Navegando por Autor "CARMO, Nilce Pantoja do"

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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.
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.