Navegando por Autor "LOBATO, Vívian da Silva"

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Acesso aberto (Open Access)
Educação, memória e história: possíveis enlaçes
(Universidade Federal do Pará, 2014-01) LOBATO, Vívian da Silva
This article proposes to discuss the issue of individual and collective memory and the links with the education. The theoretical and methodological studies sits in Ecléa Bosi (1994, 2003) on memory and theory of social memory by Maurice Halbwachs (1993), according to these authors, memorativos processes are related to fields of meaning in the life of the subject which recalls. In this perspective, it is understood that the memory studies in education, with the contributions of some authors of Social Psychology - Ecléa Bosi (1994, 2003), Maurice Halbwachs (1993), help to elucidate the understanding of educational phenomena, the concerns and challenges that have mobilized in contemporary researchers and teachers. It is understood that look to be relevant about the past, given that this encounter with the historicity of education provides fruitful ways to produce new knowledge that can be invested in the educational practices of our time.
Acesso aberto (Open Access)
A representação da afetividade em uma turma de 2° ano do município de Abaetetuba-PA
(Universidade Federal do Pará, 2016-06) MELO, Érica da Silva; LOBATO, Vívian da Silva
The paper discusses the affection as something inseparable from human development and essential in learning from the Wallonian perspective. This research originated from a Work Course Conclusion. The aim is to analyze how affectivity is being understood and developed in a class of 2nd year. The survey was conducted through daily observation of a classroom and an interview with the teacher of the class. Henri Wallon is the main theoretical basis, and some authors argue that his theory as Almeida (2007, 2012) Dantas (1992), Galvão (2011), Mahoney (2010), among others. The paper is organized as follows: Introduction, theoretical framework, development (of the research) and final considerations. It was found that affectivity is something indispensable in the school, but it is still a challenge for teachers. Affectivity and learning are inextricably linked in the teaching learning process. It is essential to recognize the importance of affectivity and have it as an ally in learning.
Acesso aberto (Open Access)
Representações de docentes sobre violência nas escolas: um estudo em uma escola ribeirinha
(Universidade Federal do Pará, 2016-06) LOBATO, Vívian da Silva
This research was guided by the objective of analyzing the conceptions of teachers about violence in school context. Data collection was performed in a riverine and quilombo School. A literature review was performed, followed by interviews with six (6) teachers in a State of Elementary School and Middle of the Municipality of Abaetetuba, State of Para. The interviewed teachers working in High School School André Santos. In order to preserve anonymity, attributed to fictitious names in the presentation and discussion of results. it was decided to group the data into categories of meaning, the end were listed nine (9) categories, namely: What teachers talk about violence, forms of violence manifest in school, violence considered the most serious, such as violence is crafted in the classroom, as teachers often act in the face of violence, training on school violence, violence in the teacher-student relationship, the infrastructure of the school X violence, consequences of violence for school. The theoretical framework used sat in the studies of the following researchers: Franco (2004), Charlot (2002), Fante (2005), Placco (2005), Kodato (2010) and Peter-Silva (2014). It was found the lack of teacher training to deal with violence, the strategic vacuum form working with this problem.
Acesso aberto (Open Access)
Subsídios teóricos e reflexivos sobre a relação família-escola no contexto educacional brasileiro
(Universidade Federal do Pará, 2014-08) LOBATO, Vívian da Silva; SANTOS, Graciete Costa dos
This article entitled ‘Theoretical and Reflective Subsidies on Family-School Relationship in Brazilian Educational Context’, was drawn from academic inquiry, which triggered the search for reflections relevant to the themeof the work. To base their discussions aimed to work through this as follows: to analyze from theoretical context that involves the family-school relationship nowadays the Brazilian educational context. We chose to conduct a literature search, the dimension of which allowed readings could serve as bases for the construction of knowledge aimed at the focus of the work. Finally, the results indicated that the family-school relationship should be part of one of the guidelines that trigger pedagogical school, thus aiming to nurture the children, young people and adults participate actively in the learning process resulted from participation by the family school during school life.