Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
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Item Acesso aberto (Open Access) Um estudo nos projetos político-pedagógicos sobre diversidade étnico-racial nos anos finais do ensino fundamental no ensino de ciências(Universidade Federal do Pará, 2022-08-25) OLIVEIRA JÚNIOR, Waldemar Borges de; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088; https://orcid.org/0000-0001-8679-809XThis thesis study has as its research object, the theme of Ethnic-Racial Diversity in the final years of Science Teaching, in the Political-Pedagogical Project (PPP) in three public teaching institutions in Pará. The general objective is to analyze the place of the theme of Education of Ethnic-Racial Relations in Science Teaching, through the Political-Pedagogical Projects of three public teaching institutions in Pará. Precisely, to map the specialized literature about Basic Education and Science Teaching in Brazil; demonstrate the profile of the three public teaching institutions in Pará; to weigh the organicity of the political-pedagogical projects of the institutions of Pará, about dealing with the theme of Ethnic-Racial Diversity and to characterize the productions of the Science teachers of the three institutions and the perspectives of the ERER's treatment in the year's end of elementary school. The investigation was based on the specialized literature on the dimensions that make it up: Science Teaching (KRASILCHIK, 1996; CARVALHO; PÉREZ, 2013; DELIZOICOV; ANGOTTI; PERNAMBUCO, 2017); Ethnic-Racial Diversity and its dimensions (COELHO, 2005; GOMES, 2008, 2011; VERRANGIA, 2009, 2013; COELHO; SOARES, 2016; COELHO; SILVA; SOARES, 2017; W. COELHO; M. COELHO, 2018; REGIS; BASÍLIO, 2018) and Political-Pedagogical Project (VEIGA, 2006; VASCONCELLOS, 2009). The feature of the study is based on conceptual notions about field field, habitus, and scientific field (BOURDIEU, 2004b, 2017), representation (CHARTIER, 1991), and methodologically, with a view to a qualitative, For the systematization and organicity of the empirical data, the study was divided into moment 1: bibliographic research of the object, moment 2: selection of the locus of investigation and empirical materials, moment 3: study of the specialized literature on Ethnic-Racial Diversity and Teaching of Science and moment 4: materialization and analysis of research data. Data from the three political-pedagogical projects of public schools in Pará were analyzed through some notes of the Content Analysis technique (BARDIN, 2016). The results point to a pressing demand for research on ERER and Science Teaching in the final years of Elementary School, because despite the slight advance, it is still a growing field. From the empirical data, we infer that the PPPs of schools in Pará, with regard to Science Teaching and ERER, call for an organically systematized, continuous work, since the documents present weaknesses and the urgency in the treatment and pedagogical confrontation of the theme, in addition to the need for detailed deepening in the final years of Elementary School, in Science Teaching.Item Acesso aberto (Open Access) Um estudo sobre a política de ação afirmativa: a implementação da Lei n.º 12.711/2012 nos IFETS (2014-2019)(Universidade Federal do Pará, 2020-03-19) FERREIRA, Anne de Matos Souza; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088; https://orcid.org/0000-0001-8679-809XThis study aimed to analyze the affirmative action policy of racial quotas implemented in 12 Brazilian Federal Institutes of Education, Science and Technology (Ifets) and the relationship of such policy with the Law 12.711/2012. In order to this so, we assume that, with the approval of this law, also known in Brazil as the “Lei de Cotas” (“Quota Law”), a greater access of black students to the Ifets was promoted. In this context, the implementation of racial quotas guaranteed consubstantial changes in the practices of these institutions. Based on this proposition, we support, in this study, the thesis that the habitus incorporated by the agents responsible for the implementation of the mentioned law determine the way they conceive the legislation and the implementation of this affirmative action in the Ifets. This is justified since the agents responsible for elaborating, with the participation of the other actors, proposals for the implementation of this law, impose, on the debates held in the educational field, ways of perceiving the legislation to be implemented. These different modes, internalized in the form of habitus, engender institutional practices in relation to the affirmative action policy of racial quotas implemented in these social spaces. In order to support this thesis, we used the methodological approach proposed by Laurence Bardin (2016), the technique of content analysis, for the systematization and categorization of data. In addition to that, we used specialized literature and legislation to discuss affirmative action policy and Pierre Bourdieu's (1996; 2004; 2009) conceptual notions of field and habitus. Such notions supported our analysis of the habitus incorporated in institutional practices by agents during the implementation processes of Law 12.711/2012 in the educational field of the 12 Ifets surveyed. The results obtained with the present study demonstrated that such habitus, in the period before the implementation