Navegando por Autor "LOPES, Raquel da Silva"

Agora exibindo 1 - 14 de 14

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Clarice vai ao cinema: a recepção crítica do filme ''A hora da estrela'' no exterior
(Universidade Estadual de Montes Claros, 2020-11) ARAÚJO, Gilberto Alves; SOUSA, Eliene Rodrigues; LOPES, Raquel da Silva
This work aims to present and discuss the critical reception by foreign media regarding the movie The hour of the star(1985), by Suzana Amaral, which is based on a homonymous novel by Lispector. The paper also seeks to (re)assess the relevance of this movie for cinematography and the dissemination of Lispector’s literature; as well as its ability to transpose literary language. Our methodology consists of a critical review of foreign media texts published between 1987 and 2019.
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Democracia, totalitarismo e analfabetismo em "O Leitor", de Bernhard schlink
(Universidade Federal Fluminense, 2018-04) SARAIVA, Luis Junior Costa; CARVALHO, Elanir França; LOPES, Raquel da Silva; SOUZA, César Martins de
Literature makes possible dialogues about important moments of History by bringing the memories, dialogues, and view of main characters and other people who have lived the period. The years between the two World Wars as well as the massacre perpetrated during the World War II are theme of diverse fiction works that propose to reflect about a period in which people were placed as servants of a totalitarian state to the detriment of the collective rights and the citizenship. In The Reader, Hanna takes decisions that, for many times, seem to harm her, in the search for omitting a big secret: not being literate. The shame of being illiterate is so strong that Hanna renounces the professional rise or even prefers to be seen as a Nazi executioner not to have her secret revealed. The work of Bernhard Schlink allows us to unravel a moment of History in which people were turned into pieces of a state, acting not like autonomous subjects, with ethical and moral values, but in the name of a greater collective good that would be the construction of a big and strong nation.
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Desafios da organização pedagógica e curricular diferenciada em uma escola do campo do Município da Transamazônica - Pará
(Universidade Federal do Espírito Santo, 2020-11) MILÉO, Irlanda do Socorro de Oliveira; LOPES, Raquel da Silva; MACHADO, Célio Lima
This article aims to analyze, albeit in an introductory manner, the understanding and attitude of education professionals regarding the importance of developing a differentiated curriculum in the school socio-educational context located in a rural community, in order to meet the identity demands of different collective subjects who live and work in the field. It questions whether it is possible to develop a differentiated curriculum in rural schools in the municipality of Placa / PA; and what strategies are necessary for differentiated educational practices to guide the curricular proposals of these educational institutions. The qualitative study took place in a public school in the municipal education network, with the participation of a teacher who works in the final years of elementary school, the pedagogical coordinator responsible for monitoring the investigated school, and also the direction and coordination Polo School. The results point to the existence of a school curriculum restricted to the adaptations made by the teachers from the official curricular matrices elaborated by the local Municipal Department of Education, without allowing the effective incorporation of themes that favor socio-educational practices that value the traditional knowledge of families peasants and their ways of life, showing a pedagogical organization of rural schools that is out of touch with training demands that respects the socio-cultural identities existing in the countryside.
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Deslocamentos arte-educativos na transamazônica- xingu como experiências do sensível em direção a uma outra partilha do comum
(Universidade Federal Fluminense, 2021-07) CORDEIRO, Leonardo Zenha; LOPES, Raquel da Silva
The aim of this work is to share experiences in the field of art and education, evidencing acts of displacement as experi-ences of sharing of the sensitive. From performing collective actions with undergraduate and high school students, using imaging devices like photography, video and installations. We seek to materialize possibilities and concerns in the field of political art, focusing on themes of the daily lives of local populations, bringing highlights points of tension and rupture, in the perspective of building a new common to be shared from the perspective of the subjects who live in that territory.
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Uma experiência de educação híbrida no interior da amazônia: entre práticas, aprendizagens e contradições
(Universidade Feevale, 2020-06) CORDEIRO, Leonardo Zenha; LOPES, Raquel da Silva
This research presents a blended-learning education experience in the Brazilian Amazon interior, as part of the post-graduation program research in Education entitled: “Flipped-classroom: Inclusion for Emancipation in Socio-Educational Territories in Transamazon-Xingu ”, from Federal University of Pará - Altamira Campus, analyzing the potential innovation of projects developed with different subjects from different contexts, such as river community people, farmers, extractivists, indigenous and urban people, through multiple forms of learning made possible by different methodologies, such as the flippped-classroom, online education, distance education and alternative pedagogy. The inicial proposal holds the backdrop the democratization access as a way of formal education and the conviction of education as a way of changing people's lives. The methodology used for the data collection of the data analyzed in this article involved direct immersion in the investigated reality, with interviews and monitoring of the course for a period of 18 months. The results indicate possible changes in the students’ lives and consequently to their territories of origin when they have access to education. These results can be categorized both by the movement of students along their training path and by the 'products' presented as final course research, which demonstrate appropriation of the main axes of the theoretical-epistemological debate carried out, as well as their political implications. For the collectives of which they are part, which leads us to affirm that the experience provided new practices and new learning.
