Teses em Educação (Doutorado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2736

O Doutorado 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 - 7 de 7

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Criança, cinema e educação: os discursos sobre a infância em produções cinematográficas brasileiras
(Universidade Federal do Pará, 2017-10-28) SÔNIA , Maria Fernandes dos Santos; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This study aims to analyze discourses about childhood and the child’s protagonists in the movies Menino de Engenho (Brazil, 1966, Walter Lima Jr.), O Meu pé de Laranja Lima (Brazil, 1970, Aurélio Teixeira) and, Capitães da Areia (Brazil, 2011, Célia Amado), in whose center of the problem lies in the fact of how the childhood and the child’s cultural practices has been presented in these films productions e the relations stablish with conceptions instituted in society. The movies are a cultural system, once that’s possible, by the multiple voices caught in the film, the interaction between individual consciences, for having ideological form and content that is processed from specific fields and in multiple discourses, to be observed, within the process of communication, as signs. Further than that, it demarcates its field as a rich and propitious source for the historian and other researches, because it’s capable not only of telling a story, but of problematizing reality, which ensures its merit as a childhood’s research field. Thus, the following specific objectives were defined for this study: 1) to unveil the present and/or absents discourses that can point the possible senses and the meaning of childhood (re)produced in the selected films; 2) to problematize about the conceptions of childhood present in our society and that are re-treated in the investigated films; 3) to reflect about the aspects related to education and the ways of being a child present in the films studied. In order to do so, this study follows the descriptive and analytical study’s lines, with a qualitative approach, using bibliographical and documentary research, with dialogues anchored in the Bakhtin studies and authors from the childhood and history’s fields in a sociological, historical and cultural perspective. Our analyses were guided, from three areas: Conceptions of childhood, Cultures for children and Education. From these, it was possible to perceive the strong influence of conceptions, social practices and educational aspects that accompany the historical trajectory of childhood, and the diverse forms that reproduce in social practices and relations. The results also pointed that studying the childhood through film encourages us to be “others”, once it allows us to become new men, since the conception of time is connect to the man’s conception, and that although all artistic creation is impregnated with fictionality, it does not cease to dialogue with the reality traced in us, capable of projecting us to other already existing realities and others that are yet to come.
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Os discursos dos médicos do estado do Pará nas “Teses de Doutoramento ou Inaugurais” (1929-1954): saúde, assistência e educação da infância pobre
(Universidade Federal do Pará, 2016-02-29) GUIMARÃES, Jacqueline Tatiane da Silva; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
Acesso aberto (Open Access)
Infância, crianças e experiências educativas no Educandário Eunice Weaver em Belém do Pará (1942-1980)
(Universidade Federal do Pará, 2017-02-10) PACHECO, Tatiana do Socorro Corrêa; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
The thesis entitled Childhood, Children and Educational Experiences in the Educandário Eunice Weaver (1942-1980), is part of the History of Education and History of Childhood - Pará and has as its object the history of childhood and the educational experiences of children who live institutionally isolated due to the public policy of compulsory isolation implanted in Brazil in the first half of the XX century, for the control and prevention of leprosy. The main objective of the study was to explain the childhood and educational experiences of children who lived institutionalized in a space created to host, maintain, educate and instruct children who did not have leprosy, but because they were children of sick parents, they should be removed from the family to avoid the contagion of the disease by the parents. The preventers/educandários were created in almost all the Brazilian states in a moment of remarkable growth of the public interest in childhood, of social control and authoritarian intervention of the public power over the population. The procedures adopted for the acquisition of information and for the achievement of the proposed objectives were the interviews in oral and thematic oral history and documentary research, because, in this type of procedure, the researched topic is valued, and oral data communicate with other sources, which may be the documents and the analysis references. The main sources of the corpus of the thesis were the oral narratives of 13 graduates of the institution, the regulation of the preventers for children of lazarus installed in Brazil, the book of the Solidarity Campaign for the construction of preventory for healthy Lazarus’s children in Pará, reports of the I and II National Conferences of Social Assistance to the Lazarus, in 1939 and 1945, respectively, The National Public Health Department Regulations of 1923, photographic records, government reports, offices, as well as articles, books and magazines with subjects on leprosy and about the institution. The reflections undertaken are anchored in the foundations of cultural history. Authors like Michel Foucault, Mikhail Bakhtin and Erving Goffman gave us input for the analyzes undertaken. The research results reveal the history of children who were removed from their relationship with their families and from social life, thus building a way of experiencing childhood based on isolation, control of children's bodies through discipline and physical and psychological violence.
