Programa de Pós-Graduação em Educação - PPGED/ICED
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2318
O Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA). Em sua perspectiva stricto sensu, tem como compromisso a formação do professor/pesquisador, incorporando na sua prática curricular a pesquisa e a produção de conhecimentos acerca da realidade regional, particularmente da educação, em todos os seus ângulos e relações.
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Item Acesso aberto (Open Access) O CME do município de Ananindeua na construção da política educacional: a busca pela participação social(Universidade Federal do Pará, 2009-02-04) FARIAS, Maria Celeste Gomes de; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950The study called the CME in the city of Ananindeua Construction of Educational Policy: the quest for social participation. Aimed to examine how the participation of organized civil society is being developed within the Municipal Council of Education in an attempt to build an educational policy based on principles of participatory democracy and analyze the performance of CME Body while the education system should seek to promote the construction of municipal education. Document Analysis and Semi- structured interviews were the instruments used to meet the goals specified. The processing of data was possible through content analysis (research literature) and analysis of primary sources (Atas; Laws Decrees; Opinions; Rules of Procedure). The results achieved with the investigation lead us to infer that social participation as an educational principle in the CME in Ananindeua is being built gradually, since the democratization of education management through direct involvement, both on the floor of the school as in the other elements that make up the educational system is a process that needs to be built on daily basis. In the case of society's participation in CME represented through the various categories has been a challenge, because the conflicts, tensions, correlation of forces, you can dispute are always present. This is positive in some circumstances since it is also possible the construction of educational policy in the midst of diversity of opinion. The categories of civil society organizations represented on the CME and have varying degrees of participation, some participate more actively while others have a lesser role at meetings of Board and sessions where they discussed and the proposals made with respect to construction of educational policy in Ananindeua. The lack of theoretical training and educational policy in some cases serve as a factor that limits social participation in the actions of the CME.Item Acesso aberto (Open Access) Construção de políticas públicas de educação ambiental em Belém do Pará de 1997-2004(Universidade Federal do Pará, 2004-10-11) FREITAS, Sandra Cristina Santiago; SOUZA, Orlando Nobre Bezerra de; http://lattes.cnpq.br/8567141884452588This paper discusses the Environmental Education for Sustainability trying to analyze the construction of the Environmental Education Program for Belém (PEAMB) relations, processes and contents that characterize the unfolding of public politics in relation of the international, national and state politics the period of 1997 to 2004. The sociological research tried to follow an interdisciplinary approach and a dialectical perspective to apprehend the object investigated by literature review and documentary research. From this perspective, the reference categories for analysis were examined, defined and classified as follows: Expanded state, public policy, transformative and emancipatory environmental education, social and environmental sustainability. The Documentary research involved, selecting, collecting, processing and analysis of treaties, laws, plans, programs, projects and reports built on the international, national (Brazil), state (Pará) and municipal (Belém – PA). The data contained in the documents were investigated using the technique of discourse analysis considering the told and not told linguistic, sociological, political and psychological aspects by the subjects, facilitating the understanding of the contents, intentions and ideologies. The survey results were organized into four chapters: 1. Introduction; 2. Environmental education in the context of reforms; 3. Setting Environmental Education in Belém: action and emotion; 4. Conclusion: perspectives and horizons of Environmental Education in Belém. It is noticed that the definition process of the Municipal System of Environmental Education and the PEAMB in Belém, indicates a concern with the current problems of unsustainable and try to implement international agreements as well as national, state and local determinations that guide of qualified and committed way the social and environmental sustainability with central reference the Treaty on Environmental Education for Sustainable Societies and Global Responsibility, proposed by Organized Civil Society of some countries during the ECO/92 and reaffirmed by the Brazilian Federal Government in the National Program of Environmental Education in 2005. Integration, popular participation and social control were central elements identified in complex building process of PEAMB that involved accumulations, confrontation and consensus between the political and civil society making peculiar and important the examined experience during the management of a left-wing government.Item Acesso aberto (Open Access) Desvelando o território da educação inclusiva na formação inicial de professores de geografia: os projetos pedagógicos da UFPA e IFPA em análise(Universidade Federal do Pará, 2012-05-28) PUREZA, Marcelo Gaudêncio Brito; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666The object of my study was defined as the guiding principles for an inclusive education and the concept of competence in the Pedagogical Projects of this initial