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 - 9 de 9

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Currículo e formação docente no curso de ciências sociais/UFPA: configurações, continuidades e rupturas (1963-2011)
(Universidade Federal do Pará, 2013-04-30) FREITAS, Leandro Klineyder Gomes de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The thesis investigates the curricula design of the Social Sciences course of the Federal University of Pará, Belém campus in the period 1963-2011, with the main objective to reflect on the place of the teacher education course in that, in view of the relationship that established between the baccalaureate and graduation. More specifically, the study intends to investigate and analyze the main guidelines that were established by the curriculum proposals for teacher education, as well as identify the curricula design were structured for that course and how they are addressed disciplines geared for graduation. The survey was conducted from bibliographic survey on the topic in physical libraries and database virtual documental research on curricular designs, resolutions, menus and more. We also used the semi-structured interviews with faculty professor in order to deepen and clarify issues not contained in the documents. The study used as the main theoretical contributions of critical theory in the curriculum, especially the works of Michael Young, Basil Bernstein, Antônio Flávio Moreira other entres. The research results revealed that the local settings of the course curricula designs of Social Sciences is due in large part to structural factors of the Brazilian educational system and the consolidation of post-graduation in mid-1960 and early 1970, contributed to increase the hierarchization between teaching and research between undergraduate and graduate school, between the school and the academic field in Social Sciences. The restatements curricula occurred in the course of Social Sciences curriculum standards maintained for most courses of Social Sciences in the country since its creation. The curricula design of the course of Social Sciences analyzed guided by a conception of teacher education based on the model of technical rationality that favors the separation between education content and education pedagogical, theory and practice. Despite numerous reformulations curricula occurred in the course of these changes Social Sciences held a disciplinary organization structure under the collection type of curriculum, where single subjects are oriented to their own development and protected by strong boundaries and hierarchies. The curriculum collection characterized by classification and framing strong promotes isolation between areas of knowledge which contributed to the rigid demarcation of borders between the field of Social Sciences and Education, between education oriented researcher and education oriented teacher.
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Escola itinerante: uma experiência de formação de professores indígenas no estado do Pará, Brasil
(Universidade Federal do Pará, 2015-04-30) MARRA, Maria Lúcia Martins Pedrosa; ASSIS, Eneida Corrêa de; http://lattes.cnpq.br/7712390425145521; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The theme of this work is the training of indigenous teachers in the state of Pará, Brazil. His research object is a training experience entitled "Course in Middle Level Teacher Training Indians do Pará", treated and identified by those involved as "Itinerant School", implemented by the Education State Secretary of State of Pará - SEDUC. We start for the study based on the following research question: to what extent the training policy of indigenous teachers, implemented by SEDUC / PA, secured a differentiated education, in view of the constitutional rights acquired by indigenous peoples in Brazil? The overall guiding aim established was: to analyze the training of indigenous teachers developed the Itinerant School, from the Theory of Structuring and Contemporaneity in Giddens, based on the methodology of phenomenological comprehensive sociology of Schultz and research techniques of ethnographic, aiming understand their place and their historical and socio-pedagogical significance, especially with the people Tembé Tenetehar. Specifically, we establish the following objectives: (a) Identifying the educational needs of indigenous groups, considering the demands of indigenous social movements in Para State; (b) Describe the institutional and pedagogical processes of Indigenous Teacher training policy implemented by the Itinerant School SEDUC-PA. From Giddens we used the concept of reflexivity and undock, besides the theory of structuration, articulating those concepts with the reality experienced by the subjects submitted to indigenous training politics investigated. Methodologically, we work with seven (7) groups of subjects: 1) Direct Institutional actors, ie those individuals who participated directly in the training proposal; 2) institutional Indirect actors, who are the ones who, in addition to participate in the construction of the proposal, coordinated its execution; 3) Political actors, subjects that, institutional and politically are accountable for proposal; 4) Teachers of the First Generation who have been involved, and elaborated the proposal; 5) Remaining teacher, who was involved, drafted the proposal and remains in the administrative framework; 6) Recent Period teachers, those who joined later; 7) Indigenous (Tembé the Guama, Tembé the Gurupi and indigenous from other ethnicities). Technically, inspired by Schultz, we apply the In-Depth Interview. The results make us defend the thesis that the political project of formation analyzed was developed from a single pedagogical corpus, which ignored the indigenous ethnic differences in undock the 40 ethnicities covered by this action, triggering a scenery of confrontation with the teacher's movement.
