Teses em Educação (Doutorado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2736

O Doutorado 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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"Arquitextura dos afetos: escrileituras sobre desenhos de artistas-professores"
(Universidade Federal do Pará, 2014-03-21) EIRÓ, Jorge; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
This work invests in a narrative whose proposal is to weave a writing-artist on a plastic production – professor-drawings – of professor-artists of the Faculty of Architecture and Urbanism of the Federal University of Pará. Around these common vectors (art, teaching and architecture), we notice the occurrence of drain lines which emerge from the plastic productions that cross their subjective processes. Thus, how do their drawings involve the movement of creation-formation of these artists-professors? How are the lines of artistic creation and art teaching articulated? Hence, the desire of a deferred consideration of such images, understood as lifelines of these professors-artists. The study works with Deleuze and Guattari carthography in order to explore both their artist notebooks and professors’ diaries, proposing an artist writing-reading in the form of biographems based on Barthes. This theoretical and methodological junction is the origin of the cartographems, a concept used by this author in his master’s thesis, and used again in this thesis-scripture concerning his conception of his architexture of affections. A manner of writing that runs the risk of a scripture: visual narratives of a writing-drawing (graphein), not as a critical analysis, but as a confabulation that emphasizes poetic inventiveness and artistic creation in educational writing. The Education which is sparkled by the field of creation as the production of the difference: an educreation as policy plastic, for the artist writing creates lifestyles, aesthetics of existence, artistic and poetic concepts of the difference. A thesis-scripture conceived between writing lines and drawing lines, as will of power in the immanent field of creation.
Acesso aberto (Open Access)
Biografemática e formação: fragmentos de escrita de uma vida
(Universidade Federal do Pará, 2013-04-12) GONÇALVES, Jadson Fernando Garcia; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
The present work has as research object the auto-biographems in the context of teachers formation. It analyses a set of texts of autobiographical characteristics extracted from the proceedings of the International Meting on (Auto)biographical Research – CIPA – of 2006, 2008 and 2010. The study is focused, mainly, on the notion of biographem, and on the problematization of Writing of Life in autobiographical texts of teachers of higher education – as presented on the mentioned editions of CIPA. Setting Writing of life (on its autobiographical form) as a problem, shows the changing alternatives (characterized by encounters, dis-encounters, bifurcations, links, contiguities, sinuosities, fragmentations) of a life. A written life, not as a direct and veridical correspondence with life, but as a possibility of creation, of invention of a writing of life that produce some kind of influence... Details of a life, strokes, spaces, holes, fragments that cast a spell, touch, scape from the text and get into our lives; details that produce a co-existence: joy of writing: immanent artifice of a life. This work, as an exercise of critic, does not propose an analysis of auto-biographical texts from a judicative our veridical perspective, it does not aim to criticize the object or the form of writing, but it aims to offer a collection of fragments, lines, sentences of pleasure that allow to link life and writing, a life crossing through lines of writing, a life as fault, crack of lines of writing. It also imply an affirmation, as force-idea of this thesis-experiment, of the impossibility of “imprisoning” life into an Auto-biography-destiny and proposal of a auto-biography-drift.
Acesso aberto (Open Access)
Capital intelectual versus capital cultural científico no campo acadêmico da Educação física
(Universidade Federal do Pará, 2015-05-25) LOBATO, Antonino Cezar Leite; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
The main purpose of this research aimed to anlyze the epistemological space in which to set up the Scientific Field of Physical Education area in Brazil from the academic production from the Graduate Programs inherent to it. How to setup and features the intellectual and scientific capital in the academic production from the field of Physical Education in Brazil? How high-level qualification of which are invested teachers of higher education graduates with master's and doctorate is an intellectual capital able to generate and consolidate the production of scientific cultural capital in the Field of Physical Education area? As this phenomenon is metamorphosed in the strategies and disputes over intellectual productivity among the agents that make up the faculty that operates in Scientific Field of Graduate Programs in Physical Education, ranked by CAPES with notes 3, 4, 5 and 6? How intellectual capital acquired with the high-level training is transformed into scientific cultural capital can enhance the generation of knowledge in this field? The study was based on bibliographic and documentary analysis with theoretical foundation in the field of concept proposed by Pierre Bourdieu. I have chosen as a historical period to study object of analysis the 2003-2013 interval. Despite being late and have intensified since the 2000s the construction of the Field of Physical Education in Graduate Programs, the production of intellectual capital has expanded, however, between the programs classified by CAPES with notes 3, 4, 5 and 6, this dynamic is makes up amid the epistemological crisis and asymmetrically in terms of the generation of scientific cultural capital, ie the high-level training, does not guarantee that the researcher perform and contribute to the production of knowledge your area and this does not occur uniformly. Therefore, this phenomenon triggers the formation of zones of tension between intellectual capital and scientific cultural capital, since its agents start to adopt different strategies to design the academic field through the production that can bring together, in different application interstices triennial reviews and supported in the established rules.