training courses for teachers of Geography offered by public higher education institutions in Bethlehem, PA. In order to analyze whether the Pedagogical Projects of public higher education institutions in Bethlehem PA-built for the undergraduate programs in Geography, considering the curriculum contributes to inclusive education of teachers from the powers provided in the current Brazilian legislation. Searching through the literature and documentary establish a comparison between theoretical frameworks on inclusive education and skills for teacher training and educational projects of undergraduate programs in Geography UFPA and IFPA offered in Bethlehem, PA constructed from the requirements of the DCN to Training for Basic Education Teachers and identify the degree of alignment of these courses to the requirements and official guidance with regard to skills development for the treatment difference and diversity. Also, identify the jurisdiction adopted the concept of educational projects. I found that the pedagogical project of the degree course in Geography UFPA adopts the concept of inclusive education as a synonym of Special Education, being limited with regard to inclusive education more generally, that meets the diversity and difference. Regarding the conception of competence, it follows that the DCN, based on genetic psychology with direction for human capital formation. Since the project's educational degree course in Geography from the IFPA, presents a concept of inclusive education can develop a school attendance diversity and difference. Across several disciplines providing theoretical discussion and through academic activities in the field, noted in the locus of school inclusion experience. The conception of competence is reflected in a eclectic, both strong features of behaviorist psychology, and genetic psychology, and some fragments of the socio-cultural psychology.Item Acesso aberto (Open Access) Os discursos de egressos acerca da construção e escrituração da dissertação acadêmica do programa de pós-graduação em educação da UFPA(Universidade Federal do Pará, 2011-10-04) SILVA, Márcio Oliveiros Alves da; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661This Research Working held scientific arguments about the issue of Construction & Rewriting Academic Texts. The research object is the Construction & Rewriting Dissertations Academic of alumni of the Graduate Institute of Science Education, Universidade Federal do Pará. The problems that affect the object of research is that - What are the difficulties and Metacognitive Strategies encountered during the construction process and Bookkeeping Academic Dissertation in Speech Student Alumni Program Graduate Education in UFPA? And as a range of action we intend to investigate the discourse of students who graduate from the difficulties encountered and the metacognitive strategies during the course of construction and bookkeeping Academic Dissertation. Consequently, this goal uses of theoretical and methodological analysis of Bakhtin's Dialogic Discourse (1992,2003), which breaks it into a quantitative approach to map the data through the closed questionnaire online and a qualitative approach to identify the interviews ( in character - narratives) the difficulties and metacognitive strategies found throughout the construction process and Bookkeeping Academic Dissertation in the text of discourses Students Alumni and later run the crossing of quantitative and qualitative data to analyze the process of Academic Education. So the study gives the opportunity to demonstrate through evidence the process of the exercise of intellectual experiences in the Graduate level that constitutes Dialogism by the speeches of former students regarding the field of discursive work Academic Dissertation. Methodologically, the research was developed from three data collection instruments: documents, questionnaire and interview. The results are analyzed according to Bakhtinian discourse. The results indicate that graduating students during the stages of construction and writing of the academic dissertation showed up as difficulty the act of understanding theoretical discursive formations, they spent a long time to elaborate on the writing theoretical discursive formulation and suggest more opportunities on research experience.Item Acesso aberto (Open Access) Educação brasileira e identidade negra em Kabengele Munanga(Universidade Federal do Pará, 2009-03-27) SILVA, Cristiano Pinto da; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088This study aimed to identify the theoretical support that grounds the production of Kabengele Munanga and characterize the conception of black identity in the production of the author, and its contributions to the curriculum of the Brazilian Education. To achieve these objectives were researched two books of the author that deal specifically about the construction of the black identity. We also researched the bibliographic production realized by Brazilian and foreigner researchers that deal about the racial relations, the construction of the black identity and its implications for the Brazilian educational context, that are related to the academic production of Kabengele Munanga. This work was based on a theoretical research, starting from the reading of the documents and bibliography about the construction of the black identity and education. The school is understood as a social institution that generates values and reproduces the culture, therefore, becomes of fundamental importance the action of the school in avoiding any discrimination, being it for race, ethnicity, social rate, gender, religion or age. The trajectory of discrimination, segregation and denial of the black identity in all socialization institutions, including the school awakens the debate about initiatives for the statement of the rights of access to the education in all levels, understanding the great