Navegando por Autor "FARIAS, Maria Celeste Gomes de"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Alternância pedagógica na formação do educador: contribuições da licenciatura em educação do campo a partir da Unifesspa
(Universidade Federal do Pará, 2019-03-01) FARIAS, Maria Celeste Gomes de; HAGE, Salomao Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The thesis aimed to identify and analyze the contributions of the Pedagogical Alternation developed in the Course of Licenciatura in Education of the Field, at the Federal University of the South and Southeast of Pará - UNIFESSPA, for training of the educators, regarding the principles of the education of the field. The research was based on assumptions of a qualitative nature, having as instruments of data collection the documentary analysis; participant research; semi-structured interviews. For the data collection fifteen students were interviewed; seven LPEC trainers and two representatives of the Social Movement - MST. The organization and analysis of the data is structured in four Axes I-Pedagogical Alternation in the formation of the educator: contributions that Focus on the dynamics of the Schools, Communities of the field and University; Axis II - Pedagogical Alternation: training, work and land in the training practices of the field educator; Axis III- Pedagogical Alternation Contributions to a Human Formation, Field Educator's Policy; Axis IV - Pedagogical alternation in the formation of the educator and the Production of Knowledge based on the practices of educational research. The structure of the thesis is organized in four chapters. In the first one we present the hegemonic conceptions of formation and the counter hegemonic from the perspective of the Field Education Movement and the development of the Degree in Field Education in Brazil. In the second chapter we expose the theoretical principles of methodological of the Pedagogy of Alternation and the Pedagogical Alternation in the formation of the educator of the field. In the third chapter we present the historical social context of the Region of Southeast of Pará where it is located of UNIFESSPA we present the organization of the Pedagogical Alternation in the Course LPEC. In the fourth chapter we analyze the data structured in the four Thematic Axes from the view of the subjects of the formative process highlighting the contributions of the Pedagogical Alternation in the formation of the educator of the field. The results of the research led us to identify several contributions of the alternation. The contributions point to the materiality of the principles of Field Education as educational practices that affect the reality of schools and communities that value culture, knowledge and knowledge of the people; the alternation contributes to a formation has as formative matrix the relation with the land and the work of the subjects of the field; the contribution of alternance points to a human and political formation of the educator, as well as alternation contributes to the production of knowledge socially committed to the working class of the field.
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/9502681594591950
The 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.