Navegando por Orientadores "CAMARGO, Arlete Maria Monte de"

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As condições de trabalho e a repercussão na saúde dos professores dos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2017-06-26) SOUZA, Márcia Helena Gemaque de; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The following article has the objective of verifying if the working conditions that teachers of initial years of elementary education – AIEF are submitted bring consequences to their health. This work paper is justified by seeking to understand: How the teachers health who work in the first years of elementary education is compromised in relation to the working conditions that they are submitted? The theoretical reference focuses on literature at the international and national levels, such as: Nóvoa (1995), Oliveira (2003;2010), Assunção and Oliveira (2009), Gasparini, Barreto and Assunção (2005), Assunção (2003), Codo (1999), Apple (2005), Vincentini and Lugli (2009), Esteve (1995), among others. And, in local level we appreciated Camargo (2004), Maués (et al., 2012), Camargo, Ferreira and Luz (2012), Medeiros and Reis (2012), Reis (2014), Solimões (2015), Barros (2013), who have developed researches that involve working conditions and teachers health. Official documents that deal with the Brazilian educational legislation complement the referential. The research methodology used is qualitative with semi-structured interview, the analysis of the data from the understanding of Dialectical Hermeneutics, which enabled us to understand the reality lived by the teachers, according to the condition that they develop their work. The research subjects were ten teachers from the Ananindeua municipal education network, who work in the initial years of elementary education, a director and a pedagogical coordinator of the school which these teachers work, a representative of the Municipal Education Council of Ananindeua and a representative of the Syndicate of Workers in Education of the State of Pará. The results points that working conditions are not favorable for the development of teaching activities, causing discomfort and worsening of teachers health in all subcategories, such as: continuing education, functional and organizational aspects, teaching career, teaching activity and the physical and material conditions.
Acesso aberto (Open Access)
O estágio curricular supervisionado e a organização do trabalho pedagógico: um estudo no curso de Licenciatura em Educação Física da Universidade Federal do Pará/Guamá
(Universidade Federal do Pará, 2017-05-03) MARTINS, Rafael Costa; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
This research has the central objective of analyze the development of Supervised Curricular Internship at Elementary, Middle and High School from the Pedagogical Work Organization perspective in the Physical Education degree of the Federal University of Pará, Campus Guama, because it is a discipline that could contribute directly in the process of practice to the future teacher and in a constitution of your professional identity. The locus of the research was the graduation in Physical Education of the Federal University of Pará, Campus Guamá, with the participation of 08 (eight) teachers, because they have a big relation of professional performance with the discipline. Besides the literature review about the researched theme, the semi-structured interview was used in a data collect, using a qualitative analysis of a critical-dialectical nature from which the data were treated. The results obtained allow us to affirm that discipline is of extreme relevance for the teachers of graduation trainees, and that pass by difficulties to carrying out yours activities, due to the fact of Internship has a pedagogical specificities that differentiate this from other disciplines, such as the time of accomplishment and its accomplishment of external internship, the established institutional links between the Colleges and the Basic Eschool, the approximation between theory and practice is perceived so many times in a dichotomous way which directly influences the Pedagogical Work Organization of the teachers involved, in case University professors and Ementary and High Scholl teachers.
Acesso aberto (Open Access)
A formação continuada dos professores dos anos iniciais da escola bosque: limites e possibilidades
(Universidade Federal do Pará, 2019-05-29) REIS, Larina Gabriela Lima dos; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561; https://orcid.org/0000-0002-5209-9693
The teacher training in Brazil has taking the leading role in educational policies. Changes in the productive basis around the world have brought changes in the schooling process of the Basic Education and, therefore, in teacher training. Parallel to this, transformations in the job, career and in teacher valorization have become important elements to reconfigure the professional's condition at this stage of schooling, including investments in public policies for continuing training, such as the National Pact for Literacy at the Right Age (the PNAIC, in Portuguese). The project was established by the Ministry of Education of Brazil in 2012 for the early years of Elementary School, focusing on the literacy of children up to eight years old. The main aim of the research was examine the teacher training policies, the pedagogical and methodological concepts and the evaluation system that guide the PNAIC. Specially, its contribution on the teaching in the Escola Bosque Eidorfe Moreira, which was founded to be an environmental education reference and whose pedagogical intend is different from the PNAIC. This qualitative research explored and analyzed the official documents about the Pact, as well as the materials of partner universities, and bibliographic survey about continuing training, the job and the teacher accountability. During the field research, teachers from this stage of schooling were interviewed to verify the potential effects of this Pact in the pedagogical practice of teachers. The data analysis considered that the speeches involve beliefs, values, geographical and historical situation which the teachers are in, what define too the way of acting and treating another one, that happens by concrete and not abstract statements. The results point out the need for greater articulation between the federal entities and the teaching institutions to adopt a continuing training program. It may fits for the regional educational peculiarities and articulates with each context and spheres of government, and besides that provides to keep the singularities, the autonomy and the teachers and students’ needs, so that the definition of the training parameters does not occur only at the national level. In conclusion, the PNAIC is characterized as an educational policy that intend to professionalize the teachers and offer a technical formation to them, according to a neoliberal logic, from the standardization of pedagogical work and materials, including largescale evaluations as a form of regulation. However, it is necessary a teacher training based on the school reality, context and needs of teachers, and should be considered the local culture, regional particularities and demands of the school community.
