Navegando por Autor "SANTOS, Raquel Amorim dos"

Agora exibindo 1 - 7 de 7

Acesso aberto (Open Access)
Ciclo de política curricular do estado do Pará (2008-2012): a enunciação discursiva sobre relações “raciais”
(Universidade Federal do Pará, 2014-08-22) SANTOS, Raquel Amorim dos; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This study analyzes the discursive statements cycle of curriculum Pará State Policy on relations "race" from 2008 to 2012, from the approach of the policy cycle, proposed by Stephen Ball. In this analysis, is focused production policies in the context of influence, production context of political texts and practice context. The theoretical and methodological framework that supports the analysis of the socio-historical theory and dialogical language based on Bakhtin (2010, 2011), cycle approach of authoritative policies by the theories of Ball et al (1992) for studies on Relations "race" we left the concepts of Guimarães (1999, 2002, 2008) and Rabbit (2009) on race. And on social relations in the educational field, we use the conceptual notions of field and habitus in Bourdieu (2008, 2009, 2010). The study is a qualitative approach (FLICK, 2004). We used as data collection sources oral and written documents, among which: Articles, Theses and Dissertations on Relations "Race" and Policy Course conducted in two national databases and international: a) ANPED (GT-21); b) CAPES site / PPGE; c) Ford Foundation. Publications: a) Basic Education Policy Pará State, especially the axis of Curriculum Policy; b) I State Conference on Education: Diagnostics, guidelines, objectives and targets approved; c) Basic Education in Para: elements of a democratic educational policy and quality Pará all (vol I and II) and semi-structured interviews with fourteen social workers working in the SEDUC, USE and schools of the State Public Network, which participated in the Curriculum Policy Pará State. The data were analyzed by analysis of enunciative-discursive process based on Bakhtin (2010, 2011). From the analysis of the discursive articulation of curriculum policy cycle Pará State on relations "racial" and interpenetration of discourse between the contexts of influence, context definition of political texts and practice context the study results show that different statements produced in various contexts are marked by hybridization speeches, the result of recontextualization processes. It is inferred that the curriculum policy of the State of Pará is presented in interrelationships between multiple contexts in the policy cycle (Ball, et al, 1992). Despite the continuous nature and not hierarchical policies, the joint macro- and micro advance regarding estadocêntricas approaches and policy recontextualization process that occurs in the context of practice, the study concludes that the curriculum policy Pará State exists as a political State, exists as an educational policy. However, the feasibility of this State and educational policy in the school regarding the "racial" relations, it does not occur due to the weakening of cultural and theoretical competence of social agent who must implement it. The weakening is in implementing this policy in the context of practice. There is a problem between what is projected and what is practical, which helps to assign the social reality dissemination and ratification of racism and discrimination in different areas that make up the curriculum policy.
Acesso aberto (Open Access)
O currículo pós-crítico: uma experiência na escola de ensino fundamental em Vitória/ES
(Universidade Federal do Pará, 2020-09) SANTOS, Raquel Amorim dos; SILVA, Rosângela Maria de Nazaré Barbosa
This study aims to analyze the understanding of the curriculum in a post-critical perspective by students of the Elementary School of the Municipality of Vitória-ES, emphasizing the challenge of the school, in its constitution process in relation to the social construction and valorization of culture, capable of guide pedagogical practices to recognize the differences present in the school context. It was intended, by means of an exploratory study with a qualitative approach, to discuss thematic content of the post-critical curriculum, using focus groups data collection and analysis of official school documents. We conclude that the reproduction of differences happens implicitly, distancing what is proposed in school documents and what is performed inside the classrooms by teachers.
