Dissertações em Educação (Mestrado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319

O Mestrado 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 - 14 de 14

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Concepções, princípios e organização do currículo no Projeto Escola Ativa
(Universidade Federal do Pará, 2010-11-26) MATOS, Cleide Carvalho de; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research has as objective analyzes the conception of curriculum adopted by the Escolaativa project, which was created by the Brazilian government, in the multiseriada class. The study was realized through a documental research, constituted by three primary and secondary source, which were explored in the research context. The analyze was organized following criteria of analysis of content. This way it was defined as thematic goals of analyze: countryside education and EscolaAtiva curriculum. In this production, it was made an incursion in the curricular prescriptions to countryside education in Brazil based on the official documents. It also presents the process of implantation and implementation of the EscolaAtiva project in Pará, point to the development of its phases. It found that the curriculum conception and the curriculum principles present in the teachers training guide are based in the New Pedagogy, specially, in the Dewey ideas, as: the children centralization in the educative process and the valorization of the “do it yourself” in childhood learning context. Though, the curricular organization conception and the content of teaching presented in the learning guides of Portuguese, Mathematics, science and social studies are formulated according to the traditional perspective of education. Emphasize that the EscolaAtiva project is against the operational guidelines of countryside education and, finally identify that the option of this curriculum conception demonstrate the commitment in the maintenance of the socioeconomic structure present in the countryside.
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Corpos em cena: o fazer pedagógico na ginástica rítmica
(Universidade Federal do Pará, 2011-01-06) MACIAS, Céres Cemírames de Carvalho; SIMÕES, Regina Maria Rovigati; http://lattes.cnpq.br/7770158896621784
The study focus is to analyze the conception of the body of physical education teachers who work with Rhythmic Gymnastics (GR), identifying points of convergence and divergence between discourse and pedagogical practice.The subjects were four female teachers and a male teacher who develop their pedagogical practices in RG at school and in other places. As theoretical support, I have talked with the ideas of authors like Moreira (1995), Gaio (2007), Kunz (1994) among others who discuss about body, GR and pedagogical practice in physical education. The adopted methodology had involved a bibliography review to reinforce the theoretical reference, and a field research consisted of structured interview and observation. I have used Content Analysis: Technique of Preparation and Analysis of Meaning Units elaborated by Moreira, Simões e Porto (2005) to analyze and collect data. The observation was based on a descriptive research as it was suggested by Rampazzo, (2005). The results indicates that two, of the five teachers investigated, still realizes the body as a fragmented way and distant from the reality around, understanding it as an object used for techniques interventions, tactics, etc. Three others teachers are transiting between the conception of the body as a subject and also as an object, but the first ones presents only discreet traces. Although the convergences and divergences between the ideas of the body, all the five teachers presents, in their pedagogical practice, signs that they adopt a mechanistic view of body. It happens when the teaching staff not considers the students’ reality during the planning of work and sees them as an instrument of transfer and reproduction, not as subjects of teaching -learning process. In this sense, the communication during the pedagogical practice is effected through highest authority of teachers who determines and controls all movements that should be done in classes, putting limits on creativity, criticality and the development of students’ autonomy.
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A diversidade socioterritorial da Amazônia paraense e suas configurações nos currículos dos cursos de pedagogia PARFOR da UFPA, UFOPA e UNIFESSPA
(Universidade Federal do Pará, 2019-06-26) OLIVO, Gerson Dias; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
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A docência no curso de licenciatura em física da UFPA: história e gênero
(Universidade Federal do Pará, 2010-03-23) MATOS, Maria da Conceição Gemaque de; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This study aimed to analyze the inclusion of females in the teaching of the Degree in Physics from UFPA, in the period 1970-2005, aiming to identify the difficulties and barriers experienced by teachers in the academic context, influenced by social models and cultural riches offered by the genre they belong to. The proposed period, the Brazilian education has undergone educational reform perspectives and different profiles, leading to an emerging need to expand the faculty in various segments of higher education. The research problem was framed in three questions, namely: 1) As the authors devoted to addressing gender studies in their productions historiographical trajectory of upward mobility of females and their fight for higher education? 2) how the proposals for teacher training inspired by the Brazilian educational legislation influenced the inclusion of females in the teaching of the Degree in Physics from UFPA, between 1970 to 2005? 3) What are the main barriers to teaching women brought along the training and work with a degree in physics in this educational institution? The research was set up in long-term perspective of the historiography seeking to understand the intertwined gender and training established in the webs of higher education in UFPA. Working with bibliographic and documentary sources are added to a discourse analysis of teachers through semi-structured interview, highlighted the cultural and social settings experienced by Brazilian women to reach higher education and space science, won through much struggle and determination, since the acquisition knowledge to them was not considered necessary, instituting labels dualized in the teaching profession, passing the building aspect of discrimination in females at their practice. Educational reforms did not elucidate the gender category. The degree studied here remains with the hegemonic presence of male teachers.