Acesso aberto (Open Access)
A colonização de corpos, corações e mentes: educação e higienismo em escritos de periódicos pedagógicos no Pará (1891-1912)
(Universidade Federal do Pará, 2015-02-27) VIANA, Luana Costa; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The study approaches Education and Hygienism. The objective is analyze the relationship between education and hygienism in Latin America and the materialization in the speeches of men of science, in the periodic of education produced in Brazil, Pará State, published between the years 1891 to 1919, to understand the epistemic sense that assumed. In this sense, this thesis proposes the question: in the context of Latin American colonialism, which senses had the discourses that was related education and hygienism produced by Pará men of science, between the years 1891-1912, materialized in educational journals? Therefore, was adopted the document and literature. Epistemologically, has guided us in New Cultural History and Theory colonialist. The papers that was read in the research is composit of articles of educational periodicals published: "Revista de Educação e Ensino", "A Escola" and "Revista do Ensino". For their analysis were articulated others documents such as, educational legislation (scholar regiment, decrees and opinions); Reports of government agencies responsible for instruction and health in Brazil, particularly in Pará. The results show that when dealing with education in association with the medical-hygienist ideology, the constant publications in periodicals produced representations that denied the knowledge of populations originating from the mainland and other less considered, such as black people and poor white people. These productions the students of these populations are compared to the wax and plants because they are fragile and influenced by the action of adults considered uncivilized. Then, the speeches in defense of cleaning the space, time and school activities indicated in the periodic try to shape bodies, hearts and minds of children and adolescents in a case where the colonialism of power is manifested in its epistemological fields (colonialism of knowledge) and ontological (colonialism of being). Therefore, the argument of this study is that the doctor-hygienic rationality embodied in the discourses of men of science present in educational journals produced in the State of Pará, Brazil, published between 1891-1912 confirmed the colonialism which arose in Latin America.
Acesso aberto (Open Access)
Criança, cinema e educação: os discursos sobre a infância em produções cinematográficas brasileiras
(Universidade Federal do Pará, 2017-10-28) SÔNIA , Maria Fernandes dos Santos; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This study aims to analyze discourses about childhood and the child’s protagonists in the movies Menino de Engenho (Brazil, 1966, Walter Lima Jr.), O Meu pé de Laranja Lima (Brazil, 1970, Aurélio Teixeira) and, Capitães da Areia (Brazil, 2011, Célia Amado), in whose center of the problem lies in the fact of how the childhood and the child’s cultural practices has been presented in these films productions e the relations stablish with conceptions instituted in society. The movies are a cultural system, once that’s possible, by the multiple voices caught in the film, the interaction between individual consciences, for having ideological form and content that is processed from specific fields and in multiple discourses, to be observed, within the process of communication, as signs. Further than that, it demarcates its field as a rich and propitious source for the historian and other researches, because it’s capable not only of telling a story, but of problematizing reality, which ensures its merit as a childhood’s research field. Thus, the following specific objectives were defined for this study: 1) to unveil the present and/or absents discourses that can point the possible senses and the meaning of childhood (re)produced in the selected films; 2) to problematize about the conceptions of childhood present in our society and that are re-treated in the investigated films; 3) to reflect about the aspects related to education and the ways of being a child present in the films studied. In order to do so, this study follows the descriptive and analytical study’s lines, with a qualitative approach, using bibliographical and documentary research, with dialogues anchored in the Bakhtin studies and authors from the childhood and history’s fields in a sociological, historical and cultural perspective. Our analyses were guided, from three areas: Conceptions of childhood, Cultures for children and Education. From these, it was possible to perceive the strong influence of conceptions, social practices and educational aspects that accompany the historical trajectory of childhood, and the diverse forms that reproduce in social practices and relations. The results also pointed that studying the childhood through film encourages us to be “others”, once it allows us to become new men, since the conception of time is connect to the man’s conception, and that although all artistic creation is impregnated with fictionality, it does not cease to dialogue with the reality traced in us, capable of projecting us to other already existing realities and others that are yet to come.
Acesso aberto (Open Access)
Cultura material escolar e as representações de educação no sistema radiofônico para os caboclos "ingênuos" na Prelazia do Guamá (1957-1980)
(Universidade Federal do Pará, 2019-04-05) MACIEL, Rogerio Andrade; FRANÇA, Maria do Perpétuo Socorro Gomes de Souza Avelino de; http://lattes.cnpq.br/7005058905002975; CASTRO, Cesar Augusto; http://lattes.cnpq.br/2060977814636465
The present study, associated to the line research “Education, Culture and Society” had as its research frame the culture school material and the representations of education in the radio system for the “naive” men in the Prelature of Guamá (1957-1980). The specifics objectives are: to reconstruct the History of radio transmission and established relation with the radio educational system in Brazil; to map the communication objects and schools objects used in the Radio Educative System in Bragança and its radio’s schools, while, elements of cultural school material in this system of education and to point out how the production, circulation, use and appropriation of this objects built the sense of Educommunication and the senses of auditive reception within this System and Radio School SERB. The methodological approach consists in the New Cultural History which stablishes itself as theoretical and methodological field of the representations about the objects of communication and school. In the documentary research at Centro de documentação professor Casemiro dos Reis Filho (CEDIC/ PUC/ SP), we indetify the legal provisions for guidance about the Base Education Movimente and the role of school subjects. In the books Tombo da Cúria from the Diocese of Bragança: The papers, reports, minutes, manuscripts on the understanding of norms, purpose, productions, circulations, appropriation of the objects and the representations in the education. The pictures in the Cúria and in the Memorial of D.Eliseu allowed the analysis of school culture and ratings of school supplies at the heart of this institution. The documents were analyzed by the inseparable elements of the representations embodied in Chartier (1990): The object in its Materiality (shape, frequency, structure and device); the History of the Practices in its Difereces and the