Navegando por Autor "PARENTE, Francilene de Aguiar"

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As ações sociais da Irmã Serafina Cinque na Transamazônica (1970-1979) e as aproximações teóricas de Paul Ricoeur sobre o sentido de esperança
(Universidade Comunitária da Região de Chapecó, 2021-12) FREITAS, Léia Gonçalves de; MILÉO, Irlanda do Socorro de Oliveira; PARENTE, Francilene de Aguiar
The Transamazônica highway is 50 years old. By delimiting this period, the text exposes to interested readings five possible parties of its history. Certain that a reliable portrait of its trajectory is infactible in History studies, we assume the deliberate selection of episodes found in consulted sources and documents, so that we could somehow represent the countless faces of such an object. We started with the prefix “trans” as a device for interpreting the word “transamazônica”. When determining such a prefix as an enhancer of meanings, we can identify other qualities and understandings for this road than just a transport infrastructure. The Transamazônica highway is, above all, an action, surrounded by innumerable attributes: is to transfigure by symbologies, it is to go through scales, it is to transform by technification, it is to show through utopian landscapes, it is upsetting by the invisible. They are portraits of a highway that the forest, in its own way, managed to tame. But until when?
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O Curso de Etnodesenvolvimento e a formação diferenciada e intercultural: contribuições no contexto educacional, sociopolítico e cultural da Amazônia
(Universidade Federal do Paraná, 2021) PARENTE, Francilene de Aguiar; MILÉO, Irlanda do Socorro de Oliveira
This article analyzes how the Ethnodevelopment course offered by the Universidade Federal do Pará [Federal University of Pará]/Altamira University Campus has contributed to the academic, political and professional training of students belonging to indigenous peoples and traditional communities in the context of the Amazon. It provides a descriptive-analytical approach to their experiences, starting with the process of the creation and organization of the course, based on affirmative public policies undertaken in Brazil, as well the course methodology and the challenges faced for the course to be implemented in the light of institutional issues. The reflections put forward show that the Ethnodevelopment course has contributed to expanding possibilities of action and political negotiation by these social agents based on their spaces of collective belonging, as well contributing to differentiated training that enables and instrumentalizes their inclusion as professionals in the field of education in the different territories of the Amazon region.
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Diagnóstico organizacional da cooperativa dos produtores de leite da vila bom jardim-cooperlight, dm Pacajá–PA
(Universidade Federal de Santa Maria, 2017-12) RIBAS, Roseane Aparecida; SILVA, Sandra Andréa Santos da; FONSECA, Sandy Santos da; OLIMPIO, Silvia Cristina Maia; PARENTE, Francilene de Aguiar
The objective of this article is to diagnose the organizational system of an agricultural cooperative in the process of formation. For this purpose, the research was carried out in a milk cooperative in the municipality of Pacajá, in the state of Pará. Forms and interviews were used to collect data structured, applied, respectively, to 40 (82%) cooperated and 6 (67%) members of the board. The research is characterized as descriptive, with quantitative and qualitative approach of the data. For the treatment and systematization of the information the Survey Monkey and Microsoft Office Excel programs were used. It was verified that the profile of the cooperative is represented by 90% of men, 55% are over 50 years of age, 65% have more than 10 years as associates, 63% have incomplete elementary education, these cooperate rural area (95%). It was noted that about 40% do not know the status and 70% have no copy of this. The cooperative has several obstacles that can be solved through the realization of planning, permanent training, development of the cooperative spirit and realization of a more participative management.
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Educação superior em etnodesenvolvimento, movimenos indígenas e agência da diferença étnica em Altamira/PA
(Universidade Federal de Sergipe, 2014-12) PARENTE, Francilene de Aguiar
This article discusses the experience of indigenous of Xypaia and Kuruaya ethnicities of the Xingu region to undergraduate degree in Ethnodevelopment of the Federal University of Pará (UFPA) and allows theoretical tools for identity reassurance in a context considered adverse and homogenizing, valuing relations with local indigenous movements. From written accounts and testimonies, it’s seen the growth of the indigenous community access to affirmative policies, noting a higher number of women belonging to the two already mentioned indigenous ethnic groups, what demonstrates a permission of the reintegration of younger members in organized indigenous movements and the stimulation of these to fight for the prestige of their identity, by the agency of their culture and for recognition of their ethnicity.