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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
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A expansão dos cursos na modalidade à distância e a formação inicial de professores em matemática na UFPA: democratização com qualidade social?
(Universidade Federal do Pará, 2019-08-29) SILVA, Eliomar Nascimento da; RIBEIRO, Maria Edilene da Silva; http://lattes.cnpq.br/6279228695466400; https://orcid.org/0000-0001-8605-9406
This paper, entitled “The Expansion of Distance Education and the Initial Formation of Mathematics Teachers at UFPA: Democratization with Social Quality?” Was guided by the search to understand if, in the context of neoliberal politics, the expansion of the formation courses of distance learning teachers at UFPA expresses a democratization process with social quality. Thus, we had as general objective to investigate how democratization and social quality are related to the Distance Education modality, having the Degree in Mathematics Distance Education at UFPA as the focus of analysis. Specifically, the research aimed to: 1. Analyze the concept of DE in the expansion of higher education, amid the reform of the neoliberal state; 2. To investigate the conception of democratization and quality, amidst the legal framework, that the modality expressed in higher education, especially in teacher training courses; and 3. To identify if in UFPA, the Mathematics Degree Course presents characteristics of a democratization process with social quality. The proposed methodological option was designed for a case study with a qualitative approach. As data collection instruments, a documental and bibliographical analysis was performed as a way to deepen the knowledge about the researched object. From the theoretical foundations that guide this research and data analysis, we present as main results: a) distance education is in a broad process of growth in the country, both public and private, but more intensely in the latter, demonstrating that it would be more incisively serving the “mercantilist” interests advocated by the state apparatus reform policy and constituting itself as a strategy of advancement of the capitalist system that transforms the education of the social public good into a product for the commercial market; b) Through this mode of education, the government adjusts teacher education to the demands of the capital system and weakens the social and political dimension of individual education; c) Within the UFPA, it appears that, although timidly, there was also an expansion of supply in this modality, but against this expansion there was no guarantee of successful permanence until the conclusion of the teacher training course in Mathematics. ; d) The democratization of education with social quality, in the course of Mathematics in the distance education modality, at UFPA, is not yet a concrete reality and presents itself as a huge challenge, given the high dropout rate.
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Financiamento estudantil nas instituições privado-mercantis de ensino superior no Brasil: o caso da Kroton Educacional
(Universidade Federal do Pará, 2019-02-26) REIS, Tayanne de Fátima Almeida Tabosa dos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463; https://orcid.org/0000-0003-3128-3659
The present study investigates new forms of student financing of higher education used by Kroton, Private Student Parceling (PEP) and PraValer. Its general objective is to analyze these two new forms of financing in the context of the financialization of education. It is hypothesized that the Student Financing Fund (Fies), student financing guaranteed by the State, was a policy that prompted the privatization, expansion and financialization of higher education in Brazil, which paved the way for these new forms of financing. Methodologically it is a case study based on historical-dialectical materialism. It uses bibliographic and documentary research which has analyzed documents such as: the financial and accounting statements that Kroton provides on its website; the TCU reports; data on expansion published by INEP; news and articles published by electronic newspapers from 2015 to 2018. It points towards a conclusion which confirms our hypothesis, i.e., that Fies acts as a contradictory policy, since it makes access to higher education possible, while it strengthens the privatization and financialization of this level of education. In addition, after the redesign by which the Fies went through in 2015, the process of expansion of the private-commercial sector, through private student credit lines, is intensified, since PEP and PraValer, credit lines offered by Kroton Educacional, are formulated in this scenario of financial unsustainability of the Fies. Thus, Kroton Educacional presents more latently its financial facet as it distances itself from the educational and pedagogical processes and acts in the sale of credit / finances. PraValer and PEP, in general, are programs that use the omission of information and the association with the conditions provided by the Public Financing Program to stimulate the sale of credit. In addition, the advertisements by the PEP and PraValer lines are misleading insofar as they advertise no interest and no guarantor, a fact that becomes explicit when analyzing the contracts. The PEP and PraValer programs are openly targeting the low-income population, and the conditions offered by the programs suggest that students and their families may find it difficult to pay off the debt they incur, so that we can say that this proliferation of student financing is a responsible educational product to inaugurate a new moment for private HEIs insofar as it intensifies financial relations in the sector
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Formar para ensinar e pesquisar: perspectivas para a relação entre ensino e pesquisa na formação de professores de educação física
