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Dissertações em Educação (Mestrado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319

O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).

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Acesso aberto (Open Access)
A formação de professores no curso de história da Universidade Federal do Pará: uma análise do projeto político pedagógico
(Universidade Federal do Pará, 2008-05-21) NASCIMENTO, Sérgio Bandeira do; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
The present study presents as theme the teachers' formation and searches to investigate the following problem: which treatment is given to the teachers' formation to act in the basic education starting from the current political pedagogical project of the course of History at UFPA? We looked for understanding how is organized the curricular proposal of that course and how the formation is approached for the teaching in the referred PPP of this course. The investigation was constituted in a qualitative study with authors' of the history field theoretical subsidy, of the curriculum and of the educational formation. We adopted a documental analysis and we used official documents of NCE as NCG for the Degree courses in History and NCG for the courses of Formation of Teachers of the Basic and other Education levels with inclusion interns at UFPA to understand their influences on the PPP of the course investigated that carries the formative propositions for the professional of History in this ISE. In analysis to the PPP of the course of History verified that the formative perspective in the investigated course is anchored in the teacher-historian's formation, approaching the model of the teacher-researcher's formation extolled by NCG for Formation of Teachers. However, we didn't identify the ephistemolological and practical means for the execution of this purpose of educational formation in the configuration of the curricular structure, mainly for the development of researches on the education phenomenon. We also identified that the treatment of the pedagogic knowledge, indispensable in the educational formation to act in the Basic Education, appears in a secondary way in the curricular structure analyzed. Therefore, we inferred that the historical knowledge assumes the priority in the development of the investigated course stating that the importance of the formation concentrates on the historian, to the detriment of the teacher's formation.
Acesso aberto (Open Access)
A formação do professor de educação física no Pará: o que revela a história do currículo do curso de educação física da Universidade Estadual do Pará?
(Universidade Federal do Pará, 2008-08-07) TREPTOW, Anahy Garcia; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research has the aim of analyzing the history of the curriculum of the teachers graduation course on Physical Education at the Federal University in Pará, from 1970 to 2007. It was used, as a method of work, the documentary research based on the analysis of the regiments, curricular matrices, and Pedagogical Political Project (PPP) of the Federal University of Pará, and the resolutions of the Federal Council of Education n 69/1969, that determined the minimum curriculum, created the Physical Education‟s Major, and kept the sporting technician; the Resolution CFE n 3/87, that preconized the Major degree and/or BA; the Resolution CNE/CES n 7/2004, that instituted the Curricular Policies for the Graduation Courses in Physical Education; the Resolution n1/2002, that deals with the Curricular Policies for the courses of Elementary School Teachers (superior level, major degree); the Resolution n 2/2002, that institutes the length of the Major Courses in Elementary School Teaching. It was verified that the course, by its curriculum, can be conceived in two different moments: the first one, before the PPP of 1999, was a sportive conception course and build a professional profile similar to the profile of a sportive technician, non-critical, non-historical; and the second moment, just after the PPP of 1999, the course acquired a brand new conception, directly connected to teaching, expressed in the pedagogical work of different fields, enhancing a professional profile that is broad, generalist, humanist, critical and reflexive, based on ethical, political, and pedagogical principles, on the basis of the scientific rigour.