importance of the education in changing an unfavorable social context to the black people, as the Brazilian is. The denial of the black identity is characterized as a historical fact since the colonization of Brazil, and has been frequently stated in curricular omissions that are materialized in the silence about this object of study and the African culture. In this context, the educators havent received a specific formation to handle with the ethnic cultural diversity, neither with racial matters involved in their school quotidian.Item Acesso aberto (Open Access) Educação do campo e currículo na Amazônia Paraense: o enfoque dado à diversidade sócio-territorial nas diretrizes curriculares da SEDUC/PA(Universidade Federal do Pará, 2008-12-15) OLIVEIRA, Lorena Maria Mourão de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016This work consists of a master's dissertation in education which has a thematic research territory, rural education and curriculum in the Amazon region of Pará. Addresses this issue through an investigation on the current curriculum guidelines of the State Department of Education in order to have a relationship with the education field using a local approach to examine the focus given to aspects of the diversity of socio-territorial field in these guidelines it aims to identify specific aspects that permeate the relationship between diversity of socio-territorial and field curriculum in the Amazon and Para examine the focus given to this diversity in the guidelines of the Department of Education of the State of Pará. Methodologically, we used the documentary research. The material analysis of the research are the documents of the Secretariat containing the curriculum guidelines that have relation with rural education. The approach provided a socio-territorial diversity in these guidelines has yet to be superficial and does not guarantee a reality problems in middle Amazon and its immense and complex diversity. It is hoped that these results occur with a reformulation of these curricular guidelines in order to suit them better the natural characteristics of the Amazonian territory, insofar as it proposes that the education field and its curriculum have a territorial significance.Item Acesso aberto (Open Access) A educação escolar hospitalar: práticas pedagógicas docentes com crianças em tratamento oncológico no Hospital Ophir Loyola em Belém-PA(Universidade Federal do Pará, 2012-02-13) SALDANHA, Gilda Maria Maia Martins; SIMÕES, Regina Maria Rovigati; http://lattes.cnpq.br/7770158896621784This study aims to investigate the pedagogical practices with children under cancer treatment at Ophir Loyola Hospital (OLH) Belém, Pará. The research strategy was chosen to be the descriptive case study that was conducted by structured interviews with six teachers who work with children in treatment at the mentioned hospital. The study, in its theoretical reference sought to analyze the child under oncological treatment and the school education at hospitals: its historical, legitimacy, didactic and curricular aspects. The collected data was analyzed by these topics: dynamics of work in the hospital school of the OLH; teaching practices with child in oncological Treatment in OLH; teaching practices and its tribulations in OLH and initial and continued training of the hospital school teacher of the OLH. After examining these categories it was concluded the school educations of OLH developed a systematic knowledge, duly planned and adapted to the children necessities in oncological treatment. The pedagogical actions are taking places at multiple spaces depending on the possibilities and necessities of students. About the teachers difficulties in their activities and at the whole learning process, they pointed: the time the children remains at hospital; their emotional and physical condition, the difficulty of memorization and attention of children under influence of drugs, the stoppages in the teaching for several clinical procedures, the lack of teaching tools and the lack of time for the teachers to plan their activities. It also proved, at this work, the needing for further studies on the care of the emotional health of teachers. Furthermore, it was noted that in the academic education of the teachers none had any specific training for work in unconventional environment for education although they continues to improve their education in order to supply the hospital demand in this area. Additionally, this very work may serve as a benchmark for teacher training and studies in the area of education and health as well as a solid base of public policies that will bring benefits for the school education at hospital environment.Item Acesso aberto (Open Access) A educação para a cidadania global da UNESCO e seus nexos com a formação de professores de educação física no Pará(Universidade Federal do Pará, 2019-06-24) BASTOS, Robson dos Santos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494; https://orcid.org/0000-0002-6012-1432This study is part of the graduate program in education of the Federal University of Pará (UFPA), in the line of teacher training: Teaching Work, Educational theories and practices. In this research, we had as general objective to analyze the possible nexus between education for Global citizenship, formatted by Unesco, and the proposed training is established in Teaching political projects of physical education courses public universities in the State of Pará. It is a documentary study, inspired by the Marxian tradition as a method of analysis and theory of knowledge. As categories of analysis, we use the citizenship and education for Global citizenship, teacher training and physical education. Thus, in this study, we examine the concept of global citizenship, since your design in the classical liberalism, passing by your state of ressignification Social Welfare, up your Constitution by neoliberalism, when develops, based