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Infância, educação e criança: um estudo histórico-literário nas obras Serões da Mãe Preta e Chove nos Campos de Cachoeira (1897-1920)
(Universidade Federal do Pará, 2015-06-19) LIMA, Maria do Socorro Pereira; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
In the field of social history of childhood in the Amazon, the thesis titled Childhood Education and Children a historical-literary study Serões da Mãe Preta and Chove nos Campos de Cachoeira (1897-1920) is guided by the following research question: Which place the child take, as a subject, in Firesides works Serões da Mãe Preta, de Juvenal Tavares and Chove nos Campos de Cachoeira,de Dalcídio Jurandir, from the relationship with the historical contexts, economic, cultural and educational in State o Para, between the years 1897 to 1920? To answer this question, the study’s main idea was to examine childhood, education and the place that the child occupies, as a subject, in Firesides works of Serões da Mae Preta, de Juvenal Tavares and Chove nos Campos de Cachoeira, de Dalcídio Jurandir, the from the historical contexts, socio-political, economic, cultural and educational in State of Para, between the years 1897-1920. The study was based on the theoretical and methodological assumptions of the New Cultural History, with an emphasis on the concepts of representation, practices and ownership, and the relationships established between history and literature associated with the sociological concept of childhood. The first milestone marks the height of the rubber boom, favoring the republican government’s investment in childhood education, leading to the publication of the fireside work Mãe Preta for children's reading in schools in the state of Pará. The end of cycle rubber shows political context of firesides work of Chove nos Campos de Cachoeira. In constant dialogue with the literature and the historical, political, economic, cultural and educational context, the corpus of analysis made by these works considers the proposition articulated by the author. The place of his speech, his ideas, his productions and his broader social relations overtaking the limits of a biographical characterization are indispensable. Also, it uses subsidiary documentary sources to dialogue with literary texts. From the analysis, the thesis points out that those writers do different childhood representations displaying the different places that the child occupies in the literary discourse. In Serões da Mãe Preta, there are clues that the author reports, through his characters, to a childhood under construction supported by a comfortable economic situation in which the child is represented as a person who needs to learn moral values and social to be recognized and accepted socially. Already in the Chove nos Campos de Cachoeira, the misery of the place refers to a poor childhood. The child is represented as knowledgeable of their environment, their situation of oppression and the will to break away from that which ails them, using imagery as a backdrop to leave the real world, characterized by the absence of the right to live and educate in dignity.
Acesso aberto (Open Access)
Infância, linguagem e educação: o texto escrito por crianças no 3º ano do Ensino fundamental
(Universidade Federal do Pará, 2017-05-30) TRESCASTRO, Lorena Bischoff; AMARILHA, Marly; http://lattes.cnpq.br/7415412765980423; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This doctoral thesis, related to the research line in Education, Culture and Society of the Postgraduate Program in Education, at Federal University of Para, presents the research about the text written by children in the 3rd year of Elementary Education, in the interface between childhood, language and education. The aim of the research was to study texts written by children of the 3rd year of Elementary Education, in writing activities mediated by oral reception, visual reception and reading of questions, in order to investigate the condition of production that allows the creation of more creative than reproductive texts. This study, based on Bakhtin, Bruner and Vigotsky, sought contributions in the Sociology of Childhood, Narrative Studies and Discourse Analysis. This is a documentary research. The corpus consisted of twenty-five texts written by eight-year-old children, in the 3rd year classes of elementary school, at city public schools in Belem-PA. The children's text, written in a school context with the teacher's mediation, was seen as a school text in which it is possible to establish interlocution, taking it as an object of analysis in the course of the research in order to value the child's discourse. In the exploratory research of children's texts, three different production conditions for the child's writing were found, as it follows: (1) a story read aloud by the teacher, (2) a comic strip read silently by the child, and (3) reading a command from questions. Considering these three activities of school text writing, the guiding question of the research in the analysis of the corpus was: What activity of school text writing, among those mediated by oral reception, visual reception and reading of questions, enables the child of the 3rd year of the Elementary Education to write texts with elements that are more creative than reproductive? The study of the children’s texts pointed out that the production condition influences the text writing of the child: (1) the text written from a heard history tends to be more reproductive, pointing out the elements of the narrative; (2) text written from reading a comic strip tends to include dialogues between characters and new elements that were not in the comic strip; (3) in the text written from the reading questions what prevails is the answers to the questions that seem to function as a template to the answer-text. From the analysis of children's texts written from these three conditions of production, we found what prevails in the text writing by children in school literacy, the reading of stories enables the child to notice the structure of the narrative, the reading of imagery texts helps the construction of dialogues and the writing of more creative rather than reproductive texts and the reading of questions provides an answer-text template.
