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).

Navegar

Agora exibindo 1 - 6 de 6

Acesso aberto (Open Access)
A colonização de corpos, corações e mentes: educação e higienismo em escritos de periódicos pedagógicos no Pará (1891-1912)
(Universidade Federal do Pará, 2015-02-27) VIANA, Luana Costa; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The study approaches Education and Hygienism. The objective is analyze the relationship between education and hygienism in Latin America and the materialization in the speeches of men of science, in the periodic of education produced in Brazil, Pará State, published between the years 1891 to 1919, to understand the epistemic sense that assumed. In this sense, this thesis proposes the question: in the context of Latin American colonialism, which senses had the discourses that was related education and hygienism produced by Pará men of science, between the years 1891-1912, materialized in educational journals? Therefore, was adopted the document and literature. Epistemologically, has guided us in New Cultural History and Theory colonialist. The papers that was read in the research is composit of articles of educational periodicals published: "Revista de Educação e Ensino", "A Escola" and "Revista do Ensino". For their analysis were articulated others documents such as, educational legislation (scholar regiment, decrees and opinions); Reports of government agencies responsible for instruction and health in Brazil, particularly in Pará. The results show that when dealing with education in association with the medical-hygienist ideology, the constant publications in periodicals produced representations that denied the knowledge of populations originating from the mainland and other less considered, such as black people and poor white people. These productions the students of these populations are compared to the wax and plants because they are fragile and influenced by the action of adults considered uncivilized. Then, the speeches in defense of cleaning the space, time and school activities indicated in the periodic try to shape bodies, hearts and minds of children and adolescents in a case where the colonialism of power is manifested in its epistemological fields (colonialism of knowledge) and ontological (colonialism of being). Therefore, the argument of this study is that the doctor-hygienic rationality embodied in the discourses of men of science present in educational journals produced in the State of Pará, Brazil, published between 1891-1912 confirmed the colonialism which arose in Latin America.
Acesso aberto (Open Access)
Educação para mulheres e processos de descolonização da América latina no século XIX: Nísia Floresta e Soledad Acosta de Samper
(Universidade Federal do Pará, 2016-05-20) LIMA, Adriane Raquel Santana de; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This study analyzes the concept of education for women in writings of authors Nísia Forest and Soledad Acosta de Samper, relating this concept of education with the decolonization process in Latin America. The research part of the investigative question: what is the concept of education for women present in the writings of the Brazilian Nísia Foresta (1810-1885) and the Colombian Soledad Acosta de Samper (1833-1913), and how this concept is linked to the historical context of decolonization of Latin American continent? It presents as a central objective to analyze the concept of education for women present in the writings of Nísia Foresta and Soledad Acosta de Samper, understanding how this thought is linked to the historical context of decolonization of Latin America. Methodologically, it is a theoretical thesis, based on analytical assumptions of cultural history and comparative history of Latin American social thought. The sources are constituted by the writings of Nísia Foresta and Soledad Acosta de Samper, especially those who are directly and indirectly related to the educational theme. The results confirm the research hypothesis initially raised, namely, that the writings on education of Nísia Foresta, in Brazil, and Soledad Acosta de Samper, in Colombia, are two models of Latin American intellectual production that put in debate the educational formation of woman in close relationship with the political movements of decolonization of the south American continent. The writings of these authors are a border thinking that emerge in the dense and secular plot of decoloniality in Latin America. Nísia and Soledad are undoubtedly writers who challenged her time, because they reflected about the conditions of oppression that Latin American women were subjected, as well as blacks and Indians. In addition, both proposed an education based on the real needs of independence of their countries, emphasizing education for women as a right, which refuted the hegemonic discourse of intellectual inability of women to learn and build scientific knowledge.