of the law, do not differ from those used by public universities in the first initiatives to adopt modalities of affirmative actions. There is also a predominance of the use of social and economic criteria for the selection of students who will benefit from this affirmative action policy. In relation to the incorporation of the provisions of Law 12.711/2012 to the Institutional Development Plan (PDI), the guiding document for institutional actions, we identified that the mentions incorporated into this document by the agents signal a predominance of social and economic criteria, when these agents refer to the affirmative action policy implemented in the educational field.Item Acesso aberto (Open Access) Formação continuada de professores para as relações raciais: produção do conhecimento em livros, artigos qualis, teses e dissertações brasileiras(Universidade Federal do Pará, 2021-02-25) CRUZ, Felipe Alex Santiago; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088; https://orcid.org/0000-0001-8679-809XThis study has as its theme the continuing education of teachers, and as an object of investigation, the production of knowledge about race relations in theses and dissertations published in Brazil, between 2004 and 2018, related to discussions on the theme. It is complemented by the survey of books and articles related to the same discussions. The research is characterized as predominantly qualitative, bibliographic and exploratory in the production of knowledge. The main aim is to analyze the production of knowledge about the continuing education of teachers for race relations in theses, dissertations, qualis articles and books. In conjunction with this, the specific aims are to detail the theoretical aspects and the main contributions of the theme of continuing education of teachers for racial relations, with regard to the specialized literature and publications in books and articles raised during the period; to identify the conformation of the thesis and dissertation works on continuing education of teachers for racial relations published in the mentioned period, the regional and institutional origin of these works and the categories arising from them, considering their objects in interface with the theme; abstract the presence of the theme in postgraduate programs and the interlocutions made by teachers about it, considering the trajectory of these agents in the field of their scientific projects and productions. The research problem shows the extent to which academic productions on continuing education of teachers for racial relations, in theses and dissertations, define the field of research in the area of Human Sciences in Brazil from 2004 to 2018. As a result of the presented problem, some research questions emerge from the structuring of the study: in what aspects and theoretical contributions does the theme of continuing education for teachers and race relations conform in specialized literature and in publications in books and articles raised? How are thesis and dissertation works configured, in regional, institutional terms and the categories arising from them, considering their objects in interface with the theme? In what way is the presence of the theme in graduate programs constituted and the interlocutions assumed by teachers about it, considering the trajectories in the field of their scientific productions? Given the problem, the thesis states that the conformation of thesis, dissertations, books and articles published from 2004 to 2018 constitutes demands emerging from the production of knowledge from the Postgraduate Programs in Human Sciences, since the works guided by the professors of the programs, their areas of interest and the production of their knowledge, does not specifically constitute a direct, structural and expanded research relationship with the theme of continuing education of teachers for racial relations, in the period, having summarized, therefore, in specific experiences, revealed by different study objects, and structured through the research habitus internalized by the supervising professors. The reading of the object of study is structured through the theoretical-methodological contribution based on formulations about field, habitus and scientific field by Pierre Bourdieu (1983, 2003, 2004, 2007, 2011); representation, by Roger Chartier (1991, 2011), initial and continuing teacher training by Bernadete Gatti (2002, 2005, 2008) and Marli André et al (1999, 2002); teacher training and race relations by Petronilha Silva (2003), Nilma Gomes (2005, 2013) and Wilma Coelho (2005, 2018). The methodological contribution is structured in Bardin (2011) through some techniques of Content Analysis, which corresponds to the organization and treatment of the works raised on the theme. The results point to the quantitative development of defended and published works on the theme in the period, in relation to discussions previously brought up. These improvements give visibility to research discussions related to continuing teacher education and race relations at PGPs. Taking into account the fact that teachers are part of the branch of Education for racial relations, it is concluded that the study theme does not constitute a continuous and organic dimension in the trajectory of knowledge production by guiding professors theses and dissertations, based on the reading of their curriculum lattes.