History of the Divices Configurations in its Historical Variations with the questioning of reality in Freire (1987) that made possible the creation of the web representation on the objects and operational analysis of the communication objects and school in the Radio Educational System of Bragança (RESB) and its radio schools in the Prelature of Guamá. We noted that the prodution of the school material culture in RESB is made by the RESB Central Committee, where the relations of school’s spaces and the Rádio Educadora the two houses of the Transmitters, the Central Office and the Training Center of Leaders produced the categories of classifications of communication and school objects - the Microphone; the Recorder; the Magnetic Tape; the antennas of transmitters and the Transmitters, constituting the meanings of Educommunication. In the radio schools Prelature of Guama, school spaces, assigned by local schools tate and built huts of straw, was the categories of ratings cultural objects between their school subjects within the classroom: writing objects (chalk and pencil with rubber); writing objects (blackboard, poster, notebooks and sheets of paper without a pattern); furniture objects (rough wooden tables and rectangular wooden benches); reading objects (short texts and reports); lighting fixtures (pressure lamps and aladdins lamps); the clothing of women and men (clothes made of artisan calico and cotton); the objects of protection of the radio schools (Inajás and Babassu straws); support objects for radio installation (antennas, nuts and copper wires); and the object of communication and teaching (titled as captive receiver of Philips - educational radio). These were constituents of the senses of the auditory reception and have their specificities in the said spaces. We conclude that the radio Education System of Bragança was implemented by the Prelature of priests of Guama in order to alfabetize and educate young people and adults by evangelizing representation by Philosophical Doctrine of Barnabites under the Human and Social Promotion. However, this representation is restricted by the criticalemancipatory representation, from 1962 to 1969, when the school subjects of the Basic Education Movement begin to coordinate this system of education and, in this way, are created several subversive strategies and tactics to perpetuate a representation of this type of education to the men of the prelacy of Guamá, before and during the context of the military dictatorship 12 in Paraense Amazon. n this sense, the school material culture in radio Bragança Educational System and the meanings of educational communication and auditory reception are interdependent and have the same purpose: literacy and schooling men of the Amazon from the communication and school objects.
Acesso aberto (Open Access)
Da pedagogia do acaso à pedagogia da práxis: representações sociais de docentes médicos em processo de ressignificação
(Universidade Federal do Pará, 2016) MORAIS, Kleber Augusto Fernandes de; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis is the result of a research that aimed to analyze how are the social representations of medical school professors from the Federal University of Pará on teaching health and its implications for medical education. To this end, he drew from three theoretical fields namely Teacher Training, medicine and medical history and Theory of Social Representations education. The first course was based on Jose Contreras, Bernadette Gatti, Maurice Tardiff and Antonio Nóvoa. The second theoretical field is based on Lambert , Lyons , Pereira Neto e Miranda. The third theoretical course was supported by Serge Moscovici and Denise Jodelet. It is a qualitative study, exploratory, who adopted as data production techniques a questionnaire and semi-structured interview. Data analysis was based on categorical content analysis technique in the light of Bardin Lauren and Maria Laura Franco. Preliminary results of research guided by specific objectives present in the thesis led to the construction of eight headed categories: influence of personal history, influence the professional career, challenges in the initial trajectory, elements for teaching in health, differences between the onset of teaching and Current teaching, teaching the health challenges at present, influence of teaching in care practice and motivating and demotivating aspects of teaching in health. All these categories are deployed in subcategories from the images and meanings identified in the statements of teachers.
Acesso aberto (Open Access)
"Diferentes, porém, iguais" : o acontecimento do combate à homofobia no Projeto Saúde e Prevenção na Escola (SPE)
(Universidade Federal do Pará, 2016-06-24) MENDES, Sandra Karina Barbosa; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
“‘Different but equal’ – the happening of the combat to homophobia in the Project Health and Prevention at School (SPE)” is the title of this thesis which takes as object of analysis the discursive practices and subjectivities shaped in the combat to homophobia in the Project Health and Prevention at School. We have elected as nodal question of analysis: which discursive practices and subjectivities are shaped in the production of the combat to homophobia to the SPE Project? As developments of this question we defined the following questioning: which position do the human rights occupy in the combat to homophobia? In which way are the valorization of the difference and the respect to diversity used as strategies to the overcome of homophobia in the SPE curriculum? How is the articulation between the promotion of health and combat to homophobia done in the curriculum of the project mentioned? In order to guide the analytical movement of the thought to be followed in these questionings, we have adopted the Michel Foucault’s theory-conceptual tools, mainly those related to genealogy, subject-government techniques, such as discipline and bio-politics, and the ways of subjectivation. As principal empirical material of analysis we have taken the booklets collection produced by the SPE project, ‘Adolescents and youngsters to the among peers education’, and some secondary documents of the policy of combat to homophobia, such as the National Curricular Guidelines and the Program Brazil Without Homophobia. The analysis of the documents allowed us to understand that the human rights became one of the main basis of the combat to homophobia in the Brazilian politics and that discursive practices in the field of the human rights are produced so as to give a character of solution to all the conditions which affect man in his conception of universal citizen and civilized man. Besides, the SPE, by using the respect to diversity and the valorization of the difference as one of the strategies to the combat to homophobia, linked the sexual diversity to one essence of the human nature designed the difference as a mark which identifies those who live the sexuality out of the hetero-normative standards – that is, those who have a ‘differentiated sexual behavior’. It was possible to realize, thus, the shaping of the true types of subjectivity, the one where the subject who is not LGBT needs to recognize and respect the difference that exists in those who are not LGBT, not taking it as the basis to express any kind of prejudice; and that one where those who are LGBT should see themselves as holders of a difference that puts them in a special situation towards the violation of their rights and vulnerability to the contagion of diseases, mainly the STDs and AIDS.
