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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Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
Criatividade na educação - caminho para autonomia: um olhar a partir da Feira da Criatividade
(Universidade Federal do Pará, 2015-06-22) SANTOS, Maria Silvana de Sousa; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078
This study deals with creativity in the educational context and aimed to investigate pedagogical aspects favorable to the encouragement of creative thinking manifested in the process of conducting a so-called Creativity Fair event, held annually in a school. The same sought to highlight the close relationship between creativity and intellectual autonomy, emphasizing its importance and need for human development, since the act of creating is configured as a condition to think. Think freely, think for yourself, providing this way the subject has the opportunity to express their ideas. In this sense the approach of creativity expressed in this research transcends the traditional understanding that create be related to the creation of new products or artistic expression, trying to think of it in a more philosophical perspective, as a means to contribute to an emancipatory education. Thus, focusing on Creativity Fair event were identified pedagogical aspects that go in this direction, highlighting the need to think of an education for creativity, ie an education that also has intended to make the creative learner, autonomous, able to think for themselves and express their ideas. The study was a qualitative approach and took to anchor the theoretical and epistemological assumptions of authors such as Rancière (2010), Kohan (2013), Vygotsky (2009), Kneller (1978), Lipman (1990), Alencar (2001, 2003, 2009 ), Freire (1996), among others that allows us to think creativity for self-reliance.
Acesso aberto (Open Access)
O estágio curricular supervisionado e a organização do trabalho pedagógico: um estudo no curso de Licenciatura em Educação Física da Universidade Federal do Pará/Guamá
(Universidade Federal do Pará, 2017-05-03) MARTINS, Rafael Costa; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
This research has the central objective of analyze the development of Supervised Curricular Internship at Elementary, Middle and High School from the Pedagogical Work Organization perspective in the Physical Education degree of the Federal University of Pará, Campus Guama, because it is a discipline that could contribute directly in the process of practice to the future teacher and in a constitution of your professional identity. The locus of the research was the graduation in Physical Education of the Federal University of Pará, Campus Guamá, with the participation of 08 (eight) teachers, because they have a big relation of professional performance with the discipline. Besides the literature review about the researched theme, the semi-structured interview was used in a data collect, using a qualitative analysis of a critical-dialectical nature from which the data were treated. The results obtained allow us to affirm that discipline is of extreme relevance for the teachers of graduation trainees, and that pass by difficulties to carrying out yours activities, due to the fact of Internship has a pedagogical specificities that differentiate this from other disciplines, such as the time of accomplishment and its accomplishment of external internship, the established institutional links between the Colleges and the Basic Eschool, the approximation between theory and practice is perceived so many times in a dichotomous way which directly influences the Pedagogical Work Organization of the teachers involved, in case University professors and Ementary and High Scholl teachers.
Acesso aberto (Open Access)
A formação continuada de professores de educação física na rede municipal de Ananindeua/PA: contradições e perspectivas nos caminhos para emancipação
(Universidade Federal do Pará, 2019-02-27) SOUZA, Cristian Rafael Silva; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; ttps://orcid.org/0000-0002-1911-2278
The objective of this study is to investigate the limits and possibilities of advancement of the Ananindeua municipal network for teachers of Physical Education in the perspective of education as a means of emancipation. The research is justified by the need to investigate such a program, offered as a policy, because in the context in which it is being carried out, it is one of the few available means (of a public nature) for teachers to access continuing education. The reference framework used is focused on the critical perspective, especially in: Adorno, Horkheimer and Freire. The legislations of the municipalities are united to the reference regarding the formation of teachers, documents of orientation for the accomplishment of formative actions and documents fruits of the planning of the same ones. The methodology of the research is characterized by the critical-dialectic approach, mixed approach and exploratory character. It was performed through a bibliographical survey, field research (through the application of questionnaires and interviews in the focal group method) and documentary research. It has as subjects the Physical Education teachers who work in the schools and those who organize the formative actions directed to the area, in that municipality. Data analysis and statistical analysis were used as data interpretation technique. As a result of the incursions, we could infer that the formations organized by the network are guided by the planning done by the responsible team, which is guided by the parameters set by the education department, which is guided by the Municipal Education Plan. This network of relationships interferes in the way the actions are planned in two ways, at least: in the operational question, because the team responsible for the organization does not have the resources and infrastructure for the development of the actions; in the pedagogical question, since the theories and conceptions that underlie the projects need to be aligned with the ideas put forward by the higher instances. This relationship reverberates in the way the teachers who attend the actions perceive them, sometimes comprehensively, sometimes more critically, because they feel that they do not contribute in all aspects of their formation. From the analysis on the results, we consider that the formation for the human emancipation will be feasible from the moment in: there are conditions for the team responsible for the formations to develop their work better; there is the possibility of planning actions integrating the needs of teachers in their multiple dimensions; the construction of a permanent policy of continuous training in the network.