Acesso aberto (Open Access)
A formação em serviço no curso de Pedagogia da Universidade Federal do Pará: implicações na prática pedagógica do professor-aluno/egresso do PARFOR
(Universidade Federal do Pará, 2017-03-24) FREIRES, Amanda Caroline Soares; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
This dissertation reflects the political, economic and social conjuncture that marks the policies for teacher education in Brazil and aims to analyze the contributions of the National Plan for the Training of Teachers of Basic Education - PARFOR for the pedagogical practice of teachers-students of the Course of Pedagogy / UFPA. In addition, we intend to analyze the subjects' perceptions about the formative process received; To investigate how teacherstudents perceive their own teacher training in PARFOR and what significance and difficulties they attribute to this training, and, finally, to analyze if the course enables the teachers in formation at PARFOR to reflect on their pedagogical practices. The program is intended for teachers who already work in basic education, but who do not have the minimum training required by the Law on Guidelines and Bases of Education - LDB (Law No. 9.394 / 1996). In the investigation, the perception of the teachers who participated in this formative process was analyzed, considering their pedagogical practice. From the theoreticalmethodological point of view, a qualitative research was carried out, based on semi-structured interviews with the teachers in training and graduates of the course. The research subjects reported that their pedagogical practices have changed and that the training received has had positive consequences for their classrooms. On the other hand, they emphasized some critical aspects: the course does not consider their teaching experiences and does not make an adequate articulation between theory and practice, disregarding events in the classroom of basic education that could give subsidies for theoretical formation and enable the development of resignification And problematization of practice; The period of classes, intensive, gives room for lightening and promotes a certain prejudice against training. The results indicate that access to the licentiate course in a federal public institution was of great importance for the personal and professional life of the teachers since, without it, the majority would not have access to higher education.
Acesso aberto (Open Access)
Mestrado profissional em letras: contribuições à formação docente no discurso dos egressos da Universidade Federal do Pará
(Universidade Federal do Pará, 2018-03-20) SANTOS, Zulema Costa Dos; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The present study tries to understand, from the discourse analysis of the alumni, the contribution of the Professional Master in Portuguese - PROFLETRAS of the Universidade Federal do Pará (Brazil) in the teacher training, especially with respect to the promotion of autonomy, qualification of the pedagogic practice and fomentation to innovations. After a systematic review of the literature (SRL), aiming at mapping the current state of the studies about the professional master's degrees directed at teachers of basic education, especially Portuguese Language, a theoretical framework was reached about post-graduation stricto sensu and the initiatives of continuous formation for teachers of native language in Brazil composed by authors like Schäfer and Ostermann (2013), Neres, Nogueira and Brito (2014), Martins and Puggian (2014), Silva and Del Pino (2016), Martins and Ribeiro (2013), Campos and Guerios (2017) and Cunha and Agranionih (2017). For the interpretive categories studied, we adopted Contreras (2002), Franco (2016) and Messina (2001). Godoy (1995) supported the option for the qualitative approach and the theoretical contribution on Discourse Analysis (DA), specifically the notion of interdiscourse, derived from the studies of Fairclough (2016) and Orlandi (2010) and Brandão (2006). After the establishment of the theoretical and methodological basis, interviews were filmed and transcribed from a semi-structured questionnaire with five alumni from PROFLETRAS. Their discourses were analyzed with a focus on three interpretative categories - autonomy, pedagogical practice, innovation - with the objective of evaluating the impact of training on the qualification of their professional practices. The data show that the professional master's degree in Portuguese - UFPA, probably due to some peculiarities (being strictu senso, promoting effective connection between theory and practice, giving voice to teachers, fostering researchers in their work spaces), contributed to an autonomous, reflexive and innovative practice of the five graduates interviewed, even though they are not totally free from certain ideological ties, which include the hierarchization of knowledge and the almost exclusive responsibility of the teacher for achievements and educational failures. Finally, all of them reveal that they perceive themselves as better teachers, more satisfied with themselves, more motivated by the positive response of students to innovations; all indicate that they have adopted the practice of planning activities based on students' needs rather than the preconceived materials imposed on them.