Acesso aberto (Open Access)
A formação inicial de professores e a educação inclusiva: analisando as propostas de formação dos cursos de licenciatura da UFPA
(Universidade Federal do Pará, 2007-04-30) MESQUITA, Amélia Maria Araújo; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The objective of this study is to analyze new proposals in the formal preparation of teachers, developed by the education licensure programs at UFPA, Guamá campus. These proposals were created in the context of adherence to the educational policies of inclusion and their subsequent legislation, adopted by the Brazilian government. To accomplish this objective, I sought in official documents (looking specifically for theoretical references to inclusion and the formation of teachers) indicators that presented themselves as means to analyze the political educational projects in licensure programs which have been reformulated after, or contemporaneously with, the creation of the DCN for the formation of basic education teachers. The goal was also to discover indicators which could perceive whether or not these licensure programs adhered to the official prescriptions and orientation for dealing with question of diversity. 1) Achieving the requisite amount of topics in formal preparation; 2) the re-defining of pedagogic disciplines and; 3) the inclusion of content or disciplines related to the education of people with special educational needs in the curriculum of licensure programs were the indicators found within the educational policies that could be used as indices in the new proposals for preparing basic education teachers in the licensure programs at UFPA to work in inclusive schools. In the analysis of the projects, I identified that the seven programs studiedGeography, History, Letters, Chemistry, Biology, Math, and Physical Educationmet the first two prescriptions. However, in respect to the inclusion of people with special educational needs (NEE), the paths taken were different. Geography and Physical Education included teaching methods; Letters, Biology and History included some topics; while Math and Chemistry did not meet this requirement. Using these data I sought, using a semi-structured interview, to analyze the arguments made by the programs to justify their decisions. These interviews were conducted only with the Letters, Chemistry, and Physical Education programs. The interviews allowed me to discover that inclusion was not the impetus that oriented the curricular reformation process and, that despite finding methods and topics present in the majority of education programs, they have not redirected the formation process of teachers. The absent presence of inclusion in a large part of education programs at UFPA, demonstrates that the official policy at the university seems to be merely an attempt to meet the basic official requirements set by the Brazilian legislature.
Acesso aberto (Open Access)
A inclusão de crianças com necessidades educacionais especiais na educação infantil: uma análise do currículo moldado pelas práticas pedagógicas de professoras da rede municipal de ensino de Belém
(Universidade Federal do Pará, 2006-09-26) AMARAL, Míriam Matos; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The research makes an analysis of moulded curriculum by pedagogical practices developed by teachers from Belém-Pará municipal net begining from education inclusion in the pre-school of kids with special education necessities (NEES) proposed in Cabana School pedagogical politic project. So, our issue-questions, to point aiming to investigate as if gave the education inclusion of kids with Special Education Necessities after the introdution of Cabana School Project; wich pedagogical practices were adopted by teachers that attended kids with NEES included in preschools of teach net of Belém municipal district begining of "People's Government" (1997-2004) and yet, wich curriculum was moulded begining of pedagogical practices of teachers after inclusion. We have as objectives of research, to analysis the education inclusion process in net, to identify the pedagogical practices adopted by teachers and analysis the curriculum that were moulded after the inclusion in the Infantile Education of kids with NEES. In the realization of study adopted a qualitative approach, making use of semi structured interviews and document analysis in process of data collect. The results of research reveal that the process of educational inclusion executed in the schools and unitys of Infantile Education of municipal net if gave with big structural difficulty, mainly in the introdution of adaptations in access in the curriculum of Infantile Education. For the teachers, the kids inclusion with NEES was a big challenge in your pedagogical practices. The access in the school knowledge for this kids if gave, so, with the moulded curriculum by practices of teachers thah experienced the education inclusion movement in Cabana School.
Acesso aberto (Open Access)
As abordagens da morte no currículo de formação inicial de professores de ensino religioso no Pará
(Universidade Federal do Pará, 2014-08-22) SANTOS, Rodrigo Oliveira dos; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078
The present study aims to identify the approach of the death on the beginning of the curriculum formation of the Religious study teacher in Pará, starting from the methodological conceptions qualitative research, of hermeneutic-phenomenological tradition, applying to a philosophical hermeneutic approach of Has George Gadamer (1900-2002), treated on the work Truth and method (2011), to whom the comprehension is a dialog between question and answer, whose aim is to establish a compromise about the subject discussed. Thus, the discussed subject consists of identify these approach and the dialog established in a more specific way with the curriculum of the beginning formation of these teachers. The dialog between the text (curriculum) and reader (researcher) permit, by the language, to identify several prejudices that according to Gadamer are inherited by the tradition. The hermeneutical task, in this aspect, consists in finding the legitimate prejudice being fundamental for comprehension. After saying that, and besides the study done, the resurrection is being kept as a the approach of the death remarkable comparing to the others that still happen, due to the presence of the strong presence of catholic Judeo-Christian tradition on Brazilian society, serving as a basis and maintenance of several legitimate concepts of illegitimate reaching Science of Religion and Religious Study, restricting the importance of other approach as in the beginning studies as in the practice of the curricular compound, implying in the dialogue and in the comprehension itself of the being, that can be understood as language.