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A formação do pesquisador na pós-graduação em educação na universidade moderna: valores epistemológicos e ético-políticos
(Universidade Federal do Pará, 2013-03-15) OLIVEIRA, Damião Bezerra; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This work aims to comprehend the axiological referential of the Modern University and its consequences on the education process of the students in the Postgraduate Program in Education, (Portuguese: PPGED), on the Federal University of Pará, (Portuguese: UFPA). The research problem can be expressed by means of two questions: 1) Which epistemological, ethical and political values does UFPA incorporates on its ideal of formation? 2) With which values is the formation of PPGED researcher’s imbued? An epistemological approach was then used, substantiated on the hermeneutic-existential phenomenology and employing bibliographical data, semi-structured interview transcriptions and field notes as texts, in the organization of which content analysis techniques were utilized. Through this analysis it was concluded that the modern university has its origins rooted in the Illuminist philosophy, which despite considering the notion of research as its center, was truly based on the concept of Bildung (German word for “Formation”) and related to the neo-humanism. The university has to create researchers not limited to the stricto sensu, it must educate individuals who can think by their own means, autonomous, critic and rational, and in these values resides the essence of research. The following thesis could then be attested: “The epistemological, ethical and political references of the modern university, based on the notion of an autonomous, free, conscious and critical subjectivity maintains its institutional vigor in the constitution of the axiological referential concerning the process of education of UFPA students, specially PPGED students, despite being modalized and criticized, in a self-criticism oriented process, which is a constitutive part of the modern individual.
Acesso aberto (Open Access)
Movimento pela educação de jovens e adultos nas CONFINTEAS e seus desafios para a política educacional
(Universidade Federal do Pará, 2012-12-10) GOMES, Ivanildo do Socorro Mendes; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The research started of the thesis that there is a movement by Young and Adults Education that presents a local, regional and worldwide involvement for which different agendas place challenges for educational policy in this field. Analyze more generally the movement by EJA considering the challenges placed by their agendas to the policy prepared and implemented in this field. More specifically, discuss about the progress of the recommendations the adult education existing in the International Conferences on Adults Education; reflect about the different movements by EJA that operates in the CONFINTEA VI process; analyze the challenges placed by agendas produced by different movements by EJA. The research performed is characterized as a documental research in which I analyze the main documents produced in the movement by EJA. Through the documental research I analyze the content of the prepared agendas discussing the challenges presented for policy of the EJA theoretically based on Boaventura de Sousa Santos, Maria Clara Di Pierro, Moacir Gadotti, Miguel Arroyo, Maria Margarida Machado and Timothy Ireland. Therewith, it obtains as results that the CONFINTEAs performed in 20th century present a historical of propositions which advanced along their achievements, however they did not have significant effects in the practical actions of the EJA; that there are movements by EJA that goes beyond social movements, which is consolidated by the articulation between the State and Civil Society; that in these movements were produced agendas in which appear certain trends that challenge the EJA policy as: the diversity which led me to discuss the education for diversity, inclusion of people in and through education considering the perspective of education for inclusion and concern about the environmental problems of the planet forwarding my look to education for sustainability.