Acesso aberto (Open Access)
A dimensão afetiva nas representações sociais de docentes da pós-graduação em educação
(Universidade Federal do Pará, 2014-02-24) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study addresses the affective dimension in the social representations of teachers of postgraduate education, specifically the teaching of the Graduate Programs in Education at the Federal University of Pará and the University of the State of Pará The objective of this investigation was to examine the constitutive processes of social representations of teachers on PPGEDs of affection, to elucidate the implications in their work. It is a study focused on psychosocial processes, ways of knowing, know and feel the resulting constructions and shared among teachers acquisitions, from interactions with others in their work context. The theoretical approach we have adopted the Theory of Social Representations of Serge Moscovici (1978) referenced in the procedural approach developed by Jodelet (2001) and collaborators. About affectivity in embasamos the assumptions of Freud and Wallon, they conceive affection as an essential dimension of human development, which is from the affections and affective relations, subject to feelings of ambivalence. Affect and are affected by love, hate, envy, joy, pleasure, loneliness, fear, fraternity. It is a qualitative and quantitative research that sought to understand the senses and meanings attributed by the teachers surveyed. The instruments for data collection were: an online application form and interview deepening. The characterization of the participating teachers PPGEDs and issues related to affection and teaching work were analyzed using SPSS software, and the information from the interviews were subjected to content analysis according to Bardin (1977), Franco (2003) and Birth (2002). From the thematic analysis of the speech of the teachers found the existence of three dimensions that organize the RS group studied, namely: cognitive, ethical and political, relational and affective. These two central dimensions structure trends objectivations and anchors the representations of teachers of PPGED UFPA and UEPA on affectivity. The first indicates a strong tendency to reframe the social representations of teachers in affectivity. These images reveal senses and settled on sharing, dialogue, respect for teachers among themselves . The second trend indicates that social representations of teachers are anchored in the rationalization of psychosocial processes on affectivity, ie, the reified universe. In this trend, the subgroups of interest from their opinions, beliefs and ideologies prevails. These two trends imply distinct affective relationships in their work in postgraduate education. We find that the dynamics surrounding the affective dimension in relations between teachers in graduate programs in education contributes to the maintenance and / or renewal of the social representations shared and communicated these academic contexts.
Acesso aberto (Open Access)
Do poder pastoral à delinquência: o professor enquanto agente do abuso sexual de crianças e adolescentes
(Universidade Federal do Pará, 2017-04-07) MONTEIRO, Evanildo Lopes; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This research aims to study the teacher as an agent of the practice of sexual abuse of children and adolescents. The objectives are to analyze the contributions of Michael Foucault's Genealogy to the understanding of sexual abuse of children and adolescents when committed by the subject teacher; To discuss the forms of knowledge and power adopted by scientific production in order to objectify the practices of sexual abuse against children and adolescents committed by the teacher; Reflect on the coping policies (powers) that come into play to this event within the established programs and governmental actions and how they are applied on the bodies of children and adolescents; Identify and discuss the manner in which the Judiciary has been producing its jurisprudence in cases brought to its appreciation and the relations of power and process of subjectivation that these documents produce. How are research problems highlighted What is the importance of Michael Foucault's Genealogy in the problematization of the analyzer sexual abuse event against children and adolescents practiced by the teacher? How are the practices of knowledge and power triggered for the objective scientific production of this type of sexual abuse? How do such practices come into play and how are they triggered on the bodies of sexually abused children and adolescents by the teacher? How has the judiciary been producing its Jurisprudence in cases brought to its appreciation in relation to the delinquent professor? The methodological theoretical framework adopted is based on a historical-genealogical analysis proposed by Michael Foucault. Bibliographical and documentary research covering the period from 1998 to 2016. The theoretical and documental evidences showed that the sexual abuse event has become the object of study in different researches carried out in the various areas of knowledge, transforming itself into an epistemological investment field, Particularly in the dissertations and theses produced and defended in the Graduate Programs in Brazil. However, there are few works that approach this phenomenon having as principal agent the subject teacher. Moreover, in the area of education, this subject is still covered by taboo, but within the jurisprudence of the Court of Justice of the State of Pará, the decisions show that, despite the entire system of guarantees and public policies in Brazil , The teacher who is invested with knowledge and pastoral power, instead of being a subject that promotes citizenship and human dignity through the school education process, becomes a delinquent who makes his profession a means of enticing children and adolescents to perpetrate sexual abuse.