on the logic of globalization of the capitalist economy The study also revealed the assumptions adopted by Unesco that subsidize education for Global citizenship, as well as their strategies to assist policymakers, teachers and institutions in the development of this proposal on education and training of teachers In addition, we identify the relationships established between the Unesco recommendations for teacher training based on ECG and national curriculum guidelines for the training of the Graduate in physical education, in order to identify the possible nexus of common aspects the ECG with the Pedagogic political projects of the course of physical education from the the University of the State of Pará (CEDF/ UEPA) and the Faculty of physical education from the Federal University of Pará (FEF/UFPA). The result of the research allowed us to conclude that, among the documents investigated, the PPC that guides the teaching at the Faculty of Physical Education of the Federal University of Pará (UFPA) is the one that presents significant links with UNESCO recommendations for the development of Education for Global Citizenship; On the other hand, the PPP of the Physical Education Course of the State University of Pará (UEPA) is in the opposite direction of a neoliberal proposal.Item Acesso aberto (Open Access) Eleição direta para diretor escolar: desafio à democratização da gestão(Universidade Federal do Pará, 2012-09-04) PEREIRA, Lucenil da Rocha; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950This study examined the direct election of school principals via a case study of the State School of Elementary and Secondary Education Brig Fontenele in Belem, in view of the democratization of management, whose questions were: How direct elections can contribute to construction of democratic management in schools? How did the process of implementation of direct elections to fill the position of director of the State School for elementary and high school Fontenele Brigadier's point of view of the system and the school community? To this end, we designed this study using a qualitative approach with field research and collect data through semi-structured interviews and documents intended for 17 subjects, distributed as follows: former assistant secretary of education, representatives of the school board, election commission, teachers, elementary students, middle school, youth education and adult and community management team. The democratization of management education and the school was analyzed in its concreteness in the Education Department of the State of Para, in the school selected, based on the following principles: active School Council, Pedagogical Political Project collectively built and running and school autonomy. The analyzes indicate that the election process to fill the position of school principal faced common problems in political relations in Brazil, and Para in particular, as clientelism, and lack of a political change, discussions of campaigns centered on people and not on ideas, among others. We can say that the experience studied was not an isolated case, because the sample is expressed in various institutions of the state, that the direction elected completed its mandate without reviewing the Political Pedagogical Project, even though it is an instrument that does not guarantee the democratization of relations power, but it is essential, and if collective work product may contribute to the construction of new power relations and to guide the political, administrative and educational institution. The construction of democratic management encountered different barriers, as collective bodies failed to perform its role as a permanent body for political education, as is almost restricted to bureaucratic problems, such as accountability of funds received. The hierarchical structure in this traditional E. E. E. F. M. Brigadier Fontenele did not allow a significant shift in power relations and educational organization itself has almost insurmountable barriers, such as the execution of watertight disciplines, without teachers to discuss or articulate. Finally, we consider that the authoritarian manner of conducting the school can reinforce the company exclusive and we conclude that for democratization of management, we need new standards of training for school managers, as the political and economic and social impose new management practices.Item Acesso aberto (Open Access) A Escola Cabana e a concepção de qualidade social de educação como política pública educacional para Belém/PA (1997-2004)(Universidade Federal do Pará, 2009-06-15) FONSECA, Zaira Valeska Dantas da; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342Taking as reference the political and educational place where the educational policies for basic education, this study examined the concept of social quality of education, adopted by the School Cabana, in the municipality of Belém / PA, in the period 1997 to 2004. Explains the factors and elements necessary to quality education, and analyzes the contributions and limits of the Project School Cabana for construction of the concept of Social Quality Education and public policy. Performed by means of documentary analysis, assuming the critical-dialectical approach as a theoretical framework and methodological. The research was developed, initially with a survey of existing literature on the production of quality designs highlighted in educational policies and the investigations on the School Cabana. The desk review focused on the official documents produced by the Municipal Department of Education - SEMEC, being considered as primary sources to study the plans of government, the terms of forums and conferences, terms of education and the proposed preliminary and final plan of the Municipal Education. In considering such a policy you can point out some considerations that indicate the reference of the Social Quality of