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) 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) O Conselho Municipal de Educação: a participação da sociedade civil e os desafios da representação democrática nas deliberações das políticas educacionais para o município de Belém-PA(Universidade Federal do Pará, 2008-04-24) ELIAS, Lina Gláucia Dantas; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342In this dissertation reflects about the role of educational councils have acquired in the management of the education sector as an alternative to expanding the civil society participation, in order to understand the limits and possibilities that this area presents, and if the relationship contributes to the effectiveness and expansion of citizens rights. Then, it intended to systematize the experiences of a municipal council of education established by a progressive government, and that involved in a gradual process of debates and disputes between civil society and the government that demanded many challenges, obstacles and possibilities of effectiveness, in the municipality of Belém, educational public politics, based in a broader movement to overcome the hegemonic culture imposed, proposed and created alternative actions, in contrast to the educational politics implemented by the Ministry of Education in the government of Fernando Henrique Cardoso (from 1993 to 2002). Thus, the presented work intended to investigate the Municipal Council of Education of Belém/PA, considering the participation and social control in the construction of public space in relations between the public and civil society, seeking to understand the possibilities and limits of this process of consolidation related to "innovative" institutional actions in public administration. The main idea discussed is that the Councils, in the dialog between the state and society, reflect ideas and broader concepts of education and society which, in each historical moment, influence the dynamics of educational politics in discussion. Thus, it is justified the preoccupation related to the possibilities of the councils expanding the debate in a more democratic way, related to the changes in different social segments, especially the subordinated ones, aiming to contribute to a growing dialogue with users of social public politics. At the same time, the political dimension of representatives was also the object of reflection, by the necessity of evaluating its legitimacy and the direction given to the discussions, as well as the limits of delegated representation.Item Acesso aberto (Open Access) Professoras da educação infantil de Belém do Pará: histórias de leitoras(Universidade Federal do Pará, 2009-03-25) GOMES, Elaine Ribeiro; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661The present work is tied with the research line resume and formation of professors and intended to investigate the practical ones of reading of the teachers of the infantile education of the Municipal Public of the City of Belém. The argument on the reading was based, mainly, in: Kleiman, Silva, Lerner, Barbosa, Zilberman, Freire and Lajolo that understand the reading as an activity of construction of directions, in a dynamic relation between text and reader, one practical partner-interaction, partner-cultural or partner-historical. In the scope of the practical ones of reading, it served of reference Roger Chartier that approaches the practical ones of reading as a process of construction, developed for authentic readers in concrete situations, through processes diversified in relation to the act to read. This is a amount-qualitative research, of descriptive and interpretative matrix, that it used as instruments for the production of the data the questionnaire and the narratives of the teachers. The narratives had been chosen as way inquiry theoretician-method, on the basis of authors as Walter Benjamin, Larrosa, Thompson, Bossi, Delgado, among others. The social environment of this inquiry had been four Units of Infantile Education of the City of Belém, that take care of to children of 6 months the 5 years of age in full time and part-time. It counted on the participation of twenty and seven teachers, in the first phase and with nineteen teachers, in the second phase. The analysis was structuralized in accordance with the context of the practical ones of reading, the familiar one, the pertaining to school, the professional and the current context. The main results point that: 59% of the teachers had its first contact with the reading in house; 44% made responsible the parents for this insertion; 37% affirmed that its experience of reading in the school was good; 14% confirmed that the didactic book is the read and used support more; 16% of the teachers reads with the intention to prepare lessons; 74% of the teachers had affirmed that they like to read; 40% carried through this practical frequent; 40% of the teachers if had called as good readers; 44.4% dedicated less than two hours per day to the reading and 81.5% carried through this practical in house. Therefore, the teachers keep a relation with the reading differentiated and singular, being used to take care of its personal and professional necessities. The practical ones of reading of the teachers if constitute in different situations, in diverse contexts and ways to read.Item Acesso aberto (Open Access) O projeto de escola de tempo integral no Pará: o caso da Escola Miriti(Universidade Federal do Pará, 2015-08-14) COSTA, Claudio Nascimento da; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342This dissertation analyzes the Education Project in Full time the Secretary of the State of Pará Education from a qualitative approach with the reference dialectical perspective, electing as analytical categories Education Full-Time, Comprehensive and Education East. The study was dedicated to the design analysis as well as the government's role Para state in the implementation of the proposal, its legal, historical and contextual frameworks for understanding the school design and integral education of the subjects that develop the proposal. In particular, the School Miriti due to the implementation process of the "Integral Education Policy" of the Secretariat of State of Para Education, which began in 2012, due to the design range of expectations, its possibilities, its limits, its consensus and dissent a public policy arriving to school with qualification proposition of school education. The research methodology focused on document analysis and official notes of fragments produced by the Secretariat of the State of Pará Education (SEDUC-PA), being appreciated as primary sources of study the decrees, plans and reports of government data available on documents the state forums of integral education of the Secretariat of State of Para education, as well as the preliminary proposal of integral education Action Plan. The literature review was fundamental for preparing the work grounded in authors as Gramsci, Moll, Paro, Cavalieri, Rabbit, among other materials anchored mainly on books and scientific articles that discuss the theme of education and (m) full-time. The case study was part of a mainstay of research, inasmuch as procedural method allowed greater flexibility to search through it were structured and preceded to the semi-structured interviews. The study led us to the realization that there is a set of limits and possibilities surrounding the project that is being developed in a public school in high school with many efforts and difficulties.