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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Navegando Teses em Educação (Doutorado) - PPGED/ICED por Orientadores "COELHO, Wilma de Nazaré Baía"
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Item Acesso aberto (Open Access) Ciclo de política curricular do estado do Pará (2008-2012): a enunciação discursiva sobre relações “raciais”(Universidade Federal do Pará, 2014-08-22) SANTOS, Raquel Amorim dos; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088This study analyzes the discursive statements cycle of curriculum Pará State Policy on relations "race" from 2008 to 2012, from the approach of the policy cycle, proposed by Stephen Ball. In this analysis, is focused production policies in the context of influence, production context of political texts and practice context. The theoretical and methodological framework that supports the analysis of the socio-historical theory and dialogical language based on Bakhtin (2010, 2011), cycle approach of authoritative policies by the theories of Ball et al (1992) for studies on Relations "race" we left the concepts of Guimarães (1999, 2002, 2008) and Rabbit (2009) on race. And on social relations in the educational field, we use the conceptual notions of field and habitus in Bourdieu (2008, 2009, 2010). The study is a qualitative approach (FLICK, 2004). We used as data collection sources oral and written documents, among which: Articles, Theses and Dissertations on Relations "Race" and Policy Course conducted in two national databases and international: a) ANPED (GT-21); b) CAPES site / PPGE; c) Ford Foundation. Publications: a) Basic Education Policy Pará State, especially the axis of Curriculum Policy; b) I State Conference on Education: Diagnostics, guidelines, objectives and targets approved; c) Basic Education in Para: elements of a democratic educational policy and quality Pará all (vol I and II) and semi-structured interviews with fourteen social workers working in the SEDUC, USE and schools of the State Public Network, which participated in the Curriculum Policy Pará State. The data were analyzed by analysis of enunciative-discursive process based on Bakhtin (2010, 2011). From the analysis of the discursive articulation of curriculum policy cycle Pará State on relations "racial" and interpenetration of discourse between the contexts of influence, context definition of political texts and practice context the study results show that different statements produced in various contexts are marked by hybridization speeches, the result of recontextualization processes. It is inferred that the curriculum policy of the State of Pará is presented in interrelationships between multiple contexts in the policy cycle (Ball, et al, 1992). Despite the continuous nature and not hierarchical policies, the joint macro- and micro advance regarding estadocêntricas approaches and policy recontextualization process that occurs in the context of practice, the study concludes that the curriculum policy Pará State exists as a political State, exists as an educational policy. However, the feasibility of this State and educational policy in the school regarding the "racial" relations, it does not occur due to the weakening of cultural and theoretical competence of social agent who must implement it. The weakening is in implementing this policy in the context of practice. There is a problem between what is projected and what is practical, which helps to assign the social reality dissemination and ratification of racism and discrimination in different areas that make up the curriculum policy.Item Acesso aberto (Open Access) As estratégias discursivas sobre políticas educacionais da ditadura militar: O caso da Revista de Cultura do Pará(Universidade Federal do Pará, 2014-08-21) SILVA, Rosângela Maria de Nazaré Barbosa e; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088This thesis aims to analyze the discursive strategies of nationalism and national identity in the present educational documents and of the Revista de Cultura do Pará and its convergence in the definition of Pará educational policy in the period 1970-1985. This paper argues that the converging arguments as discursive strategies of educational documents and of the Revista de Cultura do Pará in the period 1970-1985, due to the political and cultural moment of the game, setting the senses imposed educational policy (and respectively cultural policy) , based on the ideology of nationalism (and regionalism), and built in this period a national and regional identity set on a notion of citizenship, which contributed to the legitimacy and hegemony of the military regime. From a methodology focused on documentary analysis of the Revista de Cultura do Pará in the period 1970-1979, and based on the theory of Pierre Bourdieu and the postulates of the theory of nationalism, Anderson and Hobsbawm, the study concludes that these intellectuals undertook discursive strategies of integrative and conciliatory character of a national policy aimed at national integration, and therefore were quite harmonious with the policy guidelines of civil-military dictatorship and became an obligatory reference in the education process citizens, for its potential to build a positive outlook regarding their nationality, their history and their space.Item Acesso aberto (Open Access) Formação de professores e relações étnico-raciais: estudo sobre as produções científicas do período de 2003-2013(Universidade Federal do Pará, 2018-02-23) BRITO, Nicelma Josenila Costa de; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088This work examines the theme of teacher education, through the cut from the state-of-the-art object on teacher education and ethnic-racial relations, published between 2003 and 2013, in periodicals with A1 to B5 qualifications, theses and dissertations and related events in the period that marked ten years of enactment of Law n. 10,639 / 2003. The purpose of this bibliographical study is to analyze the literature on the subject of teacher training and ethnic-racial relations during the period 2003 to 2013, which marks ten years of Law no. 