Education in a first moment, as a strategy by which to achieve social inclusion in school, with its action centered in the curriculum shift, which involves the organization of educational work through resignificação of time for learning, training focused on citizenship and democracy, establishment of democratic processes of assessing learning, as well as organization of teaching through the collective and interdisciplinary work in order to stay with the student's success in school. In a second time there is a preparation for more extensive and advanced formulation of Social Quality Education as a public policy in view, the important link between the organization built school education and ensuring the financial and structural conditions and responsibility of public authorities in the provision of education as a subjective public right.Item Acesso aberto (Open Access) Um estudo sobre intelectuais negros na academia entre 1970 e 1990: trajetória acadêmica de Florentina da Silva Souza(Universidade Federal do Pará, 2011-04-25) RODRIGUES, Édina do Socorro Gomes; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088This study from the description of the academic trajectory of professor Florentina da Silva Souza presents how was the entrance of the black researchers in the university courses of postgraduate. We sought from the trajectory of the researcher understand how the studies developed for black intellectuals had impacting in the fight against racial discrimination in Brazil, identifying some difficulties found by blacks in the academic space to bring the racial issue as the central object of their analysis. The clipping time of the research focuses on the end of the 1970s and the 1980s and 1990s, period in which Brazil enter into a process of democratization after military dictatorship, moment when the black movement was reorganized and developed pressuring the government for that racial issue would become part of the political agenda. In describing the academic trajectory of professor Florentina da Silva Souza was used as it arrives in port theoretical the conceptual notions of Pierre Bourdieu (2008, 2009), more specifically the concepts of habitus, field and cultural capital in order to understand the choices that guided the life of the researcher in professional terms. As the methodological approach was used the concepts of biography and context, developed by Giovanni Levi (2006), that occurs when the particulars of biography and stands in the season, the environment, factors capable to justify the attitudes of Florentina during career as a researcher. In summary, it was found with this study that the professional experience of Florentina adds to many blacks of his time and today, that although to have ascended socially and entered on the university as professor researcher, did not exempt to suffer it preconceptions, because the place of inferiority that blacks were submitted, as demonstrated in the arguments of this research was built historically by theories that placed them as "inferior beings". Although to have been disqualified, these theories still persist in the social imaginary, bringing as a consequence the preconception and discrimination which is manifested in various social institutions of the country.Item Acesso aberto (Open Access) A experiência educativa da casa familiar rural de Gurupá/PA(Universidade Federal do Pará, 2019-04-23) COSTA, Ana Maria Raiol da; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523; https://orcid.org/0000-0001-9814-9089The research "The educational experience of a rural family house" ( Rural Familiar House) of Gurupá, aims to analyze the educational experience marking the potentialities and limits in its educational project from the perspective of integral human formation mediated by the Pedagogy of Alternation whose central issue is: This experience can be configured as an integrated high school experience integrated in field education? What are the contradictions of this experience in the perspective of integral human formation? We point the hypothesis that the educational experience of the field workers, based on the pedagogy of alternation, makes it possible to integrate the school, the family and the educating community. A priori is a historical experience and of social consciousness that conceives social practice as a space of learning, primordial for the project where it is the starting point and the arrival of the formative process. In this sense, this process is differentiated from traditional teaching. The methodological theoretical framework of the dialectical historical perspective balizes this research from the field research with the application of semi-structured interview and documentary survey. The literature review is a constant in the study. The results to some extent corroborate the hypothesis of research, since the educational experience is based on the education of the field man. This experience is guided by the formative pillars constituted by purposes and means anchored in the pedagogy of alternation. The PA is home experience mediated by didactic instruments Which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community. This educational path guided by the praxis makes the experience, a singular one. It is an educational experience in the context of capital which limits the possibility of being an innovative educational process. However, we cannot deny that the educational experience of the CFR Gurupá holds possibilities of providing the formation of the field man "in ", "by" and "for" the work.Item Acesso aberto (Open Access) Financiamento da Educação Superior no Pará: uma análise dos cursos de contrato na Universidade Federal do Pará no período de 2000 a 2008(Universidade Federal do Pará, 2009-10-13) SILVA, João Batista do Carmo; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463This study presents results of a study that investigated the contracts signed in the