Acesso aberto (Open Access)
Adolescentes em conflito com a lei: memórias e trajetórias de vivências na escola
(Universidade Federal do Pará, 2010-09-03) MONTEIRO, Regina Fernandes; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This study aims to uncover the memory of school adolescents in conflict with the law and measures that meet the Foundation for Children and Adolescents of Pará in Internment Unit Socio-Val-de-Dogs. The intention is to trace through the discursive statements of these subjects, their inroads into the educational environment and thereby identify what made them leave school early and / or submit their curricula in a high rate of repetition. The questions guiding this study are: What factors contributed to these teens leave the educational environment so early? To what extent the school and social exclusion were factors relevant to the involvement of adolescents with violence and crime? How committed to the training of school adolescents in conflict with the law, taking into account the school's role in the formation of the subject? Using the guiding questions that the study is to identify network Meanings are involved in these questions. The sample included the participation of 18 adolescents aged 12-17 years old in high school first grade of primary education up to 8th grade of elementary school, born in Para State, fulfilling socio-educational measures for the infraction that will damage to public property (Art. 163) the robbery followed by death (Art.121 / c Art. 14). Was used as instruments to collect data to semi-structured interviews and documents donated by the Foundation, as the records with personal data and monitoring of each teen. The corpus of research has been analyzed by the following issues-issues: School, Family, Violence and Crime, Interpersonal Relations and Future Prospects. The theoretical basis for data analysis follows the design of Bakhtin on the network of meanings and authors that discuss aspects related to the themes. Used for such authors as ROSSETTI and Ferreira (2004); ARROYO (1997); BOSSA (2002); CORDIO (1996) and Vygotsky (2000); PINTO (2002), among others. In this perspective, the goal was to find correspondence with the principles and criteria that could contribute to the foundation of this analysis, promoting interaction between different forms of knowledge production, especially from the data presented to the process of schooling of these subjects, once that contributed to failures, school failures, gaps, and often for truancy.
Acesso aberto (Open Access)
“Aqui na escola não mudou em nada nosso cotidiano, tudo é como antes”: um estudo sobre a prática pedagógica dos professores após a implantação da lei 10.639/2003 na escola do Campo do Patuá na Amazônia paraense
(Universidade Federal do Pará, 2016-08-30) ARAÚJO, Ana Keuria Merces; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This master dissertational study has as parameters work two fights fields with recent and constant curriculum changes in education: the field education and ethnic-racial relations education, from the implementation of the Law 10.639 / 03. For comprehensiveness and effectiveness purposes, this dissertative study aim to analyze how happen the pedagogical practices of teachers in the school routine after the implementation of the Law 10.639 / 03. From the observance in the school routine and dialogues with coordination, teachers, parents and students, to identify actions that to reveal or seek to ensure the involvement in the ethnic-racial issue at school, as the school located in the countryside has been dealing with the curricular changes through pedagogical practices of teachers in the community. Being the locus of research a school field located in agrovila the Pataua in the municipality of São João de Pirabas/PA, I seek a dialogue with the literature on the field education and ethnic-racial relations, with reflections on the curriculum changes within these parameters as well as what is prescribed in political texts. Methodologically it was decided to conduct a qualitative research, with contributions from elements of the critical and dialectical method that has its ontological and epistemological assumptions in the valuation of social subjects that constitute real sources of information capable of presenting the social educational movements, enabling an interpretation to some of the contributions and the complexity present in the given reality, where they perceive the materialization or not of the issues linked to ethnic-racial theme, allowing reveal the reality through of the data collected with semi-structured interviews and observations on the spot. I believe a study with such propositions have social relevance, because we can, in the end, suggest reflective paths as boosting strategies of ethnic-racial relations in the field education in Pará Amazon.
Acesso aberto (Open Access)
O campo tem cor?: presença/ausência do negro no currículo da educação do campo no Pará
(Universidade Federal do Pará, 2009-10-05) MAGALHÃES, Leila de Lima; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The main focus of this paper is to investigate about the presence/absence of the Negro in the syllabus of Education in the Countryside on the scope of the Forum Paraense of Education in the Countryside, an expression of Paraense Movement for an Education in the Countryside. As a starting point, the writer performed an exploratory study over the actions taken by the Forum and, through documents and interviews, aimed at identifying to what extent the ethnic-racial relations, from Act 10639/03 on, are included in the educational and curricular proposal of the Forum. Together with that, she sought to make a dialog with the literature which deals with Education in the Countryside as a specific field, and with the Ethnic-racial Relations. For that, she used the qualitative methodology reference as a means of analysis and propose strategies to dynamize the ethnic-racial relations in the education in the countryside on the State of Para.