Acesso aberto (Open Access)
Educação do campo no Amazonas: história e diálogos com as territorialidades das águas, das terras e das florestas
(Universidade Federal do Pará, 2017-12-18) VASCONCELOS, Maria Eliane de Oliveira; HAGE, Salomao Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The construction of the Field Education History has roots in the social movements of struggle for the land, that is articulated to the struggles for the water and forests. The education of rural people was marked by assistancialism and by the denial of cultural, social and environmental diversity, while historically, strategies of resistance were built to face this reality of exclusion. In the 1980s, 1990s and the beginning of the 21st century there were articulations of different social movements and popular organizations in the struggles for education. As a result, legislation was approved to include Field Education in the agenda of Brazilian public policy. However, the effectiveness of this policy depends on the mobilization of the collective subjects of the field in each state or municipality. This study analyzed the construction of the Field Education History in the Amazon from the experiences of participation of collective subjects of the field in dialogue with the socio-cultural diversity of the rural peoples and from the territorialities of territories of water, lands and forests, in the period of 1980 to 2015. The investigative path based on a dialogical perspective and historical perspective, with the use of oral sources, through thematic oral history methodology and documentary sources, which were collected from February to October 2016, and in May 2017. We used data triangulation, which allowed the analysis of these through the dialogue between oral sources, documentary sources and the theoretical perspective. The construction of the Field Education History in the Amazon is articulated with the trajectory of social movements and popular organizations of the 1980s and 1990s, such as the MEB/AM, the Ribeirinho do Amazonas Movement, GRANAV and NEPE/UFAM, which acted in the area of popular education and problematized the reality of the education of the rural people and the questions concerning the territories of water, lands and forests; problems that are also highlighted by other collective subjects of the beginning of the 21st century. Influenced by the historical context of extensive mobilizations and debates around the Field Education at the national level, different collective subjects from Amazonas such as: INCRA/PRONERA/AM, UFAM, UEA, IFAM, CPT/AM, FETAGRI/AM, Boa Vista do Ramos and SEMED/Manaus, mobilize for the Field Education in Amazonas, demonstrating that this Education is under construction, in debate, in movement. And as a result of this construction, we defend the thesis that the History of Field Education in the Amazon dialogues with the territorialities of water, lands and forests, and with the diversity of the world of work, articulated to the protagonism of collective subjects of the field that has been deepening the debate on Field Education in the Amazon.
Acesso aberto (Open Access)
Educação e responsabilidade social empresarial (RSE): o projeto Trilhas, do Instituto Natura, na Rede Municipal de Ensino de São Miguel do Guamá/PA
(Universidade Federal do Pará, 2018-12-05) MARTINS, Aurea Peniche; SANTOS, Terezinha Fatima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The research addresses EDUCAÇÃO E RESPONSABILIDADE SOCIAL EMPRESARIAL (RSE): O Projeto Trilhas do Instituto Natura na Rede Municipal de Ensino de São Miguel do Guamá/PA. It analyzes the implementation and implementation of the "Trilhas / Natura" Project in the Municipal Education Network and its consequences for the planning and execution of the local public educational policies. The question is how the "Trilhas / Natura" Project is implemented and implemented in the Municipal Network in São Miguel do Guamá and what its consequences for the planning and execution of local public educational policies? The hypothesis raised is that the "Project Trails" of Natura implements and implements within the municipality the logic of Public-Private Partnerships (PPP's) in education, and in this way removes the public character of education, applying management principles derived from logic business. The theoretical-methodological reference of the historical-dialectical perspective aims at this research. The proposed methodological path is anchored in field research. As a research technique, we used bibliographical review, document survey, and semi-structured interviews with the subjects involved in the research. The results are in line with the research hypothesis, since the "Trilhas Project" is implemented in the Municipality without a formal contract and due to this, the division of specific responsibilities between the Municipality and the Natura Institute is not clear, since the implementation to project implementation. The municipality adapts to the project and not the other way around. We conclude that in the scope of PPPs in education, the State is strengthening the Capital. The criticisms of this logic are restricted to the theoretical field, because the educational systems are accepting, since they are immersed in the scrapping of the public and thus they become hostages of the "awards" of the PPP's. Finally, the democratic state, which ought to take care of public interests, does not do so, in the analysis of Marx as a "committee of the bourgeoisie".
Acesso aberto (Open Access)
A educação para a cidadania global da UNESCO e seus nexos com a formação de professores de educação física no Pará
(Universidade Federal do Pará, 2019-06-24) BASTOS, Robson dos Santos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494; https://orcid.org/0000-0002-6012-1432
This study is part of the graduate program in education of the Federal University of Pará (UFPA), in the line of teacher training: Teaching Work, Educational theories and practices. In this research, we had as general objective to analyze the possible nexus between education for Global citizenship, formatted by Unesco, and the proposed training is established in Teaching political projects of physical education courses public universities in the State of Pará. It is a documentary study, inspired by the Marxian tradition as a method of analysis and theory of knowledge. As categories of analysis, we use the citizenship and education for Global citizenship, teacher training and physical education. Thus, in this study, we examine the concept of global citizenship, since your design in the classical liberalism, passing by your state of ressignification Social Welfare, up your Constitution by neoliberalism, when develops, based on the logic of globalization of the capitalist economy The study also revealed the assumptions adopted by Unesco that subsidize education for Global citizenship, as well as their strategies to assist policymakers, teachers and institutions in the development of this proposal on education and training of teachers In addition, we identify the relationships established between the Unesco recommendations for teacher training based on ECG and national curriculum guidelines for the training of the Graduate in physical education, in order to identify the possible nexus of common aspects the ECG with the Pedagogic political projects of the course of physical education from the the University of the State of Pará (CEDF/ UEPA) and the Faculty of physical education from the Federal University of Pará (FEF/UFPA). The result of the research allowed us to conclude that, among the documents investigated, the PPC that guides the teaching at the Faculty of Physical Education of the Federal University of Pará (UFPA) is the one that presents significant links with UNESCO recommendations for the development of Education for Global Citizenship; On the other hand, the PPP of the Physical Education Course of the State University of Pará (UEPA) is in the opposite direction of a neoliberal proposal.