Acesso aberto (Open Access)
O Instituto Orfanológico do Outeiro: assistência, proteção e educação de meninos órfãos e desvalidos em Belém do Pará (1903-1913)
(Universidade Federal do Pará, 2017-02-07) PINHEIRO, Welington da Costa; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
In 1903, in the context of the great development of the city of Belém due to the profits of the Amazonian rubber economy, the rulers Antônio Lemos and Augusto Montenegro created the Outeiro Orphanological Institute, designed to house male children who were considered orphans and Age group of five and twelve. This institution and the assistance, protection and education actions were configured as the object of study of this doctoral thesis. In the context of the History of Educational Institutions, in the context of the History of Educational Institutions, this thesis problematized political, educational and social discourses in the Outeiro Orphanology Institute in relation to the assistance, Protection and education of orphans and helpless boys? In order to answer this question, the general objective of analyzing the political, educational and social discourses that permeated the Outeiro Orphanological Institute in the assistance, protection and education of orphans and underprivileged boys from 1903 to 1913 was delimited. And as specific objectives, it was sought: a) to investigate the structuring, the space and the body of employees of the institution; C) identify the process of entry, stay and dismissal of the students in the institute; D) characterize the profile of the boys enrolled in the institution; and e) to analyze discourse the practices of assistance, protection and education of orphaned and underprivileged children at the Outeiro Orphanological Institute in the light of the Bakhtinian. The period investigated was selected by demarcating the year of creation and termination of the institution. The study is of the documentary type, having as central information sources for the composition of the corpus of the research the newspaper "The Province of Pará", the Messages of the Governors of Pará, the Album of Pará (1908), the status of the Orphanological Institute of Outeiro, as well as offices, ordinances and reports produced by the institution. For the analysis of the documents, the analytical-discursive baktinian perspective was used; Already in order to understand the mechanisms of operation of boarding school, was based on the concept of "total institution" and Foucault's assumptions. The discursive statements of the analyzed documents pointed out that the discourses that permeated the assistance, protection and education in the Orphanological Institute were based on ideological discourses that came together to the thesis that this institution was originated to be an establishment of initial preparation of labor, Because they intended to instill moral, civic, and nationalistic values among the students, as well as disciplinary and hygienic norms and behaviors to shape the boys' bodies to become healthy, strong, orderly subjects that were sought after in the speeches produced during the Republican period, Poor childhood as the social category to be invested to become future strong arms to meet the yearnings of the elite and the political principles of the state.
Acesso aberto (Open Access)
A ressignificação da prática de leitura dos graduandos do Curso de Letras PARFOR - UFPA: território de formação, subjuntividade e horizonte social do leitor
(Universidade Federal do Pará, 2016-05-17) SILVA, Márcio Oliveiros Alves da; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This thesis has the object the Meaning Network about Reading Lessons in the experience of Undergraduate-Reader in Letters Course - PARFOR / UFPA, and the objective is to understand the reframing of expressed discourses by Letters Course undergraduates to set up a Meaning Network about Reading Lessons in the reader experience. In this study, we organized the discoursive dialogical relations produced as Meaning Network for designing the theoretical basis of the Meaning Network by listening to experiences of Reading activities Lessons: Bakhtin (1997, 2003); Bruner (1990 and 1995); Souza (2014); Larossa (2006); and Petit (2009a and 2009b). The methodology is predominantly qualitative and constituted the research corpus at a group of Letters Course in the city Redenção/PA: 26 questionnaires; 09 interviews with narrative character; and 01 memorial written, and notes in class diaries. The analysis of listening to the experience of the subject’s Reading Lessons revealed three dimensions: the first are the discursive activities of the Subject: Reader’s Territoriality of the Formation– as variant of movement and dimension of the use of Reader’s reading objects; and Reader’s Subjunctivity – as meaning creation variant to build its own history of reader. The second dimension as Discursive activities in the Subject-Reader’s Memory: Social Reader Horizon – as a variant of reflection of the value of recreation of the reader’s meaning. The third dimension is the updated historicity of Subject-Reader’s Consciousness Formation: the formation of Meaning Network through the Reading Lessons in the experience of reader through the variants formed in the first and second dimension. Thus, the study helps to think discursive dialogical scenes of the readers as negotiation and reformulate the entry of new meanings of Reading Lessons in the Reader experience steadily in its historicity Reader’s Consciousness Formation. What supports this thesis is that the cultural experience of the word reader emerges socially in the Territory of Teacher Education through dialogism to (re)negotiate and take a place with cultural difference of reader, capable of making visible their discursive activity for designing your Meaning Network as Historicity of Consciousness Formation of the Reader’s Reading Lessons.

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