Navegando por Autor "NEVES, Joana d'Arc de Vasconcelos"

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Acesso aberto (Open Access)
A Biblioteca como espaço de educação: o letramento de jovens e adultos – projeto “alfabetizar para libertar”
(Universidade Federal do Pará, 2021-06) BRITO, Camila de Cássia; RIBEIRO, Karley dos Reis; NEVES, Joana d'Arc de Vasconcelos
The current study was carried in the Marajoara Amazon, starting from the realization of the extension project “Literate to free”, from the Professor Ricardo Teixeira de Barros Library, from Marajó University Campus - Soure (UFPA), which proposed to develop reading as a literacy action for Young people and adults away from school life. Reading can be understood as a technique for improving the individual cognitive capacity, being worked based on culture, daily life, memories and experiences and individual and collective experiences. Theoretically, this study is based on the ideas of Freire (1987,1989,1996,1997); Schwartz (2010); Loyal; Albuquerque and Morais (2010), Giubilei (2005); Leite (2013) and Gadotti; Romao (2011). Thus, questionnaire and observation were used as data collection techniques. Study is characterized as action research. The results showed that of the 27 participants in the project, 25 of them improved the practice of reading combined with the practice of 1 Mestranda – PPLSA (UFPA - 2019). Especialista em Gestão de Unidades de Informação (IPGC – 2017). Graduada em Biblioteconomia (UFPA – 2013). Bibliotecária – Documentalista (UFPA – Biblioteca Central) Help Desk do Portal de Periódicos da Capes - Região Norte. E-mail: camilacbrito@ufpa.br. 2 Mestrando – PPLSA (UFPA - 2019). Especialista em Tradução e interpretação do Inglês (FIBRA - 2015) Graduado em Pedagogia (FAEL - 2019). Graduado em Letras (UFPA-2012). Professor de Língua inglesa da Secretaria Municipal de Educação do Município de Salvaterra (Marajó – PA) e Coordenador do Curso de Idiomas na Marajó English School (MES). E-mail: karley@ufpa.br. 3 Doutora e Mestra em Educação pela Universidade Federal do Pará. Docente do Programa de Pós-Graduação Linguagens e Saberes da Amazônia e professora Adjunta da Universidade Federal do Pará Campus de BragançaPa. É membro da Associação Nacional de Pós-Graduação e Pesquisa em Educação. Coordena o Grupo de Pesquisa de Educação de Jovens e Adultos e Diversidade na Amazônia. E-mail:jdneves@ufpa.br. 174 NOVA REVISTA AMAZÔNICA - VOLUME IX - Nº 02 - JUNHO 2021 - ISSN: 2318-1346 writing and 2 of those, learned to read and write. Every action taken in favor of the community is extremely important for the educational scientific field as a whole and extension projects in different educational spaces are welcome as a practice of integration between the University and the academic and external community, providing significant experiences in the lives of these individuals.
Acesso aberto (Open Access)
Juventude e inclusão: representações sociais sobre a condição juvenil no campo
(Universidade Federal do Pará, 2014-09-30) NEVES, Joana d'Arc de Vasconcelos; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This research investigated the construction process of the Social Representations of the Young Ones graduated in the Program “Knowing of the Earth and PROJOVEM Country- Knowings of the Earth”, at the municipality of Bragança-PA, about their juvenile condition in the country and their relations with the national proposition of social inclusion, implemented at local level by the mencioned Program. The study had as theoric and methodologic referencial the “Social Representations”, developed by the romenian Serge Moscovici (2009), Jodelet (2002), Marková (2003), Nscimento (2014), and others, which makes it possible for us to articulate the processual approach to the sociocultural country. With this referencial we built the logic of dimensions that compose the representative scaffold of this study. In order to accomplish this, we followed the indicative support of Jodelet (2001, 2009), synthesized in the following formulations: 'Who knows?', 'What is known?' and 'What effects?', and added the 'What for?'. These supports nurtured the dimensions and structures of analysis present in this study: 1) Being a Young One of the country in Bragança's country; 2) The Social Representation of the Young Ones graduated in the Program “PROJOVEM Country- Knowings of the Earth” about their juvenile condition in the country; 3) Re-significations of the juvenile condition in the country: analysis of the inclusion proposition at local level. The participants of the research were 10 young ones, the Program Coordinator and the educators. In order to collect the corpus of the research, we utilize as methods: Listed Interviewing and the Focal Group. Apart from the analysis dimensions, we used for the analysis of the corpus of the research the technique of “Discourse of the Collective Individual” of Lefevre and Lefevre, for highlighting of objetivations and anchoring. In the hypothesis proposition we defend that the construction process of the Social Representations of the Young Ones graduated in the Program “PROJOVEM Country- Knowings of the Earth” is linked to the social inclusion limits, which constitutes the dialectics of inclusion-exclusion, inherent to the capitalist system. The results reveal changes in the Young Ones' Representations regarding its juvenile condition in the country, thanks to their experiences in the mencioned Program. However, even recognizing that these new representations were constituted by their experienced in the PROJOVEM Country, in practice the changes in juvenile condition do not configurate as possibilities of change for the development of the country in the Bragança municipality.
Acesso aberto (Open Access)
Projetos vividos representações construídas: as representações sociais que mulheres e homens do assentamento CIDAPAR possuem sobre os saberes que buscam na escola para seus projetos de vida
(Universidade Federal do Pará, 2007-09-25) NEVES, Joana d'Arc de Vasconcelos; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
The study on social representation of assessed women and men about their knowledge they look for at schools for their project of life has had, as a specific reality, the stories lived and told by 13 subjects of the Federal Assessment of CIDAPAR, at the Northeastern region of the State of Pará. In order to register the significant of those knowledge those subjects look for their project of lives, we structure our research works in the circulation conditions as well as in the production of such a social representations. The symbolic organizing pf those women and men representations was structured in three dimensions corresponding to wishes of having a peace of land, the historic trajectory of assessment construction as well as the cultures and knowledge set up by the mentioned subjects. The dynamic of these three dimensions, analyzed starting from the targeting and anchorage, allowed us to identify and comprehend the how and the why the significant attributed to knowledge that they look for at school for their project of lives, which constituted itself the central axis of this investigation work. We have used the obtained discuss on Conversational Interviews as well as the draws and Focal Group discuss as the corpus for analysis. The analysis was based Lefebvre and Lefèbvre concept to identify the targeting and anchorage extracted from the discuss of those subjects. The results of this study permit us to conclude that these subjects assembled one of the faces of their identities, from their relationship with the land, which mobilized them on the construction of the cultural territory of the assessment with a new perspective of life, linked to this transient movement between the rural and the urban realities, which is the scenario of life experience and sharing that legitimate this subject like a subject that keeps relationships with the power and the non power as well as with the know and not know that constitute a dynamic about a knowledge about themselves, a knowledge like power and a knowledge to transform.