(Universidade Federal do Pará, 2019-08-28) FURTADO, Renan Santos; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; https://orcid.org/0000-0002-1911-2278
This research aims to study the relationship between teaching and research in the training of Physical Education teachers. Thus, having as theoretical support concepts of Theodor Adorno and Paulo Freire, we reflect on the following question: what are the perspectives that we can point to a formative imbrication between teaching and research in the formation of Physical Education teachers? Thus, we have as general objective: to discuss the perspectives for a formative imbrication between teaching and research in the formation of Physical Education teachers. As specific objectives, we intend to: 1) Understand the way some documents of Education and Physical Education approach research and teaching. 2) To investigate from the historical point of view the constitution of the scientific field of Physical Education and the relationship between research and teaching in the area. 3) Discuss the meaning of the formative action and the social function of the teacher trainer / researcher. 4) Point out perspectives for training for research in Physical Education from the contributions of Theodor Adorno and Paulo Freire. Regarding the methodological procedures, regarding the type of research, it is a theoretical study, which uses a specialized bibliography related to the object to deal with the issue, as well as selected documents that characterize a certain empirical contribution. We use content analysis as a data analysis technique. We conclude that semiformation has entered the initial formation of Physical Education teachers from historical and contemporary mechanisms, a fact that delayed the intellectual production of the area. As ways to overcome this scenario of semiformation, we point out the need for teacher / researcher training to take place in dialogue with the political, ethical / human, technical / scientific and cultural aspects of training. Finally, we point out two perspectives that we can consider for the deepening of an education for emancipatory research in the training of Physical Education teachers, which are: to recognize that research requires the accumulation of theoretical and methodological foundations that enable a real investigation and interpretation of phenomena. , and consider that research training needs to form subjects capable of thinking and producing concepts beyond the appearance and ideological coercions of the capital world.
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A organização do meio social educativo de uma turma de educação infantil ribeirinha da Amazônia: um estudo à luz da teoria de Vigotski
(Universidade Federal do Pará, 2019-03-12) OLIVEIRA, Luciana da Costa; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
This dissertation consists of a study about the organization of the educational social environment of a children's education group in a public school in the community of Caruaru, on the Island of Mosqueiro, linked to the Municipal Secretary of Education of Belém do Pará. Vygotsky's theory. In the perspective of this author, people are constituted as subjects through their social relations and it is up to the school education to organize the social relations experienced by the children in the school, so as to intervene in their processes of human formation in a critical and emancipatory perspective. Thus, this research had as objective to analyze which educational social environment contributes to the formation of the conscious personality of the children of a class of children's education riverside of the Amazon. The investigation was divided into two stages. The first stage consisted of the observation of the organization of the educational social environment. The information in this stage was produced through observation, semi-structured interview with the teacher, meeting with the families of the children and analysis of the School's Political Pedagogical Project. The second stage consisted in the execution of the collaborative action to contribute to the pedagogical practice of the teacher regarding the organization of the social educational environment of the class, in order to collaborate for the process of social formation of the conscious personality of the children. The production of information in this stage was accomplished by means of study sessions, elaboration and execution of a planning with the teacher and the children. In both steps, field journal annotations and audiovisual and photographic recordings were carried out, in order to ensure the study of the processes, according to the way of proceeding the analysis by the genetic-causal method postulated by Vigotski. The results obtained in the first stage pointed out that the teacher had as theoretical basis the theory of Vygotsky and the ideas of Paulo Freire, but had no training in the perspective of riverside education. He had participated in a course in the level of improvement in early childhood education and perhaps because of this, he organized the educational social environment listening to the children and taking into account their particular life peculiarities, their knowledge and experiences, as well as the peculiarities of childhood. In the second stage, the results showed that the collaborative action contributed to the organization of the educational social environment, potentializing the pedagogical practice and the formation of the conscious personality of the children. It is concluded that the concept of educational social environment formulated by Vygotsky, if taken together with the conceptual system of the author and with the conceptions defended by the scholars of riverside education, can contribute with the teacher in his historical task of thinking and organize a critical early childhood education for and with the riverside children of the Amazon.
