Navegando por Orientadores "SOUZA, Alexandre Augusto Cals e"

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Na “beira” do cais, o centro englobador em risco: perspectivas e possibilidade de reordenamento da orla de Abaetetuba/PA
(Universidade Federal do Pará, 2022-05-30) SILVA, Dalgisa da Conceição Araújo da; SOUZA, Alexandre Augusto Cals e; http://lattes.cnpq.br/2652815221358066; https://orcid.org/0000-0002-1424-5055
This work proposes to analyze the process of transformation that has been developing along the urban riverfront of the municipality of Abaetetuba/PA, occupations in the Amazonian landscape, in areas protected by the course of tides and riparian forests in areas that should be protected. These occupations constitute areas of vulnerability, where the risks are present in the houses built in areas of water courses, in areas of erosive soil, in a caused way and without protection infrastructure, a fact that culminated in a disaster that occurred in 2014 in the São João neighborhood: a landfill collapse destroyed 13 (thirteen) houses and, as a result, 51 (fifty one) families were supported by the disaster. In a similar way, this occupation process also affected other areas of the riverside, mainly the commercial side, which I call here the encompassing center, as it is a historic neighborhood with economic and cultural potential, where one of the largest open-air fairs in the region. I followed this accident while working at the Municipal Civil Defense Coordination, and I was able to see firsthand the suffering of people who had losses of all kinds, and who were no longer able to return to their homes. This fact motivated me to question how to rearrange risk areas in already consolidated urban spaces, in order to prevent new disasters from occurring. The risk scenario takes place in Abaetetuba, in areas of different land uses and occupations, areas of social vulnerability, environmental protection, commercial flow, concentration of urban equipment and an area of historical memory. In this way, I analyze the process of transformation of the riverside neighborhoods of Abaetetuba as the formation of risk areas for the development of a proposal and planning that considers the risks and vulnerabilities present in these territories. Based on the research results, it was found that, despite the history of disasters in these places, the existing urban structure and the lack of a risk management plan that protects the riverfront contributed to the risk scenario that is presented. In this way, it is necessary to take into account the possibilities of public intervention based on improvements in existing planning instruments and the elaboration of new ones, which include the diagnosis of the areas, monitoring and a differentiated treatment for the risk areas in which the population participates. of the process. The research was carried out through data collection and application of semi-structured questionnaires with public sector agents and civil society to enable a more efficient planning proposal. The research was conceived in a multidisciplinary analysis in which contributions from municipal plans and scholars from the areas of geography, environment, social sciences and urban policy are articulated.
Acesso aberto (Open Access)
Política educacional na cidade: limites e perspectivas na implementação do plano municipal de educação em Igarapé-Miri
(Universidade Federal do Pará, 2022-10-11) GONÇALVES, Alessandra Quaresma; SOUZA, Alexandre Augusto Cals e; http://lattes.cnpq.br/2652815221358066; https://orcid.org/0000-0002-1424-5055
We place this study in the subgroup of educational policies that bears the title Educational policy in the city: limits and perspectives in the implementation of the Municipal Education Plan in Igarapé-Miri/Pará. The focus issue was how the Municipal Education Plan (PME) contributes to the democratic management of public education in the city of Igarapé-Miri/Pará? The objectives that led the study were: to investigate the theoretical framework about democratic educational management as a public policy represented by the PME, to describe the democratic management of education, through the implementation of the PME in the city of Igarapé-Miri/Pará and to verify whether the PME contributed to the democratization of educational management in the city of Igarapé-Miri/Pará. The main references that supported this production were classic authors, such as contractarians, and modern authors such as: Becher; Raveloson (2011), Bordenave (1994), Dourado (2001,2018), Lück (2009,2011), Muller; Surel (2002), Paro (1998,1999, 2007,2011), Saviani (2014), institutional publications and legislation. The adopted methodology was bibliographical, documental and the case study essay. Data analysis showed that the goals of the PME, such as the democratic management of public education, were not implemented, since the municipal public power of Igarapé-Miri did not offer the adequate infrastructure, such as the creation of collegiate bodies or the financial allocation for this, thus the main contribution of the PME is its legal existence, which brings in itself the perspective for its future realization.
Acesso aberto (Open Access)
As políticas de educação inclusiva na perspectiva do ensino de surdos no município de Igarapé-Miri/PA
(Universidade Federal do Pará, 2021-11-11) MELO, Rosileide de Jesus de Souza; SOUZA, Alexandre Augusto Cals e; http://lattes.cnpq.br/2652815221358066; https://orcid.org/0000-0002-1424-5055
The debate on the issue of public policies for school “inclusion” is current and necessarily involves a broader reflection on the groups that have been located in the current discourses of social exclusion and a reflection on the issue of the right to education of groups that have been away from such a right. In this sense, this dissertation aimed to understand which “inclusive” educational public policies exist for the teaching of the deaf in the city of IgarapéMiri/PA. The research follows a qualitative approach (GÜNTER, 2006), as it is not our responsibility to make judgments, nor to allow concepts already formed to influence the research. Taking into account that data collection techniques must be aligned with the research strategy, we use document analysis as a technique (CELLARD, 2008; HELDER, 2006). The theoretical framework of the work is based on studies on the right to “inclusive” education for deaf people and on public policies that “include” these subjects, especially the international, national and local regulations; on public policies (CHRISPINO, 2016; DI GIOVANNI, 2009; MULLER; SUREAL, 2002); on studies on school “inclusion” of the Deaf (GESSER, 2009; STROBEL, 2009, 2018; VALSECCHI; MARTINS FILHO, 2020) among others. The Municipality, according to its regulations, has planned education to serve deaf students, and adhering to programs made available by the Ministry of Education (MEC) as a promoter of “inclusive” special education for the deaf. The data obtained show that the Municipality of Igarapé-Miri was awarded the “Inclusive” Education Program: Right to Diversity, Accessible School and Program, Implementation of Multifunctional Resource Rooms Program, Accessible School Transport Program and Direct Money at School Program – structure, accessibility and resource room. Such programs were crucial for the Municipality to structure its public policy for “inclusive” education for the deaf. The survey showed that compared to the number of schools in the Municipal education system, there are few schools that have Specialized Educational services in Igarapé-Miri. Therefore, the creation of new Multifunctional Resource Rooms is necessary to serve more deaf students, especially in the rural area of the Municipality. Based on the data, we show that the municipality of Igarapé-Miri has few regulations that address the education of the deaf, however it is necessary to be aware of the school “inclusion” policies for the deaf as education is a dynamic process and demands new organizations and local actions in the face of new questions from the deaf. Because the existence of legislation serves as an expansion of the possibility against exclusion.