Acesso aberto (Open Access)
“A educação para ser boa deve ser religiosa”: romanização e civilização no projeto educativo do Bispo Dom Antônio de Macedo Costa para a Amazônia (1861 - 1890)
(Universidade Federal do Pará, 2019-02-22) COSTA, Benedito Gonçalves; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The research object from this thesis is the project of education of the bishop D. Antônio Macedo Costa, who acted in Pará in the period of transition from the Imperial Brazil to the Republica. The main goal of these studies is to analyze, having as a basis the historical and intellectual culture, contented in this referred project of education. The problem which guided our investigation, can be summarized in a simple question: which project of education had the bishop D. Antônio Macedo Costa to modernize the Amazon Region? Theorically it is a thesis based in the historical field, registered in the command of the history of Education as well. Metohodogically we worked with a great variety of sources which includes: texts or the own bishop, tests from newspapers, reporters of the presisents from Pará and Amazônia provinces, iconographies between others. I has been developed, basically into five great main points: 1) Bishop's biography; 2) Bishp's positioning up against to social and historical condition in the Amazon Region; 3) the political and ideologic fights which bishop had against social groups to defend his project of education; 4) Theiritical basis in the bishop's project of education; 5) The actions he made and the institutions he created in the scope of education. the results confirm the initial hypothesis that bishop though and developed a project of education for tha Amazon Region in the XIX century, founded over catholic romanized reform processing in the briest of the catholic church since the Trent Council, instituted by Pope Pio IX. But it also demonstrates that such that this project tok part of a political strategy wider from bishop of keeping under catholic church control, bodies and minds to the Amazon residents. For that, it has been necessary to see again his strategy and to associate the basis of Jesuit Pedagogy, which had as a basis the Romanic Pedagogy. In ainterlate builtfrom a solid religious formation and to the confrontation to a reality which scaped at his hands, mobilized by the ideas of modern pedagogy. The bishop D. Antônio Macedo Costa"s attitude marked the history of education in the north of Brazil.
Acesso aberto (Open Access)
Educação popular e pensamento decolonial latino-americano em Paulo Freire e Orlando Fals Borda
(Universidade Federal do Pará, 2015-11-27) MOTA NETO, João Colares da; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This study aims to analyze the formation of a decolonial conception on the social and pedagogical thoughts of Paulo Freire and Orlando Fals Borda, identifying their contributions for the formulation of a decolonial pedagogy as an expression of popular Latin American education. It considers the following problem: which decolonial conception is present on the social and pedagogical thoughts of Paulo Freire and Orlando Fals Borda, and what the contributions of these authors for the formulation of a decolonial pedagogy as an expression of popular Latin American educacion? This thesis is characterized, methodologically, as a theoretical one, registered in the fields of cultural and comparative history of the social thought. The primary research sources are the works of Paulo Freire and Orlando Fals Borda, written in distinct and significant moments of their intellectual productions. In both authors, the decolonial design was sought as from four aspects: biographical, epistemological, methodological and ethical-political. The study results converged to confirm the hypothesis, then, the thesis’ statement that the works of Paulo Freire and Orlando Fals Borda are an antecedent of the Latin American decoloniality debate, and that the creation of a decolonial pedagogy in our continent is strengthened by educational, political, epistemological and sociological contributions that these authors provided for the popular education. This matter is sustained on its praxeological trajectories as sensing/thinking intellectuals and Third World educators; in their sharp criticism to the colonialist nature of society, the pedagogy and mainstream science; in their bets towards a dialogic, intercultural, conscientizing and researcher popular education; as well as their rebellious, subversive and insurgent utopias.
Acesso aberto (Open Access)
Para além da aldeia e da escola: um estudo decolonial de aquisição da Língua Portuguesa pelos indígenas Wai-wai da Aldeia Mapuera, Amazônia brasileira