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Formación de profesores, currículo e infancia en comunidades tradicionales en la amazonia
(Universidad Nacional del Nordeste, 2021-08) DAMACENA, Fabiola Aparecida Ferreira; LOPES, Raquel da Silva
This paper discusses the possibility of implementing a new educational assistance policy for rural children through changes in the curriculum of teacher education courses. Thus, its main objective is to present evidence in order to enable paradigmatic changes in the sociopedagogical matrix of the educational processes of the future teachers, highlighting some aspects of a particular experience carried out between the years of 2015 and 2019 in the countryside of Brazilian Amazon, more specifically in the Southwest of Pará. The methodology used is characterized by the direct immersion in the context of the experience registered in this work as well as by participant observation and the reflection of records resulting from it. The most important results indicate an urgent need to reverse the logic of teacher education overcoming an abstract perspective based on universalized and colonizing assumptions as well as to bring the fundamentals of educational processes closer to the characteristics of the territory where they will be applied together with the involved subjects, with a view to prioritize the childhood to be assisted. In this sense, the dialogue with data leads to the unavoidable conclusion that it is urgent to base the curriculum of teacher educational courses on structural axes linked to pedagogical practice, sociocultural diversity and human rights.
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Os impasses da participação da comunidade no Conselho Escolar em uma Escola do Campo no Município de Placas/PA
(Universidade Federal do Tocantins, 2022) LOPES, Raquel da Silva; FORMIGOSA, Marcos Marques; CARNEIRO, Josicley Silva
This article has as object of study the School Council, understanding this as a fundamental mechanism in the process of building and experiencing democratic practices. It seeks to reflect how the participation of the School Council members takes place in the deliberative and supervisory processes regarding the decisions that guide school practices, in order to analyze how the counselors, position themselves regarding participation in the decision-making processes regarding the improvement of teaching in a public school of the field in the Municipality of Placa/PA. The methodological approach is of an exploratory qualitative nature with data collected through individual interviews with five members of the School Council of a rural school located in the Terra Prometida community. The results point to the need for greater action by the counselors regarding the monitoring of educational practice in the investigated school, since this institution does not yet have the pedagogical project, an aspect that compromises the teaching of the rural school, at the same time that it signals a disregard for both the management of the school-pole and the Council itself, which can be caused by lack of information and training of those involved.
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Literatura e circulação de afetos: promessas de felicidade, ilusão e desamparo em ''A casa na floresta'', de Bernhard Schlink
(Universidade Estadual Paulista, 2021-06) SOUZA, César Augusto Martins de; LOPES, Raquel da Silva
The work seeks to reflect, based on a work by Bernhard Schlink, on important aspects of the organization of society, as well as on its dramas, memories and daily challenges in contemporary times. Thus, the study of The house in the forest short novel makes it possible to think about the transformations and dilemmas of society, given the transformations in intimacy and affections, in a world marked by the ephemeral nature of human relationships and the pursuit of happiness as a social obligation, problematizing certain aspects of contemporary life that tend to be naturalized. The (mis)meetings between men and women, in their marital relationships, as well as in dreams, ideals and fears, bring the paradoxes of the couple’s search for happiness, gender equality and personal fulfillment, confronted with the prejudices of each person. The social meanings of “tamed” nature, facing a predominantly urban capitalist world, the life in common, and of each individual that makes up a couple, as well as the education of children are some of the themes addressed with lightness and depth in this work by Schlink, which brings several elements to think about the challenges of contemporaneity.
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Magistério extrativista da terra do meio - experiências de currículo como território educativo na floresta amazônica
(Universidade Federal da Paraíba, 2021) LOPES, Raquel da Silva; MILÉO, Irlanda do Socorro de Oliveira
This paper introduces a curricular experience as an everyday exercising of the idea of educational territory. As this work acknowledges the risks entailed in the semantic-conceptual plurality of that category, it also seeks nevertheless to aggregate within its reach a series of educational experiences deriving from the project Gatherer Communities Teachers’ Education, inside the Amazon forest, in a region known as Terra do Meio (Middle Land), at the confluence of the rivers Xingu and Iriri, which incontestably evince the concrete possibility for the subversion of a pre-established “curricular order” as condition for the operationalization of the pedagogical work, whose main and most perverse consequence is the displacing of the reality of the territory in which such work occurs, culminating in an almost absolute artificialization of the whole experience of school education carried out with traditional peoples and communities. Therefore, inspired by the approach by the cartography method, this paper intends to indicate pieces of evidence regarding school counterculture, which becomes possible due to a conception of the curriculum as practice both rooted in life experience and intertwined in the fabric of the territory where it takes place. The territory is, beyond the space where things happen, an educational factor with a high pedagogical potential for all individuals involved in the experience. Accordingly, this article assumes the educational experience rooted in the territory as the right to a full development of the human vocation, to a becoming, but a viable becoming, which is in consonance with the necessities of concrete individuals, historically situated and existentially potent.