Acesso aberto (Open Access)
Educação para mulheres e processos de descolonização da América latina no século XIX: Nísia Floresta e Soledad Acosta de Samper
(Universidade Federal do Pará, 2016-05-20) LIMA, Adriane Raquel Santana de; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This study analyzes the concept of education for women in writings of authors Nísia Forest and Soledad Acosta de Samper, relating this concept of education with the decolonization process in Latin America. The research part of the investigative question: what is the concept of education for women present in the writings of the Brazilian Nísia Foresta (1810-1885) and the Colombian Soledad Acosta de Samper (1833-1913), and how this concept is linked to the historical context of decolonization of Latin American continent? It presents as a central objective to analyze the concept of education for women present in the writings of Nísia Foresta and Soledad Acosta de Samper, understanding how this thought is linked to the historical context of decolonization of Latin America. Methodologically, it is a theoretical thesis, based on analytical assumptions of cultural history and comparative history of Latin American social thought. The sources are constituted by the writings of Nísia Foresta and Soledad Acosta de Samper, especially those who are directly and indirectly related to the educational theme. The results confirm the research hypothesis initially raised, namely, that the writings on education of Nísia Foresta, in Brazil, and Soledad Acosta de Samper, in Colombia, are two models of Latin American intellectual production that put in debate the educational formation of woman in close relationship with the political movements of decolonization of the south American continent. The writings of these authors are a border thinking that emerge in the dense and secular plot of decoloniality in Latin America. Nísia and Soledad are undoubtedly writers who challenged her time, because they reflected about the conditions of oppression that Latin American women were subjected, as well as blacks and Indians. In addition, both proposed an education based on the real needs of independence of their countries, emphasizing education for women as a right, which refuted the hegemonic discourse of intellectual inability of women to learn and build scientific knowledge.
Acesso aberto (Open Access)
O entre-lugar e o não lugar da docência: representações sociais de professores de dança
(Universidade Federal do Pará, 2014-06-25) ANJOS, Francisco Valdinei dos Santos; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis is the result of a survey that aimed to analyze how the social representations are graduates of Bachelor of Dance UFPa about your teacher education and the implications of these representations for teaching dance in Basic Education. To do so, drew on three theoretical fields, namely, Lecturer, Dance and Dance Education and Training Theory of Social Representations. The first course was based on Jose Contreras, Bernadette Gatti, Henry Giroux and Anthony Nóvoa. The second theoretical framework is based on Ana Mae Barbosa, Isabel Marques, Marcia Strazzacappa. The third theoretical field was sustained primarily by Serge Moscovici and Denise Jodelet. This is a qualitative study from the perspective of Robert Bogdan and Sari Biklen, an exploratory / explanatory based on Joaquim Antonio Severino, who adopted the techniques of production data history of life, from Belmira Oliveira Bueno Quiz by definition Antonio Chizzotti and Free Word Association held in Denize Cristina Oliveira. Data analysis was based on technical analysis of categorical content perspective Lauren Bardin and Mary Laura Franco. The results of the research guided by specific objectives present in the thesis show that in relation to socio-demographic profile of teachers surveyed is possible to say that it is a group of professionals, mostly women, who comes from a path built in the artistic field prior to attending the Bachelor of Dance UFPa. Are teachers that were forged in the intersection between art, teaching and research, and that even at the time of data collection were mostly outside the classrooms of Basic Education. Regarding the senses dance for teachers was possible to identify four lines of composition: Dance as an empirical and theoretical definition; Dance like fun for the family and the school; Dance and Dance as Social Inclusion Profession that adds elements of Art, Teaching and Research. Regarding the objectivations anchors and three figurative and production of images and meanings in relation to Teacher Training was identified brands. Training as personal identification, configured from the insertion in the field of dance that has, in general, in infancy; training and accreditation, recognition and employability; training as a relationship between theory and practice from the experiences in the course within the university and within the schools in which they trained. Finally, as regards the dance at school and in public policy was not possible to identify the place of dance and its teaching as well as the implications for the training of basic education students, highlighting the lack of artistic knowledge and denial of its role in human development process. From these results it supports the thesis that social representations of teachers are in-between generated from the encounter between art teaching and research, enveloped by the experiences built before, during and after the undergraduate course, crossed by various social contexts that further reinforce the teaching of dance as a secondary necessity in human life. As implications of these representations are glimpsed the shock of no place of dance in Basic Education in the media that these professionals may be perceived as a field of forces in construction and capable of producing counter discourses in relation to dance education in basic education.