period 2000 to 2008, between the Federal University of Pará (UFPA) and municipalities in the state of Para, to offer full degree courses, funded by the the Fund for Maintenance and Development of Fundamental Education and Valorization (FUNDEF) for teachers of municipal education systems. To understand this problem, we developed the following questions: How is the financing policy implemented by the federal government for IFES during that period, and what are its relations with the reform of the state and higher education in the country? What is the policy of financing the process of internalization of the Federal University of Para and what is its relationship with the policy of offering courses of contract? What amount of public funds from the municipal contracts between the Federal University of Pará and the municipalities in the state, in the period highlighted? How were the proceeds applied to contracts between the Federal University of Para and the municipalities in the state? We adopt the approach as a methodology quantitative and qualitative data and use documentary. As a result, we realize that the reform of the state, resulting from the financial crisis of capital, resulted in reconfiguration of the state's role in education, especially in regard to the law of higher education policy and funding for this level of education. Therefore, the Brazilianpublic university is experiencing a constitutional crisis, which manifests itself especially in the stagnation of the budget resources of the Federal Government for its maintenance. The resources provided by the federal government to fund public to bear the cost of higher education have realized the growing demand for people who seek this level of education. It was demonstrated in research that contract courses are a strategy for training of professionals with local matching funds for maintenance of the campus core and complementary salary of professors who work in these courses.Item Acesso aberto (Open Access) O FNDE e os recursos públicos da educação básica, suas formas de controle e intervenção: o programa dinheiro direto na escola (PDDE) no Estado do Pará(Universidade Federal do Pará, 2019-02-22) REIS, Antônio Cláudio Andrade dos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463The purpose of this thesis is to analyze the financing of basic education in Brazil, highlighting the role of the National Fund for Education Development (FNDE) as a budget executor of public educational policies and their control mechanisms, with emphasis on the Direct Money in School Program (PDDE) , its pattern of delinquencies, its causes and effects between the years 2011 to 2016. In order to reach this objective, the role of FNDE in the financing of education throughout its institutional trajectory, its decentralization strategy of the resources transferred, its mechanisms of control in the viabilization of the financing policy of the educational programs and their effects related to the PDDE in the municipal education network. It is accepted that the control exercised by the body, the lack of training of school administrators and counselors, impacts on the delinquency of PDDE accounts, culminating in retention of basic education resources. In this research we intend to approach the historical-dialectical materialism in the categories totality, mediation and contradiction, because it is a theoretical, methodological and analytical approach capable of understanding the dynamics and transformations that occurred in Brazilian basic education in the period in question, although admitting its complexity. The categories of the object are decentralization, autonomy and control. The research locus is located in the municipality of Santo Antônio do Tauá because it presents a higher frequency of PDDE processes in the State of Pará. In addition to the collection of theses and dissertations with thematic content of interest, documentary analysis was also adopted. the processing of data on PDDE processes with public consultation in the Accountability Management System (SiGPC) regarding the recidivism of executing agencies and school councils in pending and defaulting cases. Based on the identification of school boards with recidivism in defaulted PDDE processes, a semi-structured interview was used with former school counselors (coordinators, managers, treasurers, members) and those in the Municipal Department of Education directly responsible for the issues of control of the PDDE accounts. The results show a differentiated situation in the municipality of Santo Antônio do Tauá in relation to delinquency in the PDDE, conditioned by the lack of technical / pedagogical training of the members of the school councils, by the incidence of temporary servants as members of the councils, by the interference of the municipal secretary of education in the school board, which hurt their autonomy as a collegiate body, and political conflict, with constant changes in municipal management, which paralyzed the normal flow of supporting documentation in the rendering of accounts, besides the systematic changes in the staff. Situations that penalized the municipality that did not receive PDDE resources for basic education since 2016.Item 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/0000-0002-5209-9693The 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.Item Acesso aberto (Open Access) A formação do professor de matemática para a escola inclusiva: os projetos político curriculares das IES públicas do município de Belém-PA em análise(Universidade Federal do Pará, 2012-06-26) AMORIM, Adiel Santos de; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666The study deals with the initial training of mathematics teachers in the public higher education institutions in Belem-PA, establishing aims to identify the characteristics of inclusive education and school; and describe, from the enactment of the Law 9.394/96 (LDBEN), that