Acesso aberto (Open Access)
O plano de ações articuladas (PAR) em cinco municípios paraenses: as implicações na formação continuada de professores
(Universidade Federal do Pará, 2017-11-09) PALHETA, Luis Fernando; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
This dissertation research had as its object the study of the Articulated Actions Plan (PAR) and the relation of the Continued formation of teachers as strategic axis for the elevation of the educational indices in the municipalities of Pará, selected in the study. In view of this, it is considered that this educational policy is engendered in a political, economic and social context of intense changes orchestrated by a conception of neoliberal society that is based on the justification that the State is in crisis and needs to be reformed. Thus, the research problem that gave rise to the study had as its purpose to understand how the policies of continuing teacher education are materialized from federative relations, in the context of the Articulated Actions Plan (PAR), 2007-2011, in five municipalities Paraenses: Altamira, Barcarena, Bethlehem, Cametá and Castanhal? In an attempt to respond to the problem, the general objective that proposed to investigate the implementation of the Plan of Articulated Actions in the 2007-2011 period in the five municipalities of Pará, was analyzed, considering the federative relations from the policies of continuous context of the PAR. The theoretical-methodological paradigm that sustains the study comprehends the social and historical reality within the totality of a structure structured and articulated dialectically. Based on this, we had as a parameter in the development of the study to seek to highlight the structure and dynamics that permeates the object of study, in the sense of aiming at the reach of its essence. The three categories of content: Educational Planning, Continuing Teacher Education, and Educational Assessment comprised research as a way of understanding the object as a whole, as well as document analysis and semi-structured interviews. For the analysis of the data, by systematizing the organization of the empirical material, we used the computerized educational program called "WordSmith Tools" prioritizing the qualitative aspects according to the theoretical framework. And finally, the final considerations which pointed out contradictions in the process of preparation, planning and follow-up of the RAP, but also possible advances to the municipalities of Pará. Regarding the policies of continuing teacher training, it was evidenced that they are directed to the elevation of educational indicators and the municipalities of Paraense only joined the teacher training programs created by the MEC, with the autonomy and participation constrained generated by a process of accountability to teachers. In the light of these results, a study of teacher education is defended in order to ensure a solid theoretical formation, based on concrete reality and considering the valorization, career, salary and good working conditions as a right of teachers.
Acesso aberto (Open Access)
O programa ALFAMAT na prática pedagógica de professores: um estudo em escolas municipais vinculadas à SEMEC – Belém
(Universidade Federal do Pará, 2019-03-13) MADUREIRA, Nila Luciana Vilhena; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The goal of this research is to analyze the ALFAMAT Program (Continuing Education Program for Teachers Mathematics Literacy, Reading and Writing), offered by SEMEC / Belem (Municipal Department of Education and Culture), in order to know what are the perceptions of teachers working in Cycle II of the Elementary School of the Schools of Belem, about this program. We believe that the ALFAMAT is inserted in a political, economic and social context of intense changes, aligned by a conception of neoliberal State, that is based on the justification that it is necessary to intervene and to control the public policies in the education area, considering the absence of resources in this area. Thus, the research problem that gave rise to the study aims to know what effects of the ALFAMAT Program on the pedagogical practice of the teachers of Cycle II (4th and 5th years) who work in the Schools of the Municipality of Belem. To answer the problem, the general objective was to analyze the effects of the ALFAMAT continuing education program on the pedagogical practice of the teachers in the classes of Cycle II (4th and 5th years) of the Municipal Schools of Belem and the specific objectives: to characterize the Program Alfamat in terms of its theoretical and methodological foundations focused on the pedagogical practice of the teachers of Cycle II; analyze the process of implementation of the ALFAMAT program with the teachers of the Cycle II classes of the Municipal Schools; to investigate the CII teachers' perceptions regarding to ALFAMAT. Regarding to the methodology of the research, this included the survey and analysis of official documents, semi-structured interviewing, having as subjects seven (07) teachers who work in Cycle II. For this, we use as criteria for the choice of subjects, the life cycles of the teachers, because we understand that each stage of experience in teaching presupposes a differentiated expectation about Continuing Education. In relation to the analyzed data, we used the content analysis and the categories of analysis made explicit in the work were Continuing Teacher Training, the ALFAMAT program and the pedagogical practice of the teachers working in Cycle II of Elementary School. Among the findings of the research were the different conceptions of the teachers about ALFAMAT, which, according to the orientation and experience, indicate favorable aspects, criticisms and suggestions about how they would like the Continuing Education, taking as a example the one developed by SEMEC / Belem, which indicates the need to prioritize aspects other than those resulting from large-scale evaluations