Navegando por Autor "FONSECA, Zaira Valeska Dantas da"

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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/4355112931326342
Taking 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.
Acesso aberto (Open Access)
Trabalho, intensificação e o tempo livre do docente da Universidade do Estado do Pará
(Universidade Federal do Pará, 2017-11-27) FONSECA, Zaira Valeska Dantas da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
The need for an analysis of the ways in which the higher education teacher suffers the consequences of the changes in the work process and how they affect their working time and not work are essential for the knowledge about the current reality of teaching work in this work. level of education. Thus, this study investigated: What relations exist between federal and state public policies, work and free time of the teacher who works at UEPA? Based on the Historical-Dialectical Materialism, this study aimed to analyze the repercussions of public educational policies on the work of UEPA teachers, identifying the possible interferences that these may have in the free time of this professional. Field research as a technique was carried out with the application of a semi-structured questionnaire, containing thirty-six questions, organized in order to obtain data on the teachers' functional profile, aspects of the UEPA's teaching work and on the activities carried out in time free from teachers. In the first stage - exploratory - the bibliographic survey was carried out as a way of mapping the existing production in the area about the conceptual categories. The analysis of the university documents correspond to the organization and evaluation of the teaching work and the distribution of the working day (time) at present. The subjects were the effective teachers of the University of the State of Pará, who met the criteria of having at least five years of work in the HEI; experience with research and / or extension and be in full teaching activity during the realization of the research At the center of the discussion was placed the capitalist mode of production and how it modifies the work transforming it into alienated work. It was sought to point the issue of time by highlighting its historicity. It deals, conceptually, with the category of free time and the close relationship with the work in the sense of not reinforcing the dichotomy caused by the capitalist mode of production that opposes the work / free time. It deals with the historical constitution of teaching work the main changes and consequences for teaching work in higher education, such as loss of autonomy, intensification, precarization and commodification. This confirms the initial hypothesis of this study in which it affirms that teachers no longer control the working time, extrapolating the workload assigned to it, leaving it in other spheres and spaces of social life, such as home, the weekends and even the holidays (regulated leisure time). The work rate increased and the control of the teaching worker by the institution where it operates became greater, as a result, free time is usurped gradually from the teacher, making this little use of other activities of free choice. Therefore this study is a contribution to the debate and analyzes of the intensification of the teaching work, the extension of the working time (time), the impact of this process on the quality and quantity of free time of the teacher, with the perspective of provoking the necessary changes in the career of the higher magisterium in order to meet the historical demands of this category, as well as to provoke reflections about the exacerbated academic productivism and its consequences for the loss of social rights, such as health and leisure.