Acesso aberto (Open Access)
Na Belém ribeirinha, a juventude e o direito à escolarização com educação profissional: análise da experiência da Casa Escola da Pesca
(Universidade Federal do Pará, 2015-05-28) SOUZA, Nazaré Serrat Diniz de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This thesis is marked out in the social and educational reality of riverside youth of the city of Bethlehem and aims to analyze the experience of the House of Fishing School, a public school linked to Foundation Environmental Education School Reference Center Grove Teacher Eidorfe Moreira, located in Caratateua Island , state of Pará. In this part of the Amazon territory, social actors belong to a traditional population of Pará Amazon, riparian, living the productive activity of fishing and extraction of other natural resources. Historically face a number of daily difficulties relating to access and stay in schools such as the lack of electricity, running water and sanitation, precarious river transport, seasonality of the tides and the insufficient number of schools to offer for all levels of basic education. The structured process of research in the field of research, documentation and observation occurred from February 2012 to February 2015 and took into account aspects: economic, political and sociocultural of this educational process in the productive culture of fishing. The theoretical-methodological referenced research Paulo Freire and the contributions of Boaventura de Souza Santos, Michael Apple and other authors showed that the performance of the House School of Fisheries through the Youth and Adult Education Full-Time, Vocational Education in Fisheries and Aquaculture the proposal of the Pedagogy of Alternation is a pioneer in all the public schools in Bethlehem to link education and work in the fishing reality, the main economic activity of the coastal territory. The survey also shows that the multidimensionality of this educational activity in the pedagogical proposal of alternation helps to ensure the right to basic education with professional qualification when entering the riverside communities where they reside young people and their families. By articulating systematic knowledge to traditional knowledge and experiences of artisanal fisheries acts to reach the economic, political and socio-cultural empowerment of its stakeholders.
Acesso aberto (Open Access)
Práticas educativas dialógicas como referência para re-conceituar a Educação de Jovens e Adultos: estudo de uma experiência do PROEJA no Instituto Federal do Pará/Campus de Castanhal
(Universidade Federal do Pará, 2016-05-30) CONCEIÇÃO, Darinêz de Lima; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
Acesso aberto (Open Access)
Professoras aposentadas em território rural/ribeirinho: identidades e práticas socioculturais
(Universidade Federal do Pará, 2013-02-28) RODRIGUES, Isabel Cristina França dos Santos; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This paper aims to analyze the meanings that retired teachers, who worked at elementary schools, as well as other people give to the identities and practices developed by women from the Moiraba and Carmo do Tocantins villages, especially in the interaction with a new teachers‘ generation. To accomplish the investigation, three movements of insertion were done in the focused communities to collect narratives from the people involved; the first phase was the exploratory one, the second phase involved interviews with different groups from the mentioned communities and the third phase involved ―Memory workshops‖ in 2009, 2011 and 2012 respectively. This way, we used theories from the Oral History especially to organize the Memory workshops. The narratives were analyzed from themes that involved the experience knowledge, the occupations, the work, the professional cycle, and the teacher‘s knowledge associated with the bakhtinian dialogism and the culture perspective related to the ways of living. This way, the retired women will continue to invest in other kinds of productive activities and they are willing to live new experiences showing that in certain communities in the Amazon, Pará, the imbrication between school, church and community leaderships is still recurrent. These are groups that don‘t work under political-administrative demands but through affective and respectful relationships. These groups value shared experiences especially with elementary school teachers contributing with their intellectual and human formation. They put new projects of life into practice and they try to keep the status the retired people who are available in different public spheres especially sharing knowledge with elementary school teachers. These procedures give them not only social acknowledgment but it also gives well-being which is an important aspect to construct a well succeed old age. Therefore, retirement is not an end, but an evaluation stage and a preparation for projects of life that are supported in more collective projects to give new meanings of life.