official prescriptions were set on these proposals to become the licensee in mathematics suitable for working in inclusive schools; identify the curriculum proposals that the public higher education institutions of Belem prepared for their undergraduate degrees in mathematics, concerning the current legislation, in order to attend the legal requirements for this professional role in inclusive schools; and identify the concepts of competences and abilities that have been adopted in the PPC of degree courses in mathematics of the following public higher education institutions UFPA, UEPA IFPA, in Belem-PA, because of the need to train teachers math inclusive. The study showed the need for inclusive education to be considered as a flexible social construct and not a limited one to the treatment of the disabled person, which focuses on the need for training that seeks to foster the future teachers a performance that has diversity as a principle of professional performance. The study also shows that the competences as a structural basis of this teachers‘ training, also available on the official requirements for education, brings an array of functional competence, based on behavioral and cognitive psychology, this array had a significant influence on one of the proposed teachers‘ training surveyed (UFPA), whereas the proposed teachers‘ training of UEPA did not achieve the official requirements in order to adopt the skills as a teachers‘ training nuclear basis, as well as training teachers in the perspective of Inclusive Education. The third proposal (IFPA), attended the current official requirements as far as the adoption of teachers‘ training skills as a nuclear basis, and concerning the training of mathematics teachers in the perspective of inclusive education, adopting, for that reason, as a significant differential, competences and concepts that bring learning based on interactions between the actors involved in the educational process, where there was a preponderance of the constructivist framework of competences, under the foundations of Socio-historical Psychology of Vygotsky, Leontiev and Luria.Item Acesso aberto (Open Access) Implicações do terceiro setor no debate da gestão democrática: um estudo a partir do programa "Amigos da Escola"(Universidade Federal do Pará, 2009-03-27) GARCIA, Mauricio Luis Silva; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950This research had as objective to analyze the politics of incentive to the participation of the community in the pertaining to school management as an instrument of democratization of the management from the partnerships firmed with organizations of the third sector. I defined as study object the Program “Friends of the School”. I made the analysis of this Program, estimated its, practical its and its joint with the debate around the democratic management. Such object appears in the context of redefinition of strategies of social participation and models of management of the public institutions from the productive reorganization of the capital. In this way, I took as starting point the following question: of that it forms the actions of the partnerships they redefine the paper of the State, of the civil society, modifying the dispute around thesocial control of the public thing? Therefore, the analysis that I considered required an adequate methodology to this study. The type of adopted study was the critical study of documents of reference of the Program “Friends of the School”. I chose the documentary research as the strategy of collection of data. As research source, I analyze cartload of orientation of the Program “Friends of the School” for the participation of volunteers and of the formation of voluntary managers. These sources had allowed a qualitative analysis of the chosen concepts as categories, amongst which I present: social control, democratic management, participation and autonomy. Such Program stimulates a participation meaning in the terms of a non-political and appointment voluntary solidarity with the quality of the education. Also it allows to affirm an absence me of social control on the part of the pertaining to school community.Item Acesso aberto (Open Access) (In) visibilidade negra: representação social de professores acerca das relações raciais no currículo escolar do Ensino Fundamental em Ananindeua (PA)(Universidade Federal do Pará, 2009-03-20) SANTOS, Raquel Amorim dos; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088The Social and Racial Relations Representation is the thematic of this study. It analyzes the social representation of teachers about the racial relations in the school résumé of the basic education. This research based on the theoretical and methodological reference inItem Acesso aberto (Open Access) Integração do ensino médio e técnico: percepções de alunos do Instituto Federal de Educação, Ciência e Tecnologia do Pará – IFPA/Campus Castanhal(Universidade Federal do Pará, 2012-07-09) COSTA, Ana Maria Raiol da; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502This dissertation entitled "Integration and technical high school: perceptions of students at the Federal Institute of Education, Science and Technology - IFPA / Campus Castlebay," presents guiding question: What students perceive the teaching strategies practiced in the course, which lead to conclusions about achievements and limitations in the operationalization of the integration of education? Its general purpose is to analyze from the perception of students, the third year of the Integrated Agricultural Technician IFPA / Castlebay if teaching strategies are practiced by enabling teachers operationalize the integration of high school with vocational education. To this end we systematize the guiding principles and fundamentals of the proposed integrated secondary school listed in studies dedicated to the subject, as well as the Base Document MEC (2007). We checked the integrated