Acesso aberto (Open Access)
A formação continuada dos professores dos anos iniciais da escola bosque: limites e possibilidades
(Universidade Federal do Pará, 2019-05-29) REIS, Larina Gabriela Lima dos; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561; https://orcid.org/0000-0002-5209-9693
The teacher training in Brazil has taking the leading role in educational policies. Changes in the productive basis around the world have brought changes in the schooling process of the Basic Education and, therefore, in teacher training. Parallel to this, transformations in the job, career and in teacher valorization have become important elements to reconfigure the professional's condition at this stage of schooling, including investments in public policies for continuing training, such as the National Pact for Literacy at the Right Age (the PNAIC, in Portuguese). The project was established by the Ministry of Education of Brazil in 2012 for the early years of Elementary School, focusing on the literacy of children up to eight years old. The main aim of the research was examine the teacher training policies, the pedagogical and methodological concepts and the evaluation system that guide the PNAIC. Specially, its contribution on the teaching in the Escola Bosque Eidorfe Moreira, which was founded to be an environmental education reference and whose pedagogical intend is different from the PNAIC. This qualitative research explored and analyzed the official documents about the Pact, as well as the materials of partner universities, and bibliographic survey about continuing training, the job and the teacher accountability. During the field research, teachers from this stage of schooling were interviewed to verify the potential effects of this Pact in the pedagogical practice of teachers. The data analysis considered that the speeches involve beliefs, values, geographical and historical situation which the teachers are in, what define too the way of acting and treating another one, that happens by concrete and not abstract statements. The results point out the need for greater articulation between the federal entities and the teaching institutions to adopt a continuing training program. It may fits for the regional educational peculiarities and articulates with each context and spheres of government, and besides that provides to keep the singularities, the autonomy and the teachers and students’ needs, so that the definition of the training parameters does not occur only at the national level. In conclusion, the PNAIC is characterized as an educational policy that intend to professionalize the teachers and offer a technical formation to them, according to a neoliberal logic, from the standardization of pedagogical work and materials, including largescale evaluations as a form of regulation. However, it is necessary a teacher training based on the school reality, context and needs of teachers, and should be considered the local culture, regional particularities and demands of the school community.
Acesso aberto (Open Access)
O programa ALFAMAT na prática pedagógica de professores: um estudo em escolas municipais vinculadas à SEMEC – Belém
(Universidade Federal do Pará, 2019-03-13) MADUREIRA, Nila Luciana Vilhena; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The goal of this research is to analyze the ALFAMAT Program (Continuing Education Program for Teachers Mathematics Literacy, Reading and Writing), offered by SEMEC / Belem (Municipal Department of Education and Culture), in order to know what are the perceptions of teachers working in Cycle II of the Elementary School of the Schools of Belem, about this program. We believe that the ALFAMAT is inserted in a political, economic and social context of intense changes, aligned by a conception of neoliberal State, that is based on the justification that it is necessary to intervene and to control the public policies in the education area, considering the absence of resources in this area. Thus, the research problem that gave rise to the study aims to know what effects of the ALFAMAT Program on the pedagogical practice of the teachers of Cycle II (4th and 5th years) who work in the Schools of the Municipality of Belem. To answer the problem, the general objective was to analyze the effects of the ALFAMAT continuing education program on the pedagogical practice of the teachers in the classes of Cycle II (4th and 5th years) of the Municipal Schools of Belem and the specific objectives: to characterize the Program Alfamat in terms of its theoretical and methodological foundations focused on the pedagogical practice of the teachers of Cycle II; analyze the process of implementation of the ALFAMAT program with the teachers of the Cycle II classes of the Municipal Schools; to investigate the CII teachers' perceptions regarding to ALFAMAT. Regarding to the methodology of the research, this included the survey and analysis of official documents, semi-structured interviewing, having as subjects seven (07) teachers who work in Cycle II. For this, we use as criteria for the choice of subjects, the life cycles of the teachers, because we understand that each stage of experience in teaching presupposes a differentiated expectation about Continuing Education. In relation to the analyzed data, we used the content analysis and the categories of analysis made explicit in the work were Continuing Teacher Training, the ALFAMAT program and the pedagogical practice of the teachers working in Cycle II of Elementary School. Among the findings of the research were the different conceptions of the teachers about ALFAMAT, which, according to the orientation and experience, indicate favorable aspects, criticisms and suggestions about how they would like the Continuing Education, taking as a example the one developed by SEMEC / Belem, which indicates the need to prioritize aspects other than those resulting from large-scale evaluations

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