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A participação das escolas de ensino fundamental de Breves-PA no enfrentamento da exploração sexual de crianças e adolescentes
(Universidade Federal do Pará, 2012-05-24) GUEDES, Leonildo Nazareno do Amaral; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research chose as the object of analysis the participation of public schools in elementary school located in the town of Breves-PA network to fight the sexual exploitation of children and adolescents. In this sense, it was proposed as a problem the following question: in the period 2005 to 2010, as did the participation of public schools in elementary school located in the town of Breves-PA network to fight the sexual exploitation of children and adolescents? The study aimed to analyze the actions taken by public schools in the city of Breves-PA that are aimed at coping with the sexual exploitation of children and adolescents from the proposals submitted for coping the school by public policy, discussing key categories such as curriculum and teacher training. The methodology consisted of literature and empirical research, using semi-structured interviews because it is the instrument that allows access to school administrators, coordinators and teachers teaching to the knowledge of their actions and interactions in relation to the theme of child sexual exploitation. From a universe of eighteen elementary schools located in the city, were chosen two, a school of 1st to 5th grade and other school of 6th to 9th grade, for presenting in the period 2006 to 2010 shares teaching strategies involving students in different age groups (from 06 to 14 years approximately), as well as the whole school community in the prevention of sexual exploitation. The selection of interviewees was through contact with the subject of schools, which focused on those respondents with direct participation in intervention projects. Therefore, we selected 02 (two) managers of schools, two (02) educational coordinators and 06 teachers. The analysis of material obtained in the interviews were conducted with the theoretical tools and methodological enabled by content analysis, with the backdrop of the proposed analytical framework for the historical and dialectical materialism. The theoretical framework used analysis follows the research conducted by Azambuja (2004), Brino and Williams (2003 and 2009), Brino (2006), Faleiros (2004), Fraga et al (2008), Franzoni (2006), Leal (2004), Liborio (2005, 2006 and 2009), Rocha (2010), Sanderson (2005), Santos (2007), Silva (2007), Viodres Inoue and Ristum (2008) and other researchers dealing with curriculum, training teachers and child sexual exploitation of children and adolescents in safety nets, especially the performance of the school. The survey results demonstrate the participation of elementary schools in combating sexual violence (abuse), without interfering significantly in situations of sexual exploitation. The cases of abuse, when identified or reported by children, are reported to the Guardian Council. For suspicion of sexual exploitation is not made the notification to this Council, but only in some situations conversation with the family, which generally denies the existence of these and it omits the processes of resolution. The curricula of the schools include the issues of sexual abuse and exploitation in a disciplinary manner, through travel plans and classrooms, as well as an interdisciplinary way, through collaborative teaching and learning. These projects are conducted over a period of years, but the schools surveyed seek to print a character of permanent realization. Finally, teacher training for child sexual exploitation has reached all / the teachers / them, much less to the school, effectively covering a very small portion of these, focusing more directors and coordinators.
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O público não-estatal na gestão da educação básica de Barcarena/PA
(Universidade Federal do Pará, 2010-05-17) MARTINS, Mônica Alcântara; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study lies in the research of Public Policy, Educational Program Graduate Education, Federal University of Pará. Discusses the public-non-state through the implementation of the School Program to Vale in educational management in the municipality of Barcarena in the period 2000 to 2008. It starts with the logic of adopting new paradigms of power to public action, from the 1990s, with the restructuring of the Brazilian state through the Master Plan for Reforming the State, which provided a framework for education as an action not - exclusive state, transferring it to the public sector non-state. Unleashing new twists to the pubic and private, materialized, among other things, the third sector and public-private partnerships. The methodological approach adopted was qualitative and had the technical data collection to document research associated with semi-structured interview, while the content analysis was based on the theory and method for data analysis. The survey results indicate that the introduction of public-private partnership, through the program actually barcarenense affected the already fragile structure of the city permeated by a weak indicator of quality in educational management, such as the absence of a Municipal Plan, a System Municipal School, Career Planning, Job and Remuneration and direct election to fill the position of director, as the principles of PEQV were absorbed by the Education Department and processed in line of action for the entire municipal network. It was found that such action found fertile ground in the absence of an educational policy in the municipality, in addition to SEMED of referrals from schools in the network occur at random, as immediate needs arise, ie, case by case. It was noted further that the partnership had primary responsibility for their actions focusing on improving the rates of elementary school children's education priority disregarding the constitutional action of the municipality. It is noteworthy also that the proposed training program was institutionalized by the city tends to a certain disqualification of teachers, due to the detailed requirements, in addition to non-participation of teachers in preparing. Therefore, that with the implementation of the partnership is a considerable degree of interference of the Vale Foundation, a private, in public administration which can weaken municipal autonomy.