teaching strategies announced in the Plan of Integrated Agricultural Technical Course in the IFPA / Castlebay and Pedagogical Reports (2006 and 2007) then analyzed the perceptions of students regarding practices operationalized in that course. In the course theoretical-methodological reference resorted to adopting the historical and dialectical materialism as a method of data analysis. Data collection was preceded by a literature review, followed by field research with semistructured interviews with eight (08) students from three (03) classes of the third year of the course. The results reveal the contradictory terrain on which the school was established Integrated: The IFPA / Castlebay performed some actions (lectures, discussions and reflections) through educational meetings for the purpose of inclusion of the proposed integrated secondary school in that course, but far from purpose for which it was intended; show up initiatives to link some teachers in the school with the coach through the strategy of interdisciplinarity. There were limitations that hampered the effectiveness of integrated education as the juxtaposition of two courses in two shifts with an excessive workload, the infrastructural resources available restricted practical classes; little interaction between teachers in the operationalization of integration strategies teaching and non-inclusion of the school community in the construction of the proposed course. As a conclusion we highlight the presence of duality education (general and technical education) in the course and break with this reality requires overcoming several obstacles, among them: The structural and material; modifications in the organizational structure of the institution school; involvement, political commitment and consistent stance of teachers, educational technicians, managers and leaders of federal education networks. The Institute needs to think about the proposal for continuing education of staff and faculty from the perspective of integrated education, students need to see, hear them in their training needs, so it is necessary to create strategies for integrating the school community so that they can discuss and organize school actions collectively and build common goals fundamental to the operation of the integrated secondary school.Item Acesso aberto (Open Access) O mobiliário escolar na instrução pública primária do Pará na primeira república: entre as “vitrines do progresso” e o “estado de ruínas”(Universidade Federal do Pará, 2019-04-12) SOUSA, Marlucy do Socorro Aragão de; CASTRO, César Augusto; http://lattes.cnpq.br/2060977814636465The Republican educational emancipation project has awakened the need to embellish and equip educational institutions with the most modern and innovative teaching objects, since the state of Pará presented a moment that makes a dialectic of modernity with politics and economy, passing through the education projects materialized by the modernist triumph, symbolized by the so-called Belle Époque. The present study had as an investigative focus the materiality of primary education in Pará between 1889 and 1930, more specifically school furniture. The objective was to understand the cultural practices and representations constituted in the process of circulation and acquisition of school furniture in the primary school of Pará and its influences on legal devices. More specifically, to identify the material design of the school designed to organize the daily routine of primary education in Pará; verify the provenance and acquisition of school furniture; highlight the process of manufacturing and marketing of furniture for the Paraense primary education. Methodologically, the research was carried out from the survey of sources in the Public Archive of the State of Pará, Arthur Viana Public Library. The sources used were: Messages and Reports from governments, Crafts, Government albums, Decrees and Regulations and Catalogs of Universal Exhibitions, among other sources that present traces of school furniture and how they were inserted in school everyday.From a theoretical and methodological point of view, this study is based on the analysis of cultural history and Material School Culture, used here to understand the history of primary education in Paraense and the evidence found in materiality, as well as understandings of discourses and cultural practices in the inside the school. This procedure showed that, although the State tried to meet the expectations of modernizing policy by regulating the use of appropriate school materials for primary education, requiring and ordering from teachers and school principals, compliance with the laws governing primary public education in the state , the material conditions of space and objects did not satisfy the needs for the functioning of the teaching houses. As a result, it was found that the discursive statements of the analyzed documents pointed out that some institutions were equipped with the most modern to give visibility to the State as the "window of progress". In contrast to this elegant visual scenario, the reports of directors and teachers of the houses / schools and school groups in the interior denounced the "ruined state" of furniture and other objects. The discontent of the subjects, through reports of public instruction, newspapers of great circulation and official documents, denounced the lack of attendance to the requests of materials or even the repair of objects, more specifically of the school furniture, so that the functioning of the institutions could attend requirements laid down in legal provisions. It is hoped that this study will contribute to give visibility to the school material culture, especially the school furniture present in the History of Education in Pará, making it possible, at the same time, to advance in theories about the theme, as well as to re-read the documents that primary education in Pará.