Acesso aberto (Open Access)
Escravos, selvagens e loucos: estudos sobre figuras da animalidade no pensamento de Nietzsche e Foucault
(Universidade Federal do Pará, 2018-02-27) OLIVEIRA, Flavio Valentim de; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
This study is a contribution to the line of research in epistemology, especially the educational episteme that dialogues with philosophical theories. Its general objective is to understand the problem of education (as a civilization project) Its specific purpose is to investigate three figures of animality in the philosophies of Nietzsche‟s and Foucault‟s, namely, the slave, the savage and the madman. For this purpose we follow the historical-philosophical method that seeks to reconstitute the sources For this purpose we follow the historical-philosophical method that seeks to reconstitute the sources of readings of both philosophers and their resonances in the current debate. In the first place, we interpret the posthumous text of the young Nietzsche titled The Greek State and some passages From the Government of the Living and The knowledge of Oedipus of of how liberal democracy concealed the slave life and how the of how the Greek aleturgie ends in the memory of slaves: ritual of truth which indicates the violent relationship between knowledge, power and tragic animality.Secondly, we analyze the figure of the savage by approaching some passages of Human, Too Human I with some ethnological findings of John Lubbock in his classic work Origins of the Civilization and the primitive condition of the man and later the figure of the cynical philosopher as savage, set forth in The Courage of Truth for, respectively, to approach the moralization of the wild soul by modern asceticism and the relation between cynical asceticism and animality. Still in this second part of the research, we analyze the phenomenon of cornarism and aphrodisia: categories that are covered in Twilight of the Idols and History of Sexuality II: the use of pleasures and that deal with the problematic relationship between appetite and pleasure, between vice and animality. Finally, the third part analyzes the figure of the madman and his status of animality, now as a figure of political domestication in collective deliriums, called by Nietzsche in addition to good and evil as a herd animal, now as an experiment of freedom pathologized in the image of the docile and productive animal exposed in History of madness. In the three investigative steps of this study we arrive at the fundamental nucleus of the thesis that is to make explicit the category of animality as a phenomenon closely linked to the problems between slave life and democratic life, between moral nature and shameful pleasures, between delusions of power and bestiality of the madman, sometimes as a deviant animal, sometimes as an experiment of animality in biopolitics.
Acesso aberto (Open Access)
Formação de professores de dança: um estudo da etnocenologia a partir das narrativas dos egressos da Licenciatura em Dança do PARFOR/ETDUFPA
(Universidade Federal do Pará, 2018-12-19) PEREIRA, Ricardo Augusto Gomes; PAIXÃO, Carlos Jorge
This thesis studies the training of the teacher of Dance, which constitutes the object of analysis from the categories "popular culture" and "Ethnoscenology", in the context of the Basic Education Teacher Training Program (Programa de Formação de Professores da Educação Básica – PARFOR), conducted by the School of Theater and Dance of the Federal University of Pará (Escola de Teatro e Dança da Universidad Federal do Pará – ETDUFPA), in the course of Graduation in Dance, between 2011 and 2018. Problematizes the said themes in the conduction of the course, whose graduates are the subjects of the research. It aims to analyze the evidences of popular culture and Ethnoscenology in the narratives of the graduates of the course of Graduation in Dance. To achieve this, it attaches itself to ethnomethodology and narrative analysis, which was made possible through conversations to identify what goes through the lines and the meanings that the subjects attribute to the teacher training, popular culture and Ethnoscenology. The results show that the training of the Dance teacher in PARFOR has improved 81 teachers in five municipalities (Castanhal, Capanema, Santarém, Marabá, Mãe do Rio), and that the reflexes of this training began to take effect, since, despite not having the objective conditions for the teaching of Arts in the language of Dance, the process experienced during the course influenced the work of the teachers, which has in Ethnoscenology an important entity, since it is associated with popular culture in school activities through work with the body and with the movement in the artistic and pedagogical perspective. Through the narratives of the former students of the Graduation in Dance, concludes that the formation of the dance teacher has evidenced Ethnoscenology and popular culture through the work of the graduates in the schools; however, this is not theoretically reflected in the speech of these subjects. Regarding the use of the narratives, it considers that they were revealing in terms of the pedagogical work that these professionals have been carrying out in the schools in the interior of Pará.