Acesso aberto (Open Access)
Cartografias da educação na Amazônia rural ribeirinha: estudo do currículo, imagens, saberes e identidade em uma escola do município de Breves/Pará
(Universidade Federal do Pará, 2007-08-13) CRISTO, Ana Cláudia Peixoto de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This paper is a result of a research carried out in Breves, a town located in the south of the Marajo Island, in the state of Para, Brazil. It investigates the curricular planning of the riverbank agricultural school of the villages which the main economic activity is timber, called "Ivo Mainardi" of the municipal educational system of Breves, establishing a relationship with what praises of quality defined by the Operational Guidelines for the Basic Education in Schools located in the countryside, with focus on identities and knowledge of the riverbank agricultural MarajÃ Amazon. In the investigation method documentary analysis was used, the half structured interview and the photograph with the perspective to make possible to the reader a better understanding on the riverbank agricultural Amazon. The history of Breves has begun in the Colonial Period, with the arrival of the Portuguese to the place, its population is made of riverbank people, many of these inhabit in small communities, towns and villages which the main economic activity is timber. In these communities the education is promoted considering the demand of the company workersâ children who are attracted by the timber company job-offer and the school. Although they live in a context where the material production is related to the exploitation of timber, the school curriculum does not deal with this issue, they are from what is praised by the Operational Guidelines for the Basic Education in Schools located in the countryside, which establishes as quality principle the ecology and the sustainability. Besides this point the curricular planning, although it counts on the participation of the riverbank agricultural educators in its elaboration still does not express the knowledge, the culture, and the identity of the Marajo riverbank population of the Mainardi Village. Thus, the challenge placed to the managers, the social citizens and the educators is to see the commitment with an education that constructs and cultivates identities, values, collective memory and heads towards the valuation and respect of the peoples that live in the MarajÃ agricultural and riverbank Amazon of Breves.
Acesso aberto (Open Access)
Concepções, princípios e organização do currículo no Projeto Escola Ativa
(Universidade Federal do Pará, 2010-11-26) MATOS, Cleide Carvalho de; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research has as objective analyzes the conception of curriculum adopted by the Escolaativa project, which was created by the Brazilian government, in the multiseriada class. The study was realized through a documental research, constituted by three primary and secondary source, which were explored in the research context. The analyze was organized following criteria of analysis of content. This way it was defined as thematic goals of analyze: countryside education and EscolaAtiva curriculum. In this production, it was made an incursion in the curricular prescriptions to countryside education in Brazil based on the official documents. It also presents the process of implantation and implementation of the EscolaAtiva project in Pará, point to the development of its phases. It found that the curriculum conception and the curriculum principles present in the teachers training guide are based in the New Pedagogy, specially, in the Dewey ideas, as: the children centralization in the educative process and the valorization of the “do it yourself” in childhood learning context. Though, the curricular organization conception and the content of teaching presented in the learning guides of Portuguese, Mathematics, science and social studies are formulated according to the traditional perspective of education. Emphasize that the EscolaAtiva project is against the operational guidelines of countryside education and, finally identify that the option of this curriculum conception demonstrate the commitment in the maintenance of the socioeconomic structure present in the countryside.
Acesso aberto (Open Access)
Conhecimento sobre o lazer na formação de professores de educação física: um olhar sobre os cursos superiores das Universidades Públicas em Belém/PA
(Universidade Federal do Pará, 2012-02-13) MONTENEGRO, Gustavo Maneschy; MOREIRA, Wagner Wey; http://lattes.cnpq.br/5798244047692726
The aim of this research is to analyse the knowledge about leisure developed on physical education courses in Belém city Pará State. We adopted as an epistemological reference the presupposed present in complexity theory, by Edgar Morin. Talking about leisure we used as main references the productions of authors as Marcellino, Isayama e Gomes. To answer to the goal, we did a field research in which we elected as in as investigation locus the University of Pará State – UEPA and the Federal University of Pará – UFPA. The discussion of the research data was done by analysing the ementas and the teaching plans of subjects which talk about the leisure theme in curriculums of the graduations. This stage was followed of a semi-structured in terview with students of the last semester form each instituition. The produced speeches were analysed based on technical elaboration and analyse of units of meaning (MOREIRA, SIMÕES, PORTO, 2006). As results, we noted that UEPA enphasysed themes such as: leisure and public policies; sociohistoric focus of leisure; leisure and social right. At UFPA, we evidenced that the subject follow didactic-methodological orientation, but it does not develop a formation that limit itself to the intention of minister technical knowledge aplicated to leisure. While the interviews, we identified that the majority of the students do not get the knowledge debated by the subjects themselves. Which ones showed having a “funtionalist” understanding of leisure. That fact reveals a distance between the reports of majority of students and the proposal of formation developed by instituitions concerning to leisure.
