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Navegando por Autor "SOUZA, Michele Borges de"

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    A política de valorização docente na rede pública de ensino do estado do Pará (2007-2016): o caso Parfor
    (Universidade Federal do Pará, 2017-10-30) SOUZA, Michele Borges de; MAUÉS, Olgaíses Cabral Maués; http://lattes.cnpq.br/0118802077232494
    This investigation aims at the teaching appreciation. Taking into consideration the multiple determinations in the capitalist society, we produced an analysis from the social conjectures of the country, pointing out the relationship of economic and political order that are of paramount importance for a better comprehension of the object of analysis. We understand the teaching appreciation through two dimensions objective and subjective. The first is related to issues inherent to the teaching profession, such as career, salary, wage floor, work conditions, and initial and continuing training. The second dimension is related to social and professional recognition, and self-realization. In this study, the professional training is anchored in a social and historical comprehension of education, an important guide for an organic and consistent policy of teacher training. Career and wage were other central categories in this study. The issue that guided this research was: the investigation of the possible relation between the teaching appreciation policies in the State of Pará and the training “in office” offered by the National Plan of Basic Education Teaching Training (PARFOR). The study was developed from the critical theoretical-methodological framework that guided the analysis of the economic, political, social, and historical relations in which the object is found, demonstrating the contradictions, performing the relevant mediations to construct and deconstruct the object to finally reach the analysis on the relation between PARFOR in the State of Pará and the teaching appreciation policies. We performed documental and bibliographical material analysis and data collection, and performed field research using, as a data collection tool, the Focal Group with twelve UFPA PARFOR Pedagogy teacher-students, and structured interview with seven PARFOR former teacher-students that work for the State School Network (REE). As a result, the study revealed that the teachers perceive the teaching profession as vocation, even with prevailing issues such as intensification, precarious working conditions, non-professionalization, and teacher devaluation. There is a mismatch between training and appraisal policies, which makes it possible to infer that, although REE's PARFOR graduates have higher education, it is not accompanied by career progression and significant salary improvement, that is, professional appreciation.
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    Política de valorização dos profissionais da educação básica na rede estadual de ensino do Pará
    (Universidade Federal do Pará, 2012-06-27) SOUZA, Michele Borges de; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
    This research deals with the policy of Teachers in Public Elementary Education, having as object of analysis the Law No. 7442 of July 2, 2010, which provides for the Career Plan, Career and Remuneration (PCCR) of professionals in Basic Education of the state of Pará. Specifically sought are: Identify the context, origins, and the grounds on which national policies were developed in Brazil for the upgrading of Basic Education professionals from the year 1990; Identify and analyze the Basic Education Policy in the State of Pará in the period 2007 to 2010 and its decisions to Career Plan, Career and Remuneration as an instrument for the upgrading of Basic Education professionals; Analyze Law n º 7.442/2010 the light of the theoretical value for the teaching of Basic Education with regard to career, remuneration and working hours. For this research we start from a literature search on the valuation of public teaching, career, working conditions and initial and continuing training. The procedure consisted of theoretical and methodological research a documentary character based on federal and state laws, involving legal and technical documents that were crucial to this investigation, as conference papers, conferences, educational books, among them, CONAE, CNTE, ANPEd, and ANFOPE SINTEPP. The conclusions reached can be inferred that although during the period 2007-2010 has been prepared a guidance document for the Basic Education Policy in Pará State, from the State Plan for Education, bearing in mind the issue of valuation of professional education of the state and within this the intention of deploying a Career Plan, Career and Remuneration, this path was full of great political and ideological clashes between two proposals, government and union and greater than has been the struggle to adopt a unified and PCCR to ensure direct earned, this, in its implementation, revealed itself as an instrument of little value to ensure the viability of the public teaching of Pará.
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