Navegando por Autor "LIMA, Natamias Lopes de"

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Acesso aberto (Open Access)
Questões epistêmico-historiográficas sobre a educação do campo no Brasil
(Universidade Federal do Pará, 2017-06-07) LIMA, Natamias Lopes de; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This thesis aims to study the Research Approaches and Epistemologies that permeated research in Field Education, materialized in doctoral theses produced in Graduate Programs in Education. The problem was to analyze the research approach and epistemologies adopted with supremacy in field education studies, which resulted in doctoral theses produced in Postgraduate Education Programs, from 2006 to 2014, present in the thesis database of Coordination of Improvement of Higher Level Personnel (CAPES) and the Brazilian Digital Bank of Theses and Dissertations (BDTD). How and in what socio-historical context has the field education been instituted as a field of academic research carried out in Brazil? Which paradigm of research has hegemony in the investigations that originated doctoral theses in Field Education? What knowledge was produced in the investigations whose central themes were school, education, curriculum, knowledge, teaching practice, teacher training, Alternance Pedagogy? It was outlined as a General Objective of this research to analyze the methodological approach and its epistemological character that guided the scientific productions of the authors dedicated to the studies related to Field Education in Brazil, in order to understand the assumption of this theme as a field of research and its implications in the Understanding and interpretation of school, education, curriculum, knowledge, work and teacher training. In specific terms, it has the following objectives: 1) To discuss the emergence process of Field Education as a field of academic research in Brazil; 2) To analyze the methodological option and its epistemological developments adopted by the authors of the doctoral theses in order to build scientific knowledge about Field Education and 3) Construct a critical analysis of the knowledge arising from the investigations about school, education, curriculum, knowledge, teaching practice, teacher training, Alternance Pedagogy, related to Field Education. The time of incidence of the research comprised the period from 2007 to 2014. It was a bibliographical and documentary research, for which there was a consultation to the Bank of Theses of CAPES and the Brazilian Digital Bank of Theses and Dissertations - BDTD. I also analyzed the indicators of the research groups available in the CNPq Group Directory Database and the ANPEd WG 3. The main theoretical basis was the studies developed by Sánchez-Gamboa (2012, 2007, 1998) on epistemological analysis. It was concluded that although Field Education has not yet been recognized as an area of knowledge by the National Council of Scientific and Technological Development (CNPq), in scientific practice it is a field of research with focus on different themes, objects of study, times Historical, geographical, critical spaces; Based on different methods that imply different epistemological foundations, revealing conceptions, ideologies, readings, different worldviews, materialized in productions of different natures and categories that demonstrate that this is a complex and non-homogeneous field in terms of theories on which they are based. Within the study's time of incidence, the theses analyzed, point out that the studies were developed from the Qualitative Approach, critically, within the perspective of Historical-Dialectical Materialism.
Acesso aberto (Open Access)
Saberes culturais e modos de vida de ribeirinhos e sua relação com o currículo escolar: um estudo no Município de Breves/PA
(Universidade Federal do Pará, 2011-04-18) LIMA, Natamias Lopes de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This study shows how the thematic curriculum and cultural knowledge, investigating the way the school curriculum of the riverside town of Breves relates to the cultural environment in which knowledge is integrated. From a broader perspective, the study aims to contribute to critical reflective thinking about curriculum in schools multigrade assumed the Amazon river. More specifically, the research aims to identify significant aspects of the cultural universe of the coastal municipality of Breves, investigating the knowledge present in the discourse and everyday practices of coastal community of Santa Maria and examine the curriculum in action, the relationship between school knowledge riparian and cultural knowledge, where the school is located. It is a field research conducted in a qualitative approach riverside community in the municipality of Breves, Pará State, anchored in different sources and substantiated by the research literature, the theoretical basis, from dissertations, theses, books, articles and other printed materials that deal with different theoretical matter, either from a more general context as Darcy Ribeiro (2006), regional and Samuel Benchimol (1999) and place as Cross (2008), Pacheco (2009) and others. The results indicate that although particular characteristics, both the coastal and culture are not something pure, isolated, unchanging or only produce them and what their ancestors way of life, cultural events in general, by contrast, are in a constant process change. The issues explored in the classroom have served more as a subterfuge to teach alphabet letters and nonsense syllables than as a reference point for a dialogue with the students. However, the curriculum developed at the Santa Maria school establishes a closer relationship with the cultural knowledge of the community bordering Santa Maria, as the issues that are closer to the cultural context of the students, were not found in textbooks used in school nor in the syllabus offered by the Education Department. In fact, these contents have been proposed by the teacher from the reality of the students