Acesso aberto (Open Access)
Cultura e conhecimento sob a égide dos estudos culturais: um olhar a partir da produção acadêmica brasileira
(Universidade Federal do Pará, 2007-04-30) MENDES, Sandra Karina Barbosa; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
This research enterprise, develops an analysis about the culture and knowledge, two base categories in the field of cultural studies, with the objective of investigating how they are conceived in the texts published in the WG (work group) of curriculum WG-12 of the National Association of Post-Graduation (ANPEd), in the period from 2000 to 2006. In a derived way, I analyze the thematic emphasis, identified in the group of texts and the methodological thematic approaches realized by its authors, with the objective of obtaining a complete analytical board of the culture and knowledge categories as they are dealt with. As methodological procedures, there are the theorical studies of Raymond Williams, Stuart Hall and Tomaz Tadeu da Silva, authors who are national and international references in the field of cultural studies and the analysis of (16) texts, among posters and complete researches taken from ANPEd site - www.anped.org.br - In the WG of curriculum inserted in the theorical perspectives of cultural studies. Starting from the developed analysis, is possible state that the culture and the knowledge are conceived in these texts as meaning practices. The culture is not the simple transmission of tradition, values, habits and knowledges from generation to generation, but the culture is in the senses and meanings order, therefore, refers to the ways of interpretating and conceiving the world and is built up from the relationships that men and women establish between each other and the social groups. In the same way, the knowledge is built, produced by the culture and knowledge are analyzed in texts that discuss the cultural curriculums, specially the media in its several styles computer, electronic games, TV programs, magazines. The most usual theorical approaches involve authors as Tomaz Tadeu da Silva, the most quoted scholar, Michael Foucault, Homi Bhabha, Stuart Hall, Jean Claude Forquim, Gimeno Sacristan, Henry Giroux. The most used methodological approaches are the speech analysis and the documental analysis. Reflecting about the analysis that the texts develop about the curriculum, I realize two important ways of comprehension. One in which curriculum is conceived as cultural theory/practice, able to produce subjects and subjectivities and other in which there is a differentiation between theorical or official and real curriculum, in this way, the curriculum is conceived as an official document apart from the students daily experience. I observe, two theorical approaches being stressed in the same researching field, the critical and the post-structuralist, that are similar in some aspects and differentiate in others, but in what deals with culture and knowledge categories, it seems that exists an agreement in what refers to the natural relations with the meaning process, production of identities, subjectivities and the statement and production of differences.