(Universidade Federal do Pará, 2017-04-26) CÂNCIO, Raimundo Nonato de Pádua; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The objective of this study that investigated the acquisition of the Portuguese language among the Wai-wai (Karib) is to analyze, based on the decolonial theorie, the meanings assumed by the acquisition of the Portuguese language by the Wai-wai natives of Mapuera Village, Brazilian Amazon. To that end, part of the following question: in the context of the reality of the Wai-wai natives of Mapuera Village, Brazilian Amazon, what meanings assume the acquisition of Portuguese Language? Methodologically, it is characterized as a Case Study of the Ethnographic Type, whose approach is qualitative, carried out in the school and in the village, together with teachers and subjects and indigenous people, using observation, interview and diary as a research resource of field. The study presents as a critical theoretical basis for reflection the Decolonial Theory and Postcolonialism, considering the relationship between the Wai-wai subjects, the acquisition of the Portuguese Language and the place that this language happens to occupy in the indigenous culture. The results of the study converged to confirm the hypothesis that the acquisition of the Portuguese language, historically claimed by the Wai-wai natives of Mapuera Village, even though it occurs in a way that attempts to deny their cultures, Politically and epistemologically, produced and still produces practices of resistance and confrontations. This argument is supported by the fact that the acquisition of the Portuguese language was initially possible only through the confrontation of the missionaries who attempted to seize this process in the village. And in the fact that today, in addition to the school and the village, this acquisition takes place both in the city and in the spaces of circulation with the non-indigenous, in the coexistence, in the interlocution, and in the circumstances of communication mobilized by communicative needs.
Acesso aberto (Open Access)
Raymundo Nogueira de Faria e a “Ilha da Redenção”: um projeto de vida intelectual dedicada aos “deserdados da sorte” em Belém do Pará, Brasil, na primeira metade do século 20
(Universidade Federal do Pará, 2017-06-19) BARBOSA, Andreson Carlos Elias; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This thesis aims to investigate the relationship between life and work of Raymundo Nogueira de Faria 's intellectual and the care of young people "disinherited to fate", considered potentially dangerous to society. It deals with the intellectual Nogueira de Faria, his life and work, in articulation with the project thought and instituted by him of educational assistance to children and young people "disinherited of luck", submitted to crime, and had as problem question: What relations are there between the life and work of Raymundo Nogueira de Faria and the service to the "disinherited of luck" in the State of Pará, Brazil, South America, in the first half of the 20th century? The general objective was to analyze, through Cultural History and Intellectual History, the relationship between life and work of Raymundo Nogueira de Faria and the phenomenon of juvenile delinquency with a view to the historical understanding of the care given to the "disinherited of luck" in the State of Pará in the first half of the 20th century. Methodologically, it is a thesis based on the analytical assumptions of Cultural History and Intellectual History, and is therefore a historical, documentary, qualitative approach. The primary sources searched were the books, personal journals and notebooks of Nogueira de Faria and the periodicals that make up the collection of the "Rare Books Section" and the "Microfilming Sector" of the Cultural Foundation of Pará, respectively. The collected data indicate that this intellectual, when implanting a reformatory colony on the Island of Cotijuba, an insular part of the municipality of Belém, state of Pará, Brazil, South America, was in tune with a worldwide thought that saw in the creation of establishments of internment compulsory, away from urban centers and highly watched, the ideal solution to deal with the phenomenon of juvenile delinquency, but differs in thinking about a project to be demanded by justice, based on the idea that it would differentiate young "disinherited" , that is to say, devoid of satisfactory economic and moral conditions, of the delinquents of free will. In this way, the State should give them an educational service centered on morality, civics and work. The thesis we defend is that this proposal, organically linked to the life story and the intellectual history of Raymundo Nogueira de Faria, stems from a doctrinal formation founded on Spiritism that made him believe that his mission was to materialize his project of "Man of Good”, transforming the "disinherited of fortune", which he referred to the Reformatory Colony of Cotijuba, considered by him the Island of Redemption, in men worthy, patriotic, working and useful to the Fatherland.

Navegar

Navegando Teses em Educação (Doutorado) - PPGED/ICED por Orientadores "ARAÚJO, Sônia Maria da Silva"