarding the other elements. This approach classifies the historiographic methodology developed by authors such as Foucault (1986) and Wortmann and Veiga-Neto (2001), who consider the discursive as a historical condition for the emergence of objects. Finally, in relation to the diffusion of Sciences in the historical, social and cultural context in the region outlined here, we rely on Science historians such as Saldaña (2000) and Quevedo (2000). As research of a historical nature, the sources used were mainly the newspaper Estado do Pará and the Mensagens de Governo do Estado do Pará, in which we analyzed the discourses of Agricultural Education based on Science. As a result of the research, we can consider that the diffusion of Sciences in Agricultural Education in Pará, between 1909 and 1921, was mediated by cultural, social and historical aspects, producing effects so that this diffusion occurred in a gradual and unstable way, starting in the Campo de Cultura Experimental, from a single saber, Agricultural Zoology, in 1911. Then, in 1913, Agricultural Education was proposed by Law to be implemented in a set of schools and other agricultural institutions and forms of education with a variety of knowledge of Sciences. However, despite this law, the proposal for this teaching was not in line with what was observed in the discourses about it, as the sources indicated that the Sciences were in the form of didactic collections, in 1916. In the following year, in 1917, an agricultural secondary school was created with a curriculum rich in Natural Sciences, but it did not provide continuity in its functioning, being another case of instability in the Sciences. However, through higher education, as Science they were consolidated, between 1919 and 1921, through curriculum, teaching practices and articles published in journals by professors from the Escola de Agronomia e Veterinária do Pará.Tese Acesso aberto (Open Access) História e currículo do curso de física (licenciatura) da Universidade Federal do Pará (1955-1976)(Universidade Federal do Pará, 2020-03-05) SANTOS, Janes Kened Rodrigues dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243Tese Acesso aberto (Open Access) A introdução das Ciências Naturais no Pará por meio das instituições de ensino(Universidade Federal do Pará, 2016) BARROS, Jônatas Barros e; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243The objective of this research is to analyze the process of introduction of science in Pará, through the schools, and the conditions that allowed this process. We resumed the Pombal reforms of the second half of the eighteenth century, which marked the introduction of the Modern Scientific Rationality in Portuguese Kingdom, where the Para was Cologne. They expelled the Jesuits by inserting a gap in education, which began to be filled with the creation of the College of Nobles, Reform at the University of Coimbra and implementation of Régias classes. At that stage the natural sciences were introduced only in the metropolis, while in Pará created classes that kept the dominance of Letters and Humanities. The Marquis of Pombal's reforms have made the most favorable educational environment paraense receptivity of Natural Sciences, mainly because of the nationalization of education. This became incisive from the second half of the 1830s Rulers of Pará suggested the introduction of scientific disciplines and educational models in effect in countries like France, which was a diffuser center of modernity. This began to be realized with the creation of Liceu Paraense in 1841, which was intended to provide secondary education. Ten years later, in 1851, he implanted the first time physics and chemistry, which was repeated twice more, in 1868 and 1873. In the first insertion Botany was also present, while in the latter, the Natural History. In 1871, the initial phase of the Belle Époque, a time when the entry of Modernity in Para was accelerating, Physics and Chemistry were continued in Escola Normal do Pará, created this year in order to train teachers to work in primary education, but only until 1872, when they were taken out of this institution. In 1890 they returned with more expressiveness, being represented by six Sciences. In primary education, the natural sciences also consisted, from 1870, motivating teachers in that sector the coursing Physics and Chemistry in the Escola Normal and Liceu Paraense. Thus, educational institutions were instrumental in the introduction of science in Pará, conditioned by the social context, first of Pombal reforms, culminating in the nationalization of education, and Belle-Époque, with the acceleration of Modernity entry in Pará. scientific presence in the curricula was marked by discontinuities in the initial phase, since the reception of the modernizing process, the local culture, had not yet made the learning of science is an imperative need. This began to happen from 1890 when the Science began to widen in school curricula.Tese Acesso aberto (Open Access) Sistema métrico decimal: difusão no sistema escolar do Pará (1868 – 1918)(Universidade Federal do Pará, 2019-05-17) CORRÊA, Patrícia de Campos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/3793526621124658The Decimal Metric System was introduced in curriculum of Pará schools in the second half of the 19th Century, in compliance with the Imperial Law of 1862, which made it compulsory education in Brazil. From the 1870s, in Pará, this knowledge became part of the curriculum of vocational schools. Government speeches delivered by the press and choose recorded in Province reports, school regulations, school curricula, textbooks also made it possible to circulate the Decimal Metric System where there were already other practices and ways of measuring. In this research we aim to analyse how the Institutionalization of the Decimal Metric System occurred in the Pará school system in the period from 1868 to 1919. For this we analysed some discourses favourable to the implementation of the Decimal Metric System as the Laws, Educational Regulations, the saying of deputies. The Legislative Assembly, the Presidents of the Province, the Director of Public Instruction, the governors, the authors of books on this subject, as well as the local newspaper related to the culture and society of the time and the relationship with the systems previously used. In the analyses, some aspects of cultural studies were considered, which corroborated the understanding of how this diffusion process occurred, the social position of the subjects who spoke the diffuser discourses, the conditions that allowed the circulation of these discourses and in which cultural context. Modernity in Amazon region in the second half of the 19th Century had Pará as its main gateway, and was funded by the latex economy fuelled by discourses of desire for progress coupled with scientism, school education and vocational training. The diffusion of the Decimal Metric System occurred through discourses that did not only refer to the educational process, but the introduction of a worldview associated with the modernity that was introduced in the region, in the period of the Amazonian Belle Époque and the coexistence of other ways of measuring.