Acesso aberto (Open Access)
Um currículo dança? perspectiva pós-crítica de currículo e infância a partir dos projetos de linguagens da UEI Cremação, Belém-PA
(Universidade Federal do Pará, 2016-03-31) OLIVEIRA, Kelry Leão; COSTA, Gilcilene Dias da; http://lattes.cnpq.br/2934771644021042
This dissertational work seeks to relate the study of language, curriculum and difference, in the field of post-critical theory in education, educational processes outlined in "Project languages" in a Unit of Early Childhood Education in the city of Belém-PA. The study aims to investigate how the teaching of languages has been produced in this Early Childhood Education Unit, with the cut out the analysis of the dimensions of language as a difference vector in the school curriculum. The text has as authors of the Philosophy of Language interlocutors Thought Difference and Theorizing Curriculum Post-Critical, seeking to realize childhood as a puzzle and play in the creation process, instigated by art and musicality, the thinking curriculum in order its "danceable dimension." Thus, we dialogue with GADAMER (2000), in order to make considerations about the language and the question of the game; LARROSA (2000, 2004) and SKLIAR (2014), about the babélicas and disobedient languages; BRITO (2003), about the importance of languages as art of expression in the educational process; SILVA (2001 and 2010), CORAZZA (2001 and 2002), COSTA (2011 and 2013), through discussions about the curriculum in a view of the difference in the post-critical field, and also LINS and GIL (2008) on the becoming-child, language and childhood. The field research executed in this education unit happened during the school year 2015 and had the support of the Post-Critical Methodologies in Education (MEYER and PARADISE, 2012). In the meantime it have been made collaborative educational activities with the teachers of UEI in dialogue with the coordination of space, observation times and photographic records, curriculum document analysis and educational activities in order to carry out an everyday study in this school institution (CERTEAU , 2014). The research analyzes they enter the fields of language, curriculum and difference, showing how the language projects are pepped in the researched educational space, since they differ in relation to other early childhood education spaces not only for its "pilot project" with regard to the dimensions of art and languages that make up its curriculum setting, but above all because they risk disobey the formal laws of education in the pursuit of enhancing childhood, their languages and their arts to learn the difference - a lightness that invites the curriculum to score small dance steps, risking to think an teaching that depart differences and trials in their art inventions.
Acesso aberto (Open Access)
Currículo e saberes culturais das comunidades dos discentes ribeirinhos do curso de pedagogia das águas de Abaetetuba-Pará
(Universidade Federal do Pará, 2011-08-18) SOUZA, Dayana Viviany Silva de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This research has a focus of study, curriculum and teacher training bordering the Amazon Paraense, examined the relationship between the course curriculum of Pedagogy of the waters and the Cultural Knowledge of communities of learners bordering the Municipality of Abaetetuba in the State of Pará. Broke up identifying significant aspects of the cultural universe of riverine Islands Abaetetuba analysis and of how cultural knowledge of these subjects were treated in Pedagogical political project and in the course curriculum of Pedagogy of the waters. Stands outthat and sse course is linked to the national programme for education in agrarian reform and attended exclusively by riverine squatters. The importance of researching this subject, if justified by the need to reflect about the curriculum for the training of teachers of/in/and to the field, strengthening of the role of subject and the recognition of multiculturalism and its geographical particularities Amazon, economic, social and environmental, that little or rarely are considered in the educational space. For exploration of the object of study we opted for a qualitative approach to methodology, seeking the support of the exploitation of bibliographies and documents, in the implementation of research tools (such as questionnaire and interview), and in the systematization, organization and analysis of data and information collected. The results of the survey pointed out: the cultural knowledge of coastal communities were present in the curriculum effectively in elective core course; through teachers practices, they possess approximation/relaying, recognition and/or sensitivity towards the life of coastal peoples; as well as through extracurricular activities in which showed and discussed about the life of the people of the field, and in particular, riparian communities.
Acesso aberto (Open Access)
Currículo e seus significados para os sujeitos de uma escola ribeirinha, multisseriada no município de Cametá - Pará
(Universidade Federal do Pará, 2009-03-20) PINHEIRO, Maria do Socorro Dias; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The present research investigates the Curriculum and its meanings for the citizens of a riparian, multisseries school in the city of Cametá-Pará, in which if it objectified to analyze how is defined and materialized the curriculum in the multisseries riparian school, identifying which meanings are attributed to the pertaining school curriculum for the pupils, parents, communitarian and the teacher. This study was developed in the Joroca Island, in the locality Jorocazinho de Baixo, a community with a good organizational base, that has been interesting for scientist in other areas; it was benefited with some projects of the federal government and possessed four schools around it. The inquiry occurred in the Elementary Municipal School Jorocazinho, where was searched to initially know the context of the riparian community in the field of the educative practical organizations and its observing which curriculum experiences they have been living and, after that was prioritized to understand the materialization of the curriculum and its meanings in the voice of the citizens of the school. In this direction, the learners, parents, communitarian and the teacher had been the main interlocutors of the research and its narratives had been distinguished as object of study and analysis. The theoretical bases used for analysis of the collected depositions were the studies of Apple, Arroyo, Vygotsky, Freire, Vasconcelos and Cagliari. The two first authors are included in the text becoming related it the depositions of the marginal citizens to the curriculum and its materialization, while the others had served of bases, for the analysis of the depositions referring to meanings of the curriculum. The study, the analyses focused the following thematic axles: The materialization of the curriculum in the multisseries riparian school; The curriculum and its meanings for the communitarian leaderships, parents of pupils and the teacher; The meaning of the pertaining curriculum school for the learners; The meaning of “learning to read” for riparian learners. This discussion is based on a qualitative boarding, and was developed through an exploratory research followed by the observation of the participants. Are used as methodologist technician procedures: half structuralized and narratives interviews, the documentary analysis of the curricular planning of the school, the used didactic book for reading of the learners in classroom; of photographic images and drawings of the students. As result, we identify that the multisseries riparian school needs more attention of the municipal government and the educators of better educative accompaniment and orientation in its practical; the practice of literation must assume as priority dimension in the initial series of basic education; An indifference in relation to the questions exists of: infrastructure, financial pedagogical didactic/and; the public politics of education of the city for the riparian school are precarious; what exist in thee multisseries school curriculum are a “listing of non contextualied contents” and the organization of the riparian education is basically “urbanistic”. It is indicated, therefore, the riparian education must be valued while space of construction of the knowledge, from the valuation of knowing cultural messengers to them, showing them for a reading of world and construction of new social and politicians citizens and syntonized with their territoriality and cultural identity.