Acesso aberto (Open Access)
Trabalho e formação docente em educação física na educação de jovens e adultos na rede municipal de Belém/PA
(Universidade Federal do Pará, 2017-05-22) COSTA, Maria da Conceição dos Santos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This study analyzes the configuration of work and training of teachers of Physical Education performing in “Education of Youth and Adults Program”- EJA, in the Municipal Education Network of Belém-PA, from the context of productive restructuring it also stresses that these fields have been subsumed to the capital agenda, suffering determinations that directly interfere with the working-life class. In the study, Physical Education is understood as a pedagogical field that deals with the knowledge produced historically by humanity in the field of Corporal Culture, and the “Education of Youth and Adults” is considered as a field of resistence of the working class that historically has been excluded from access and permanence to the Public School of quality, socially referenced. It has been developed based on theoretical and methodological support from a critical perspective, through a literature and document review and a field research, conducting interviews and questionnaires applied to Physical Education teachers who work in the “Education of Youth and Adults Program” in the municipal education system of Belém, and took as an analytical reference the methodological elements of content analysis. As a result, the study revealed that the teaching work has taken place in an expropriated, precarious, intensified and solitary way and that the training conditions have been materialized in a precarious way, not occurring integrally in the initial training courses to work with young people and adults, but based on life experiences and experiences that materialize from the teaching work in the public school. The social, cultural and economic diversity of young people and adults and the context of violence that marks the present society represent great challenges to the teaching work in this modality of education. The process experienced by Physical Education teachers, in their work and training, and the precariousness in the school context, with the closure of EJA classes in the municipal education system, aggravate the process of exclusion of young and adult workers and causes the resistence of teachers, who construct educational possibilities in PE with young and adults workers, seeking alternatives based on their own experiences, exchanges with other teachers, and dialogues in the public school.
Acesso aberto (Open Access)
Xene ma’e imopinimawa: a experiência educativa do Programa Parakanã e suas contribuições para a afirmação da cultura, do território e da língua Parakanã
(Universidade Federal do Pará, 2017-06-30) SILVA, Claudio Emidio; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
In this study, we describe the history of Parakanã Schooling analyzing the educational actions developed by the Parakanã Program, from 1988 to 2013, in the Parakanã Indigenous Land, located in the municipalities of Itupiranga and Novo Repartimento, in the southeast of Pará. From documents, scientific productions, photographs, general observations and testimonials of non-indigenous teachers and indigenous students we show how Indigenous School Education was offered by the Parakanã Program, presenting its main implications for that indigenous culture. The history of the contact with the Parakanã was of material and immaterial losses, of change in several dimensions, in their actions/knowledge and even in their own bodies. The school that appears in the second half of the 1980s, implemented by FUNAI and then continued by the Parakanã Program, maintained by Eletronorte to mitigate the impacts of the flood to its lands by the Tucuruí hydroelectric , was of great importance in that context. From three conceptual axes we try to interpret the indigenous Parakanã reality: 1) Indigenous education; 2) Interculturality, taking into account the contact relations following Monteiro's cultural mediation theory, of intercultural relations established between indigenous peoples in contact and intercultural relations and education; and 3) Indigenous School Education, based on studies that discuss the possibilities of establishing the indigenous school in "new theoretical horizons" treating it as a border place. Also relevant to the construction of the research was the experience accumulated in more than 20 years (1995-2016) of activities with the Parakanã, an experience supported in the ethnomethodology conceptions for the data collection, using specific tools of the ethnographic research implicated by Macedo, such as: school documents such as ethnotext, the field diary and the "inter-view". Through the collected data we identified important categories for analysis (indigenous autonomy, self-determination, territoriality, cultural recognition, indigenous culture, dialogism, alterity, bilingualism, school as frontier and sustainability), which enabled us to give an understanding of the Parakanã school as a border place where many relations of cultural mediation were established. While on the one hand the Parakanã school did not express in depth the aspect of critical interculturality in its school practice and in a more intense policy for indigenous autonomy, on the other hand we verified a relation of mediation, of cultural recognition to the indigenous culture, of dialogue between teachers and students, of bilingualism, of encouraging the permanence of the indigenous language and culture and several practical activities seeking the economic-ecological-cultural sustainability. The quest for indigenous self-determination is a constant struggle among all the indigenous peoples of the Americas. Achieving it in its fullness is still a utopia, but there are different degrees that can be established in the history of each people. The thesis that we defend from the study of the experience of the Parakanã Program is that the school, because it favors important cultural mediation relations between the toria society and Awaete society, has contributed significantly to the affirmation and maintenance of culture, territory and language Native, strengthening Parakanã indigenous autonomy.

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