10,639 / 2003. Anchored to this, the specific objectives intend to distinguish what features are conferred on the academic production published in the qualified journals, during the ten years of the law that establishes the obligation to include the theme of Afro-Brazilian History and Culture in the official curriculum of the educational network; to identify the conformation of these discussions in theses and dissertations regarding recurrences, theoretical-methodological contributions and the outlined perspectives; to relate the works published in events situating aspects present in the specialized literature, structuring in the production of meanings that circulate in this field. The problem that triggers this research is based on the need to intensify studies of this nature which demand the analysis of production in certain fields. In this aspect, the research questions that will permeate this doctoral thesis, inquire: What features are conferred on the academic production published in the ten years of the law that establishes the obligation to include the topic of Afro-Brazilian History and Culture in the official curriculum of the network of teaching? What is the conformation of these discussions in relation to recurrences, the theoretical-methodological contributions and the outlined perspectives? What aspects present in the specialized literature structure the meanings that circulate in this field? In view of the problematic presented, this study is based on the thesis that, the tensions mobilized in the legitimation of the field, in view of the enactment of Law no. 10,639 / 2003 present in their conformation guidelines that emerge from historically silenced demands. Amidst the disputes over the urgent and expensive themes of the issue of diversity in Brazilian education, the visibility given to the debate about the formation of teachers in intersection with ethnic-racial relations, marked by the production of articles in qualified journals, in theses and dissertations and publications in events, imposes displacements that assume modes of perception, and that generate practices and / or habitus, internalized in the teacher training processes and in the teaching practices of these. For the purpose of reading the object of the present proposal, the formulations on symbolic power, habitus and field in Pierre Bourdieu (1983, 1998, 1999, 2003) will be adopted as a theoretical-methodological contribution; representations in Chartier (1991, 1994), teacher training and ethnic-racial relations in Gomes (2001, 2003, 2004, 2005, 2011, 2012); Cavalleiro (2000); Coelho (2009, 2010, 2014); Coelho and Coelho (2013, 2013a, 2014) and state-of-the-art studies in André (2001, 2002, 2009, 2010); Brzezinski, Garrido, et. al. (2006); Brzezinski (2014). The methodological contribution will be supported by Bardin (2008), through the adoption of some techniques of Content Analysis to treat the information that will be raised through the analysis of the mapping of academic production on teacher training and ethnic-racial relations. The results indicate that, although it seems "there is a divorce, or a huge gap, between these researches and the reality of a significant part of the teacher training courses, especially in the different degrees" (SISS, 2005, p.10-11). ), the visibility given to the debate about the formation of teachers and ethnic-racial relations, registered in the elements that compose the corpus of this investigation, imposes displacements that engender practices and / or habitus, internalized in the processes of teacher training, representing a matrix of perception conforming the field.Item Acesso aberto (Open Access) Relações raciais: a pesquisa na pós-graduação em educação no Brasil (2005 – 2010)(Universidade Federal do Pará, 2014-08-29) PADINHA, Maria do Socorro Ribeiro Padinha; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088Education is the process of placing men and women in the cultural world. And education, within the most complex societies such as industrial capitalists, is a planned activity, which entails the development of objectives and indicating means for achieving them. Understanding the plots of building formalized and linked to agents that determine the goals of education and their educational intentions on Race Relations in Brazil. I devoted myself to the academic survey on the production of doctoral theses activities, completed in 2005-2010, and about researches and studies on Education and Race Relations in the Post-Graduate Programs in Education. I investigated about the movement of the thematic areas of race relations in educational policies, specifically federal government programs that meet the demand for inclusion of the theme in the education system in Brazil. Because, since 2003, the theme goes through a phase of institutionalization, primarily by the legal set that establishes a new legal mark to the education. The object searched included the setting of formalized practices that develop cadres of specialized agents on race relations. Analyze the intentional relationship between formalized practices on race relations that prescribe the formulation of educational objectives at different levels and social levels. Identify the goals of the education system described in the Federal Government's programs aimed at promoting education for racial equality. Relate the formalized practices in the field of educational research to the intentions described in Federal Government programs. Explain what are the interests that drive these formalized practices from the educational demands of the subject race relations. The writing of the thesis is guided in defense analysis at which the obligation of the theme race relations is driven by two antagonistic forces, one directed the establishment of the right to citizenship moved by the intention to build a society for racial equality, opportunities of access to material and symbolic goods and free of discriminatory practices; another related to existing interests within a game of power to the point of converting education at the center of such bitter dispute that covertly discriminates against racial equality in Brazil.