Acesso aberto (Open Access)
Currículos de formação de professores de educação física no estado do Pará: conteúdos curriculares, concepções pedagógicas e modelos de profissionalidade
(Universidade Federal do Pará, 2011-05-18) ARANHA, Otávio Luiz Pinheiro; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The study is part of the Graduate Program in Education at the Federal University of Pará, in the line of "Curriculum and Teacher Training" as part of the productions of the research group "Includere." Its object of study the curriculum adopted by the proposed training courses for teachers of Physical Education of the State of Pará, from 2000 to 2010. It has the following problem: what conceptions of physical education teachers and models of professionalism guide the curriculum adopted by the prescribed graduate courses in Physical Education of the State of Para? It is based methodologically on the historical and dialectical materialism, in the qualitative study and documentary. Performs content analysis (Trivino, 1987, France, 2008) of the Political Pedagogical Project (PPP) of six graduate courses in Physical Education of the State of Pará Discusses theoretical and conceptual questions about curriculum, selection of curricula, pedagogical concepts of Physical Education, profession, proletarianization and teacher professionalism throughout the sections. Notes that the National Curriculum Guidelines for Undergraduate Courses in Physical Education (DCNEF) adopt the pedagogical concept of physical fitness model of professionalism and technical and rationalizing. In the six curricula studied Physical Education, notes that the predominant pedagogical conceptions are renewed health and Phenomenology in the presence of Developmental, Competitive and Criticalovercome, however, if they have hybridized in the curriculum. Identifies the model adopted in the teaching profession courses investigated was the technical and rationalizing, despite the progressive use of terminology and contradictions between the texts and curriculum structure of the PPP. Investigation concluded that curricula reproduce the overall eterminations of capital formation in the project, but it is possible to resist the official norms, as evidenced by the curriculum of Physical Education Course at the University of Pará, although this presents with limitations on the formative project desired.
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De patronato agrícola à Escola Agrotécnica Federal de Castanhal: o que a história do currículo revela sobre as mudanças e permanências no currículo de uma instituição de ensino técnico?
(Universidade Federal do Pará, 2007-08-27) OLIVEIRA, Gleice Izaura da Costa; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research is inserted in the field of the History of the curriculum and has as its main objective to research what has changed and what is maintained in the curriculum identified as a result of the different official prescriptions which had been implemented in the institution currently called Escola Agrotecnica Federal de Castanhal (EAFC-PA), since its foundation on December 1st, 1921, as Patronato Agricola Manoel Barata, until the recent reforms implanted by the LDB nº 9394/1996. To carry out the collection of data on the History of the curriculum of this institution it was necessary a bibliographical revision and documentary research in the files of the institute, in the Public File of the State of Para and in the Department of Rare Workmanships of the CENTUR. This collection of data was carried out to select documents and iconographic sources on the institute related to the period researched. The bibliographical research subsidized the characterization and the events that had occurred in the Brazilian and Paraense society of the researched period (1921-1996). After this datacollecting, the analysis we developed followed three axles of inquiry, first we searched to find out the socio-political-economic conditions in Brazil and in the State of Para during the Republic until the decade of 1990, after that we identified the politics that had been established for agricultural education, so that we could finally delimit which influences of this ampler reality in the official curriculum were adopted by the EAFC-PA. From the analyses made in the curriculums prescribed adopted in the institute we conclude that throughout its existence, the EAFC-PA as an official institute of professional education in the Agriculture and Cattle area comes it has been adopting these curricular models to get adapted to the demands established by the social and economic projects of the Government at each time.