Acesso aberto (Open Access)
As diretrizes curriculares nacionais para educação: das relações étnico-raciais e formação docente curso de história da Universidade Federal do Pará
(Universidade Federal do Pará, 2019-04) SILVA JÚNIOR, Elton Luis da; SANTOS, Raquel Amorim dos; SOUZA, Ana Paula Vieira e
This study analyzes the National Curricular Guidelines for the Education of Ethnic-Racial Relations - DCNERE and the process of teacher education of History, Federal University of Pará, Campus Bragança. The study presents a qualitative approach with the application of documentary research (Pedagogical Project of the History Course). Through the PPC of the Course of History the present work investigates how the Nuclei of Disciplines of the Course of History contemplate the ethnic-racial relations in the Teaching of History. The results reveal that the contents related to ethnic-racial relations are inserted minimally in the curriculum in which the teacher of History and, in a certain way, fulfills the formal requirement in the legislation. We conclude that the space reserved for Europe is still privileged through historiographic knowledge as the guiding thread that weaves the paths of Western historiography, which makes it difficult to discuss racism and its ramifications in the school context.
Acesso aberto (Open Access)
(In) visibilidade negra: representação social de professores acerca das relações raciais no currículo escolar do Ensino Fundamental em Ananindeua (PA)
(Universidade Federal do Pará, 2009-03-20) SANTOS, Raquel Amorim dos; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
The Social and Racial Relations Representation is the thematic of this study. It analyzes the social representation of teachers about the racial relations in the school résumé of the basic education. This research based on the theoretical and methodological reference in
Acesso aberto (Open Access)
Política curricular e relações raciais: inflexões preliminares nas produções da ANPED
(Universidade Federal do Pará, 2014-06) SANTOS, Raquel Amorim dos; SILVA, Rosângela Maria de Nazaré Barbosa e
This study examines papers in the Proceedings of Annual Meetings (25th to 34th) of the National Association of Graduate Studies and Research in Education (ANPED/GT-21), published in the section of racial relations and education in the period 2000-2011. The results reveal that the research on education and racial relations drive new meanings and the possibility of a democratic construction that builds on the recognition of ethnic and racial differences, which is imposed by the need for affirmative action policies, aiming at ensure access and equal treatment for persons of African descent in all spheres of social life.
Acesso aberto (Open Access)
Retratos da EJA na Amazônia Marajoara: desafios do ensino da língua inglesa na educação escolar quilombola
(Universidade Federal do Pará, 2021-03) RIBEIRO, Karley dos Reis; SANTOS, Raquel Amorim dos; BRITO, Camila de Cássia
The current study aimed to discuss the teaching of the English Language (EL) for students of Youth and Adult Education (EJA) from the perspective of Quilombola School Education (EEQ) in a quilombola school at Salvaterracity, in the Marajoara Amazon. The research analyzed the teaching of LI and its consequences for EEQ, allowing to highlight other perspectives for language teaching. We used interpretative analysis and specialized bibliography of the area. The researchis of a qualitative nature and of na interpretative nature, and the theoretical contributions that supported the data analysis were: Pennycook (1998), Rajagopalan (2003), Moita Lopes (2002; 2005), and anothers. The results of the research showed that the ethno-racial issues in the classes of EL in the EEQ EJA is a challenging field to reach the quality of the teaching of EL in the EEQ proposal. The need for continuing education of IL teachers for ethnic-racial relations is na emergency need, as the data indicated that the challenges are mostly associated with the pedagogical practices of the EL teacher.
Acesso aberto (Open Access)
Universidade e educação de jovens e adultos: territorios de vidas e culturas
(Universidade Federal do Pará, 2019-04) MACIEL, Rogério Andrade; SOUZA, Ana Paula Vieira; SANTOS, Raquel Amorim dos; NEVES, Joana d’Arc de Vasconcelos
In this article, we analyze the actions developed between the Federal University of Pará (UFPA), Youth Council and two schools that offer EJA in the public school system of Bragança-Pa. In the production of the data, we consider the formulated steps of the EJA Project: Territory of Life and Culture which comprises: a) diagnosis of the reality of the EJA; b) Conducting workshops: theater, painting on shirts and teacher training; c) the students 'and teachers' view of the project. The results pointed to a propositive experience of reconfiguration of the modality itself, bringing to EJA a curriculum that involved culture, youth organization and the continued formation of teachers in a collective movement reignifying the EJA in living territories and cultures.