Navegando por Autor "ABREU, Waldir Ferreira de"

Agora exibindo 1 - 10 de 10

Acesso aberto (Open Access)
Conhecimento e educação na pós-modernidade
(Universidade Federal do Pará, 2013-04) OLIVEIRA, Cássia Araújo de; ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra
This article has as main objective to demonstrate the influence of the idea of after-modernity for the knowledge and, therefore for the education. After-modernity in the sphere of the knowledge and the education possess a criticalreflexive dimension, mainly because the expression after-modernity problematizes the modern and if makes gift in many situations as rupture of proper modernity. The proposal of the article is the critical one that the after-modernity idea offers as production of knowledge in education, in the measure where the effect of aftermodernity appear as it has detached in the current debate of knowledge in education. For the methodology of the article it was used of bibliographical research based at. Gallo (2006), Pagni (2006), Habermas (2000).The article searches to understand where sensible the education if inserts in the after-modernity idea.
Acesso aberto (Open Access)
Conhecimento, arte e formação na República de Platão
(Faculdade de Educação da Universidade de São Paulo, 2015-03) OLIVEIRA, Damião Bezerra; ABREU, Waldir Ferreira de
In the present article, we investigate the relationship between art, education, and politics in Plato’s The Republic, and study in what way Platonic gnoseological assumptions can clear tensions in this relationship. We seek to reconstruct Plato’s main arguments for his criticism of the mythopoeic education. We defend the hypothesis that Plato, in The Republic, recognizes the formative potential of art, particularly poetry, although because of ontological and gnoseological reasons, he had to subordinate it to philosophy. The nature of this study’s questionings and goals required consulting bibliographical sources for which we used hermeneutic reading techniques, with emphasis on apprehending the meanings of essential concepts based on their Greek origin. We present explanations and comments about The Republic, but also about Ion, Hippias Major, and critical literature selected as more relevant among the sources researched. Our conceptual, reflexive analysis showed that the mythopoeic culture is an indispensable concept to the general education found in Plato’s Republic, although an insufficient one to achieve, by itself, the ideal of education expressed by the concepts of truth, goodness, and beauty. We conclude that only philosophy, as it overcomes the charms of language, senses, and the sensible world, can extend the limits and possibilities of art, particularly art that uses words. As the just city would only be possible by equating the king with the philosopher, there cannot be a true poet who is not also a philosopher.
Acesso aberto (Open Access)
Currículo, cultura e educação: a realidade insular do currículo em Belém
(Universidade Federal do Pará, 2015-06) GONÇALVES, Micheli Suellen Neves; ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra
This article consists of a literary review which aims at questioning the influence of riverine inhabitants’ culture on the curriculum of riverine schools in Belém, establishing as its objective the re ection upon the school curriculum of those schools: Which identity it expresses? In which way it contributes to the cultural and social formation of the riverine inhabitants of Belém? this is a qualitative literature review-based research, comprising as its main authors Moreira e Silva (1995), Josenilda Silva J. (1993), Freire J. (2002), Fraxe (2004), Hage (2005) e Oliveira I. (2007; 2008). As a result it was identifed that the necessity for an alteration to the curriculum in order to satisfy the sociocultural reality of the riverine communities. therefore validating the specifc knowledge necessary for this reality is more than an epistemological challenge, it is rather a political matter, that is, to provide the citizens their rightful quality education and advocate the need for a curriculum that can properly attend to the singularities of the riverine inhabitants’ reality.
Acesso aberto (Open Access)
Difundindo o estatuto da criança e do adolescente nas escolas de Abaetetuba-PA
(Executiva Paraense dxs Estudantes de Pedagogia, 2017) SHIDA, Nakatian Nakano; LOPES, Nayane Fernandes Ferreira; SANTOS, Crislene Santos dos; ABREU, Waldir Ferreira de
Acesso aberto (Open Access)
Estudo de caso como metodologia de pesquisa no cotidiano escolares: abordagem qualitativa
(Universidade Federal do Pará, 2004-09) ABREU, Waldir Ferreira de; SILVA, Hiléia Lúcia Gama da
Acesso aberto (Open Access)
Evasão e fracasso na educação do campo: estudo de uma escola rural
(Universidade Federal do Pará, 2009-06) ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra; SILVA, Maria Domingas M. da
Acesso aberto (Open Access)
A história da construção do estatuto da criança e do adolescente e a política de atendimento: reflexões para o debate
(Universidade Federal do Pará, 2004-01) ABREU, Waldir Ferreira de
Acesso aberto (Open Access)
História de vida como metodologia de pesquisa: o relato de vida de um menino de rua da Praça da República em Belém do Pará
(Universidade Federal do Pará, 2004-09) ABREU, Waldir Ferreira de
Acesso aberto (Open Access)
A ludicidade no desenvolvimento da criança: uma experiência de iniciação científica
(Universidade Federal do Pará, 2014-08) ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra; ABREU, Aline; ALMEIDA, Aline; ROBERTO, Adriano; OLIVEIRA, Berline; DÁCIO, Ígora Irma Santos; MAIA, Jessica; SANTOS, Juliana; SILVA, Juliete; FERREIRA, Mirene; ASSIS, Ruth; PEREIRA, Sirley; VERAS, Victória
The play activity in education, represented by plays and games, can develop a child’s learning in the classroom. The playful poses as a teaching tool for performance and full development of children, providing moments of joy, learning and commitment to learning. Article and results of undergraduate research activities developed by the Group of Studies and Research in Education, Childhood and Philosophy - GEPEIF / CNPq/UFPA coordinated by professors Waldir Ferreira de Abreu and Damião Bezerra Oliveira and the bond extension project: The playful as teaching resource in the education of children. Aims to discuss the importance of playfulness in the process of child development, especially in kindergarten and provide recreational activities developed with the school children and the rivers Quianduba and Ajuaí in a workshop on playful.
Acesso aberto (Open Access)
Saberes e autonomia docente: um diálogo entre elementos imprescindíveis à formação do professor
(Universidade Federal do Pará, 2020-12) CARMO, Nilce Pantoja do; ABREU, Waldir Ferreira de
The present work unfolds from the dissertation “A river on the way: schooling processes of riverside students in an urban school context”, presented in 2019 as an evaluation criterion for the title of Master in Education to the Graduate Program in Education (from the Institute of Educational Sciences of the Federal University of Pará). In the interim, “Teacher knowledge and autonomy: a dialogue between elements essential to teacher education”, is characterized as bibliographic research, which aims to understand the peculiar relations to knowledge and autonomy, discussing how this interaction has been constituted in the teacher training process. Therefore, we sought theoretical contribution in the works of Freire (1996), Contreras (2002), and Tardif (2014), authors who focused on the apprehension and approach of such categories (knowledge and autonomy) linked to the formative context of those who are responsible for the formal educational practice of the subjects. The results of the study show that the constitution of autonomy is directly associated with the improvement of knowledge. Thus, teacher education must consider the relevance of knowledge as fundamental to the promotion of teacher autonomy.