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Desvelando o território da educação inclusiva na formação inicial de professores de geografia: os projetos pedagógicos da UFPA e IFPA em análise
(Universidade Federal do Pará, 2012-05-28) PUREZA, Marcelo Gaudêncio Brito; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The object of my study was defined as the guiding principles for an inclusive education and the concept of competence in the Pedagogical Projects of this initial training courses for teachers of Geography offered by public higher education institutions in Bethlehem, PA. In order to analyze whether the Pedagogical Projects of public higher education institutions in Bethlehem PA-built for the undergraduate programs in Geography, considering the curriculum contributes to inclusive education of teachers from the powers provided in the current Brazilian legislation. Searching through the literature and documentary establish a comparison between theoretical frameworks on inclusive education and skills for teacher training and educational projects of undergraduate programs in Geography UFPA and IFPA offered in Bethlehem, PA constructed from the requirements of the DCN to Training for Basic Education Teachers and identify the degree of alignment of these courses to the requirements and official guidance with regard to skills development for the treatment difference and diversity. Also, identify the jurisdiction adopted the concept of educational projects. I found that the pedagogical project of the degree course in Geography UFPA adopts the concept of inclusive education as a synonym of Special Education, being limited with regard to inclusive education more generally, that meets the diversity and difference. Regarding the conception of competence, it follows that the DCN, based on genetic psychology with direction for human capital formation. Since the project's educational degree course in Geography from the IFPA, presents a concept of inclusive education can develop a school attendance diversity and difference. Across several disciplines providing theoretical discussion and through academic activities in the field, noted in the locus of school inclusion experience. The conception of competence is reflected in a eclectic, both strong features of behaviorist psychology, and genetic psychology, and some fragments of the socio-cultural psychology.
Acesso aberto (Open Access)
A disciplina Educação Física no contexto do Ensino Médio Integral na Escola Estadual Temístocles de Araújo
(Universidade Federal do Pará, 2016-08-29) CARVALHO, Derick Herculano Paranhos de; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
Acesso aberto (Open Access)
Discurso e poder em pesquisas pós-estruturalistas-foucaultianas no GT de currículo da ANPED no período de 2000 a 2005
(Universidade Federal do Pará, 2007-05-04) NASCIMENTO, Lucineide Soares do; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
This dissertation renders the searching about articles approved by the National Association of Post Graduation and Educational Research ANPEd, at the curriculum work group, from 2000 to 2005. Among 76 articles, written in Portuguese and easily found in the Institution site, they selected 14 they considered inserted in the Foucault post structuralist conception. The problem was constructed and delimitated from the following question : How the discourse and power concepts are involved through theory and methodology in the Foucault post structuralist texts, published by ANPEd from 2000 to 2005 ? The objective was getting the answers for these questions :a) What are the methodology strategies used in analysis that deal with the concepts above, from the Foucault used conception ? b) What is the curriculum and research production involved in that theory and method perspective ? c) What are the possible effects in actual curricula discussions ? The methodology was generated from Foucault contributions inside his works and discussions. They are in actual curriculum theories at the National scene. The theory was used as an exercise about discourse problems and construction, concepts and perspectives that build the curriculum and research at the actual curricula theories area. Among the most significant results we can find discussions about the difference of the curriculum inventivo (creative) feature and the post structuralist research as important events ; the post curriculum is possible to happen but it does not happen yet. It does not exist as an effective discourse practice or as an investigation object to post theories ; the post research, on the other hand, happens as knowledge in its acontecência (existance) and shows its effects : the construction of a repeating narrative about some dimensions, functions, and effects of power and discourse about the analysis of different curricula texts ; the existance of interditos in curricula discussions as the exclusion/substitution or shyness in the use of words that can lead to some form of prescription and, the desire for truth and power as discourse effects of post structuralist researches. Observing Foucault orientations, these interditos were analised in their discourse production and positive effects.