Navegando por Orientadores "FERREIRA, Benedito de Jesus Pinheiro"

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A educação infantil na rede municipal de ensino de Belém PA: um debate sobre as concepções pedagógicas e prática pedagógica
(Universidade Federal do Pará, 2018-08-31) MONTEIRO, Fernanda Yully dos Santos; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
In order to develop such a discussion, we use the dialectical historical materialist method, which seeks to analyze the object with rigor, starting from the appearance to the essence of the phenomenon. The method is part of our conception of the world, therefore, it demarcates our ethical-political orientation. From the literature review, some specific categories emerged, to discuss human formation, we subsidized our analyzes in Duarte (2010,2012, 2016), Saviani (2013). On socialist pedagogy, the authors were Marx and Engels (2005, 2008) and Saviani (2012). In establishing the nexus of research with children's education, we used Kuhlmann (1998,2000), Rosemberg (1984) to talk about history of children’s education Arce (2012;2013), Saviani (2013) to explain the issues of early childhood education and critical historical pedagogy. Our research aimed to analyze the Municipal Education Network of Belém through documentary analysis and semi - structured interviews with teachers of early childhood education. The whole study is based on the conception of historical-critical pedagogy, a theory that proposes a historicizing perspective of contents, that is, it is defined by the historical process, guided by the concept of work and that has a position and commitment to an antagonistic historical project , a conception of man and world. As results, we present the children's education in the Municipal Network of Education of Belém as a space that perpetuates hegemonic pedagogical conceptions, the analysis about the training of nursery school teachers ratified the hypotheses that the initial formation has not given the necessary support to understand the theories that and that there are no sound guidelines for teaching the first stage of basic education, and there are infrastructural problems and involving the career of teachers who do not allow concrete pedagogical practices to be implemented
Acesso aberto (Open Access)
A formação docente para o uso pedagógico das novas tecnologias de informação e comunicação: o papel do Núcleo de Tecnologia Municipal - NTM da Semed - Marabá
(Universidade Federal do Pará, 2017-06-28) SOUZA, José da Cruz; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
The present research has the objective of researching the continuing education of the teachers of the municipal education network of Marabá offered by the Nucleus of Municipal Technology - NTM for the pedagogical use of the New Information and Communication Technologies - NICT. It is therefore necessary to understand to what extent this training has contributed to the process of socialization and production of systematized knowledge, starting with the appropriation of NICT as an articulated means for the purposes of education that has as fundamental presupposition the process of humanization of the individual. Thus, it is sought to analyze in what perspective has occurred the training of teachers for the pedagogical use of ICTs, as well as the process of insertion of these technologies in school education in its entirety. In this sense the objectives of the research in question are to analyze: from the perspective of the teachers the importance of the continuous training for the pedagogical use of the NICT to the process of socialization and production of systematized knowledge; Which conception or pedagogical conceptions guide the formations offered by the NTM and the conditions of incorporation of the NICT into the pedagogical practice. The theoretical framework that guides and supports the analysis of the object of the research in question is historical-critical pedagogy. The option for this pedagogy stems from the fact that it understands education as a process of humanization of the individual by appropriating the cultural elements produced historically by humanity. The training of teachers in this perspective should contribute to the ability of this subject to appropriate the knowledge produced by humanity in more developed forms, which includes the appropriation of ICTs, which should be incorporated into pedagogical practice in the dialectical relationship between ends and means, Therefore, the technological determinism present in the hegemonic discourse. In this way, starting from the principles of historical-critical pedagogy, the research adopts the method of dialectical historical materialistic investigation, whose basic foundation is the apprehension of the real in its essence, from its contradictions and historical determinations. Data were collected through questionnaires and semi-structured interviews. The research was carried out in 7 (seven) municipal schools and NTM schools and 20 (twenty) teachers were interviewed. The research allowed us to understand the contradictions of the hegemonic discourse on the importance of the use of ICT in school education.
Acesso aberto (Open Access)
Fundamentos da organização do trabalho pedagógico dos professores de educação física da rede municipal de Castanhal-PA
(Universidade Federal do Pará, 2018-03-06) SANTOS, Patrícia Menezes dos; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
This research had as object of study the pedagogical foundations of the Organization of Pedagogical Work (OTP) of Physical Education teachers in the final stages of elementary education in the Municipal Network of Castanhal-PA. It has as a research problem: What funding are present in the OTP of the Physical Education teachers of elementary school elementary education in the Municipality of Castanhal-PA? The objective of this analysis is the analysis of the foundations present in the OTP of the physical education teachers of elementary education in elementary school in the Municipal Network of Castanhal-PA. How it is intended: a) To characterize and analyze a pedagogical proposal that guides Physics in the Municipal Network; b) To characterize as conceptions of Education; c) Identify a concept of physical education; d) Analyzing the teachers' OTP is linked to a process of transformation of society. Most of the postgraduate degree in educational positions and work in other locations, accumulating a total workload of more than 200 hours. In the municipality, the working conditions are precarious, there is no contraturno, with more than 400 students and resources of resources. The part of the teachers the part of the times and work in the predominantly the spectacles of their sonicures, they like their relevant relevant overs. Verification of the proposed pedagogical policy in the Network Privilegia calendar and the expressions of JIJEM. Eight of the nine teachers are used for a 2016 proposal in their planning, in addition to other documents such as the PNC and a BNCC. Regarding the pedagogical approaches, it verifies a eclecticism of approaches and dichotomies between the documentary reference used without planning and a pedagogical approach by all the teachers. They point to ways of overcoming changes in physical education.
Acesso aberto (Open Access)
Organização do trabalho pedagógico da disciplina Educação Física na Escola de Aplicação da UFPA-EAUFPA
(Universidade Federal do Pará, 2018-03-09) MIRANDA, Andre Luis Ferreira; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
This work aims to analyze the social function of Physical Education as a process of human formation in the School of Application of UFPA - EAUFPA. In this sense, it is presented as a research problem: what social function has the Physical Education discipline been assuming in the process of human formation promoted by the School of Application of UFPA - EAUFPA? For this, this research is referred to by an approximation to the dialectical historical materialist theoretical method belonging to the Marxist tradition, because we understand that the analysis and production of knowledge is given by the dialectical interpretation of the numerous determinations that are presented to the object in the concrete reality. As methodological procedures, the official documents that guide the pedagogical practice of the Physical Education teacher in the school were analyzed. For the collection of empirical data, a questionnaire and semi-structured interview with 8 (eight) teaching staff were used, using a qualitative analysis of a critical-dialectical character. As a first result, we observed an absence in the pedagogical dialogue between curricular profile and individual work plans. Regarding the content of the questionnaires and the interviews, we can perceive rich and propositive formative experiences being developed in the pedagogical work by the teachers. However, as a collective, it was highlighted the lack of a methodological unit, unique and systematized, in the schooling process of the discipline Physical Education. It is concluded that the function of the Physical Education discipline in the School of Application is positioned in the possibility of a critical formation, thus contributing to the overcoming formation of individuals.