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Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano
(Universidade Federal do Pará, 2019-02-28) CARMO, Nilce Pantoja do; ABREU, Waldir Ferreira de; http://lattes.cnpq.br/6364117476478718; https://orcid.org/0000-0002-0245-9072
The dissertation presents the specificities of the research entitled “A RIVER ON THE WAY: schooling processes of riverine students in an urban school context”, linked to the Graduate Program in Education - PPGED/ICED/UFPA. The objective of this study was to understand the schooling process of the riverine students who study in schools located in the urban area of Belém. Methodologically, the research was based on a qualitative approach, being supported by some technical elements of the ethnographic research. In the first moment, a bibliographical search was made on the main categories of the subject under discussion (riverine people, education, culture and identity), as well as on the viable theoretical-methodological resources to be used. Initially, a verification in the digital databases of the PPGED/CCSE/UEPA and PPGED/ICED/UFPA was also carried out, searching for dissertations and theses that would underpin the understanding about how the Riverine Education has been academically addressed in the context of Pará and Amazon. The data collection was based on field observation, understanding the schools’ PPPs, and interviews made with students, teachers and pedagogical coordinators from two state schools. The study originated from the question “How does the schooling process of the riverine students in urban schools occur?”, and the results that emerged from it consist of the numerous difficulties faced by these students in order to have access to formal education, as well as the need for their living realities to be better known, understood and valued by the schools where they are inserted, which should subsidize the accomplishment of a systematized work focused on their educational successes in all aspects and singularities. Therefore, it can be stated that the dissertation reveals important approaches on the schooling of riverine students, making itself as an instrument of research and reflection to those who dedicate themselves to or are interested in the subject.
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Trabalho docente e saúde: tensões da educação superior
(Universidade Federal do Pará, 2011-06-22) CAMPOS, Francisco Jadir de Souza; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494; http://lattes.cnpq.br/1812522340057970
In this study - we address the metamorphosis of the world of work, determined by the exhaustion of the Taylorist-Fordist production, built to overcome the crisis of the 1920s, which devastated the capitalist societies. And the consolidation of a type of state who supported the greatest period of development of capitalism, the welfare state, becoming, in developed countries, their bases in the Keynesian assumptions - the state proposed to print a strategic role in the development of global capitalism, and that has its downfall with the economic crisis of the 1970s, with the deepening of the process of consolidation and globalization of markets, then, the political and economic power of multinational companies and transnational corporations, discusses the centrality of work as a social category and the fundamental nexus between work, health and education. The role that the state plays in the broader framework of capitalist society, marked by the introduction of a new social regulation, achieved through the implementation of neoliberal reforms, which can be seen in the context of public policies in Brazilian society, making possible the implementation a commercial logic in the educational field, especially in higher education, which translates in the reorganization and implementation of teaching at this level of education, with insecurity, intensification of work and its impact on the health of teachers. We analyze the connections between work and health, marked by the submission of body and "soul" of the worker, the interests of capitalist accumulation and emphasize the moment when new issues are posted for different areas of knowledge and practices, especially in the field health and education so as to require a redirection of old patterns of understanding the world, which implies the need for reorientation of a meeting between the Occupational Health and Education.
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Trabalho e educação: o papel da Escola de Aplicação da Universidade Federal do Pará como certificadora da qualificação profissional na Amazônia Paraense
(Universidade Federal do Pará, 2010-11-08) CANALI, Heloisa Helena Barbosa; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523
This work is the result of an investigation into the role of Application School of Federal University of Pará- basic teaching school – in young and adult workers‟s Certification of Professional Qualification in Amazon of Pará. It was done in a regime of partnership with social and trade union movements, from the perspective of an integral education. Two experiences were emphasized in the investigation: The Integration Program and the Integrate Project developed by Central Única dos Trabalhadores (CUT), and the Teachers‟s Formation Project, Teaching – High School - of the Programa Nacional de Educação na Reforma Agrária (Pronera). The work was constituted by bibliographical and documental investigation and it follows the qualitative investigation path from the perspective of the dialetical historical materialism based on the studies of Frigotto (1995, 2005), Machado (1991), Manfredi (1998, 2005), Ramos, (2001, 2009), Araujo (2001), Kuenzer (1998, 2007), Fidalgo, (1999, 2003), among others researchers in the Work and Education Line. The methodological route began with a bibliografical revision, followed by the analyses of the documents filed in the Aplication School and informal conversations with the school teachers. We concluded that the Aplication School contributes to these workers‟s professional qualification focused on people‟s humanization and not on the capital, even though it does not have consciense of these results and it can and should foster experiences in compromised qualification perspective with the amazon workers‟s omnilaterality.

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