Acesso aberto (Open Access)
Formação de professores e relações étnico-raciais: estudo sobre as produções científicas do período de 2003-2013
(Universidade Federal do Pará, 2018-02-23) BRITO, Nicelma Josenila Costa de; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This work examines the theme of teacher education, through the cut from the state-of-the-art object on teacher education and ethnic-racial relations, published between 2003 and 2013, in periodicals with A1 to B5 qualifications, theses and dissertations and related events in the period that marked ten years of enactment of Law n. 10,639 / 2003. The purpose of this bibliographical study is to analyze the literature on the subject of teacher training and ethnic-racial relations during the period 2003 to 2013, which marks ten years of Law no. 10,639 / 2003. Anchored to this, the specific objectives intend to distinguish what features are conferred on the academic production published in the qualified journals, during the ten years of the law that establishes the obligation to include the theme of Afro-Brazilian History and Culture in the official curriculum of the educational network; to identify the conformation of these discussions in theses and dissertations regarding recurrences, theoretical-methodological contributions and the outlined perspectives; to relate the works published in events situating aspects present in the specialized literature, structuring in the production of meanings that circulate in this field. The problem that triggers this research is based on the need to intensify studies of this nature which demand the analysis of production in certain fields. In this aspect, the research questions that will permeate this doctoral thesis, inquire: What features are conferred on the academic production published in the ten years of the law that establishes the obligation to include the topic of Afro-Brazilian History and Culture in the official curriculum of the network of teaching? What is the conformation of these discussions in relation to recurrences, the theoretical-methodological contributions and the outlined perspectives? What aspects present in the specialized literature structure the meanings that circulate in this field? In view of the problematic presented, this study is based on the thesis that, the tensions mobilized in the legitimation of the field, in view of the enactment of Law no. 10,639 / 2003 present in their conformation guidelines that emerge from historically silenced demands. Amidst the disputes over the urgent and expensive themes of the issue of diversity in Brazilian education, the visibility given to the debate about the formation of teachers in intersection with ethnic-racial relations, marked by the production of articles in qualified journals, in theses and dissertations and publications in events, imposes displacements that assume modes of perception, and that generate practices and / or habitus, internalized in the teacher training processes and in the teaching practices of these. For the purpose of reading the object of the present proposal, the formulations on symbolic power, habitus and field in Pierre Bourdieu (1983, 1998, 1999, 2003) will be adopted as a theoretical-methodological contribution; representations in Chartier (1991, 1994), teacher training and ethnic-racial relations in Gomes (2001, 2003, 2004, 2005, 2011, 2012); Cavalleiro (2000); Coelho (2009, 2010, 2014); Coelho and Coelho (2013, 2013a, 2014) and state-of-the-art studies in André (2001, 2002, 2009, 2010); Brzezinski, Garrido, et. al. (2006); Brzezinski (2014). The methodological contribution will be supported by Bardin (2008), through the adoption of some techniques of Content Analysis to treat the information that will be raised through the analysis of the mapping of academic production on teacher training and ethnic-racial relations. The results indicate that, although it seems "there is a divorce, or a huge gap, between these researches and the reality of a significant part of the teacher training courses, especially in the different degrees" (SISS, 2005, p.10-11). ), the visibility given to the debate about the formation of teachers and ethnic-racial relations, registered in the elements that compose the corpus of this investigation, imposes displacements that engender practices and / or habitus, internalized in the processes of teacher training, representing a matrix of perception conforming the field.
Acesso aberto (Open Access)
Gênese e materialidade da noção de competências na prática pedagógica de professores de uma escola de ensino médio em Macapá/AP
(Universidade Federal do Pará, 2015-05-28) ALVES, João Paulo da Conceição; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
It treats of the influences which the Pedagogy of Competences still carries on the pedagogical practices of teachers from a senior high school in Amapá state. We did a case study in which the participants were 08 (eight) senior high school teachers, the data collection instrument was a semi-structured interview and the content analysis was the technique used for data analysis. The hypothesis that we brought was that the notion of the competences remain as an ideology that influences the pedagogic practice of the school teachers. We characterized the pedagogical practices of the school teachers from four categories of the didactic process: the educational planning, teaching objectives, teaching content and the teaching methods. From the same we identified that the planning considers the flexibility as reference and idea considers the teaching contents as a central element, in the definition of its purposes the teachers experience the dilemma to form to the market or to form to study in a university, it considers ENEM (national exam of high school) as a great reference for the formative processes that teachers assume the training contents, even from the perspective of subjecting and teaching procedures reveal a disconnect between content and form, although the teachers compromise to the idea of pedagogical innovation. We concluded that there is no direct relationship between teaching practices and pedagogy of competences, but from this case prevails a pragmatic ideas as a logical guide for teaching practices.
Acesso aberto (Open Access)
A gestão do risco social na escola em documentos de promoção da saúde (2005 a 2015): análise da implicação do professor
(Universidade Federal do Pará, 2018-02-27) ALMEIDA, Leila Cristina da Conceição Santos; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
In this doctoral dissertation we discuss the plots of discursive networks that enunciate the teacher as manager of health indicators in the public school. Teaching capacity building and accountability devices are investigated as a healthy life government strategy. To that end, the problem question that guides the research is: in what way is the plot of the implication of the teacher as manager of social risk in discursive practices of health promotion in the school? In this sense, the general objective of this work is to analyze how the teacher's involvement in health promotion documents in school from 2005 to 2015 occurs. From this the following specific objectives are unfolded: to bring to the fore the history of governmentality and of biopolitics as the theoretical appropriation of the machinery of a power that incites modes of the subject to lead to self and others; to discuss the constitution of the economic political scenario in Brazil that served as a transition to the history of the present about the ways of managing social risk in the population; to problematize the curriculum of implication produced for the teacher and the indications of training in general indicators of health in the school; to analyze, in the selected documents, how the teacher involvement discourses in risk management by the promotion of social health in the school are woven. In addition to the philosopher Michel Foucault, this discussion is anchored also in the thinking of several authors, including Castel, Le Goff, Veyne, Oliveira, Gomes, Lapassade, Silva, Corazza. Using the Foucaultian genealogical-genealogical methodology, this is a bibliographical and documentary research that discusses, in four chapters, the danger of control of the discourse on the teacher in health strategies in the school. A dynamic, in which orders about social risk in school are constantly produced and on the teaching practice is credited other knowledges as updating practices. At the end of the research, it is affirmed that the plot of the speeches that imply the professor in strategies of health promotion operates in the name of a social health; that proposals of training / instruction to the teacher in documents of health indicators in the school, operate through biopolitical devices that incite creativity, protagonism and flexibility in teaching practice as a way to better govern social risk in the economically poor.