Acesso aberto (Open Access)
Entre crianças em Belém – Pará: o dito na convivência com a AIDS
(Universidade Federal do Pará, 2006-02-15) PARENTE, Francilene de Aguiar; ANTONAZ, Diana; http://lattes.cnpq.br/7547028254641362
The purpose of this dissertation is to study if, and by which means, children living with HIV/aids perceive their condition mainly, but not only, by means of bodily evidences causing changes in daily life. The comparison with the life of other children, added to bodily experience, allows the construction of a meaningful world, which functions as a counterpoint to silence. Mother-son relationship is to be emphasised as the main focus of this research, in which, both verbal and non-verbal categories are considered, as means of apprehending reality. The use of qualitative methods reveals silence as a meaningful code.
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O lápis “cor da pele”, quem tem? Descrevendo experiências em relações raciais com crianças na educação infantil
(Universidade Federal de Sergipe, 2017-12) PINHO, Vilma Aparecida de; PARENTE, Francilene de Aguiar; MEDEIROS, Oberdan da Silva; CARVALHO, Elen Mayara Bezerra de
This article is part of a research developed within the projects of GEABI - Group of Afro-Brazilian and Indigenous Studies it has as objective an intervention in the school routine to contribute to the construction and affirmation of the identity of the children inserted therein and to draw the attention of educational institutions for pedagogical practices that lead children to have knowledge of Afro-Brazilian and African culture. The research methodology was to use in an Early Childhood class the artistic languages as stories of black children in children's books as protagonists and heroes, as well as didactic materials such as modeling mass and crayons. The analyzes of the children's drawings and speeches indicate that the racial question worked through the teaching committed to the cultural diversity in the school routine contributes to the affirmation of the identity of the black children, it has also shown that the ethnic-racial valorization in the curriculum promotes a less racist society with possibilities of recognizing difference as diversity and human potentialities.
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As leis nº. 10.639/03 e nº. 11.645/08: dos marcadores sociais da diferença à formação de professores indígenas e negros
(Universidade do Oeste Paulista, 2018-12) PINHO, Vilma Aparecida de; PARENTE, Francilene de Aguiar
This article approaches the training of teachers in the context of differentiated education in the Ethnodevelopment course of the Federal University of Pará (UFPA). Based on the Pedagogy of Alternation, the course under analysis is aimed at differentiated public such as indigenous people, quilombolas, black and traditional communities. The study discusses the importance of these subjects as social agents for the proposition of transformation in their collectivities and communities, in the different spaces they occupy and through which they circulate. The non-place of the indigenous, the black and the quilombola in basic education by our graduates demarcates the ideological force of an epistemology that obscures the understanding of ethnically differentiated subjects and diversity as a perspective and centralized place to think about social relations and life in society. Through the qualitative methodology, research focusing on life trajectories indicates that in teacher training, the perspective of education for diversity has been observed as a strategy for teachers and communities to exercise respect for the difference. In addition, these individuals have been represented as teachers, researchers, political articulators, among other functions and social roles.
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Pedagogia da alternância e(m) etnodesenvolvimento: realidade e desafios
(Universidade Federal do Rio Grande do Sul, 2017-12) OLIVEIRA, Assis da Costa; PARENTE, Francilene de Aguiar; DOMINGUES, William César Lopes
This article analyzes the implementation process of Pedagogy of Alternation in the degree course of Ethnodevelopment, hosted by the Federal University of Pará, Altamira campus, Brazil. Initially, it reflects on theoretical framework that ground the alternation in the perspective of ethnodevelopment and interculturality. Subsequently, it analyzes the educational gains from the adoption of the methodology, particularly in the scope of the relation between theory and practice, traditional knowledge with scientific knowledge, as well as the problems and challenges that its adoption generates in the management scope and in the teaching practice.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Saberes de infâncias e a formação de professores indígenas
(Programa de Pós Graduação em Educação da UFMT, 2017-08) ALENCAR, Joelma C. P. M.; PARENTE, Francilene de Aguiar
The present text aims to address some of the problems that involve the offer of Early Chil-dhood Education to the indigenous schools in the State of Pará. As methodological proce-dures, a bibliographical survey and empirical data of the indigenous school reality were used. The conclusion points the need to con-sider indigenous learning processes in school practices, as well as to deal with infant edu-cation in the training of indigenous teachers, so as to take into account the specificities of indigenous children and the social project of each Indigenous people, according to a right in the 1988 Constitution.