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Mobilidades geográfico-profissionais de duas gerações de agricultores familiares assentados na Amazônia oriental
(Museu Paraense Emílio Goeldi, 2016-04) SARTRE, Xavier Arnauld de; MARIN, Joel Orlando Bevilaqua; ASSIS, William Santos de; LOPES, Raquel da Silva; VEIGA JUNIOR, Iran Pereira
This article is about the new patterns of migration among farmer families in the eastern Amazon. These patterns were commonly framed as a strategy of social mobility, where moving was a way to acquire land. However, recent studies have shown that migration drivers are evolving because of social modernization and the rise of educational standards. While farmer families’ new strategies are well known, such as investing in education and moving to cities, little attention has been given to their quantification. By examining three “projetos de assentamento” (settlement projects) in the eastern Amazon, we wish to highlight the diversity of strategies that are used, and examine the way they relate to existing geographical and social settings.
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Pedagogia da alternância na formação de professores extrativistas: uma experiência na terra do meio, em Altamira/PA
(Universidade Estadual do Tocantins, 2020) PARENTE, Francilene de Aguiar; LOPES, Raquel da Silva; MILÉO, Irlanda do Socorro de Oliveira
The work reflects on the pedagogical alternation in an experience of Formation of Extractive Teachers of Terra do Meio in Para state, which aimed to train educators to work in the schools of extractive reserves in that territory. Local geographic and socio-cultural specificities are elements of debate about the practices and reinterpretations of alternation in formations aimed at traditional peoples and communities. These differences in relation to the classic model of alternation pedagogy bring new meanings to the formation of teachers for diversity and project other views about schooling and its effects on the lives of these collectives, particularly with regard to inclusion, access to citizenship and the role school education in these specific contexts.
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Recepção crítica de ''A hora da estrela'' : uma celebração ao centenário de Clarice Lispector
(Università di Bologna, 2020-12) SOUSA, Eliene Rodrigues; ARAÚJO, Gilberto Alves; LOPES, Raquel da Silva
This work intends to present and discuss the critique on The hour of the star(1977), (re)evaluating the importance of the novel as Lispector’s legacy. Critical review on academic and media texts referring to the novel is used here. Results: Brazilian media posits the narrative in terms of explicitation vs. introspection, social engagement and aesthetic sublimation; foreign columnists discuss the readability of the novel and its place among great works; academic critique indicates that the novel contests patterns, subverting logic, the idea of narrative completion and authoritarian views.
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Territórios do saber x territórios do viver: formação docente em hetero-espaços no interior da Amazônia
(Universidade Federal de Juiz de Fora, 2020-04) CORDEIRO, Leonardo Zenha; LOPES, Raquel da Silva
This research illustrates the systematization of a continuous education training experience in the interior of the Brazilian Amazon, which was conducted during the post-graduation program in Education through flipped classroom pedagogy entitled: Inclusion for Emancipation in Socio-Educational Territories in Transamazon-Xingu, at the Federal University of Pará- Altamira Campus, analyzing the multiple possibilities for the final course research. The focus of this article is to explore the diversity of devices produced by different people and their socio-educational territories in the form of documentary, fanzines, workshops and cartographies in order to understand the paths to developing different types of final course research project. The data is the result of 18 months training with different people from different contexts, such as riverside, peasants, extractivists, indigenous and urban people, through multiple forms of learning made possible by different methodologies, such as the flipped classroom, blended- learning, online education and alternation pedagogy. The analyzes reveal that in the midst of multiple possibilities, the efficiency of the devices was proven to work well in these contexts.
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The hour of the star through media lenses: a tribute to Clarice Lispector (1920-2020)
(Universidad de Antioquia, 2021-06) ARAÚJO, Gilberto Alves; SOUSA, Eliene Rodrigues; LOPES, Raquel da Silva
The criticisms of Clarice Lispector’s The Hour of the Star (1977) were analyzed by (re) evaluating its relevance and the legacy of its author. After a critical review of the texts in popular publications, it was found that, in Brazil, the debates about the novel were centered between explicitness and introspection, social commitment and aesthetic sublimation. Foreign critics, on the other hand, raised Lispector’s ability to reach diverse audiences and the readability of her work, including disputes over her prestige as an author among other great writers and the relevance of her compositions.