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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Agora exibindo 1 - 11 de 11

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Ciclo de política curricular do estado do Pará (2008-2012): a enunciação discursiva sobre relações “raciais”
(Universidade Federal do Pará, 2014-08-22) SANTOS, Raquel Amorim dos; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This study analyzes the discursive statements cycle of curriculum Pará State Policy on relations "race" from 2008 to 2012, from the approach of the policy cycle, proposed by Stephen Ball. In this analysis, is focused production policies in the context of influence, production context of political texts and practice context. The theoretical and methodological framework that supports the analysis of the socio-historical theory and dialogical language based on Bakhtin (2010, 2011), cycle approach of authoritative policies by the theories of Ball et al (1992) for studies on Relations "race" we left the concepts of Guimarães (1999, 2002, 2008) and Rabbit (2009) on race. And on social relations in the educational field, we use the conceptual notions of field and habitus in Bourdieu (2008, 2009, 2010). The study is a qualitative approach (FLICK, 2004). We used as data collection sources oral and written documents, among which: Articles, Theses and Dissertations on Relations "Race" and Policy Course conducted in two national databases and international: a) ANPED (GT-21); b) CAPES site / PPGE; c) Ford Foundation. Publications: a) Basic Education Policy Pará State, especially the axis of Curriculum Policy; b) I State Conference on Education: Diagnostics, guidelines, objectives and targets approved; c) Basic Education in Para: elements of a democratic educational policy and quality Pará all (vol I and II) and semi-structured interviews with fourteen social workers working in the SEDUC, USE and schools of the State Public Network, which participated in the Curriculum Policy Pará State. The data were analyzed by analysis of enunciative-discursive process based on Bakhtin (2010, 2011). From the analysis of the discursive articulation of curriculum policy cycle Pará State on relations "racial" and interpenetration of discourse between the contexts of influence, context definition of political texts and practice context the study results show that different statements produced in various contexts are marked by hybridization speeches, the result of recontextualization processes. It is inferred that the curriculum policy of the State of Pará is presented in interrelationships between multiple contexts in the policy cycle (Ball, et al, 1992). Despite the continuous nature and not hierarchical policies, the joint macro- and micro advance regarding estadocêntricas approaches and policy recontextualization process that occurs in the context of practice, the study concludes that the curriculum policy Pará State exists as a political State, exists as an educational policy. However, the feasibility of this State and educational policy in the school regarding the "racial" relations, it does not occur due to the weakening of cultural and theoretical competence of social agent who must implement it. The weakening is in implementing this policy in the context of practice. There is a problem between what is projected and what is practical, which helps to assign the social reality dissemination and ratification of racism and discrimination in different areas that make up the curriculum policy.
Acesso aberto (Open Access)
Currículo e formação docente no curso de ciências sociais/UFPA: configurações, continuidades e rupturas (1963-2011)
(Universidade Federal do Pará, 2013-04-30) FREITAS, Leandro Klineyder Gomes de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The thesis investigates the curricula design of the Social Sciences course of the Federal University of Pará, Belém campus in the period 1963-2011, with the main objective to reflect on the place of the teacher education course in that, in view of the relationship that established between the baccalaureate and graduation. More specifically, the study intends to investigate and analyze the main guidelines that were established by the curriculum proposals for teacher education, as well as identify the curricula design were structured for that course and how they are addressed disciplines geared for graduation. The survey was conducted from bibliographic survey on the topic in physical libraries and database virtual documental research on curricular designs, resolutions, menus and more. We also used the semi-structured interviews with faculty professor in order to deepen and clarify issues not contained in the documents. The study used as the main theoretical contributions of critical theory in the curriculum, especially the works of Michael Young, Basil Bernstein, Antônio Flávio Moreira other entres. The research results revealed that the local settings of the course curricula designs of Social Sciences is due in large part to structural factors of the Brazilian educational system and the consolidation of post-graduation in mid-1960 and early 1970, contributed to increase the hierarchization between teaching and research between undergraduate and graduate school, between the school and the academic field in Social Sciences. The restatements curricula occurred in the course of Social Sciences curriculum standards maintained for most courses of Social Sciences in the country since its creation. The curricula design of the course of Social Sciences analyzed guided by a conception of teacher education based on the model of technical rationality that favors the separation between education content and education pedagogical, theory and practice. Despite numerous reformulations curricula occurred in the course of these changes Social Sciences held a disciplinary organization structure under the collection type of curriculum, where single subjects are oriented to their own development and protected by strong boundaries and hierarchies. The curriculum collection characterized by classification and framing strong promotes isolation between areas of knowledge which contributed to the rigid demarcation of borders between the field of Social Sciences and Education, between education oriented researcher and education oriented teacher.
Acesso aberto (Open Access)
A disciplina escolar matemática no Gymnasio Paes de Carvalho durante a primeira república
(Universidade Federal do Pará, 2017-04-27) ARAÚJO, Iza Helena Travassos Ferraz de; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This thesis aims to study the epistemic and didactic transformations that occurred in the mathematical school discipline of secondary education in Pará, at Gymnasio Paes de Carvalho, during the first Republic. Gymnasio Paes de Carvalho, the first public institution of secondary education of Pará, was founded in the city of Belém, in 1841, with the denomination of Lyceu Paraense. Since the Proclamation of the Republic in the state, it has undergone a series of transformations that have elevated its status in Pará society, among which the process of equating the Gymnasio Nacional/Colégio Pedro II, the main form of entry for Brazilian higher education. In view of this context, the following questions were raised: what explains the epistemicdidactic transformations verified in the mathematical school discipline, at Gymnasio Paes de Carvalho, during the first republic? What are the purposes attributed to Gymnasio Paes de Carvalho and the curricular transformations that occurred in this institution during the period of the First Republic in Pará? What were the epistemicdidactic debates that were taking place, in the national and international context, around secondary school mathematics in this period? What are the mechanisms adopted by this institution in the selection and organization of the contents of the mathematical curricular component and the teaching methods practiced by its teachers? What social and political interests contributed to the elevation of the status of the mathematical discipline in the Gymnasio Paes de Carvalho curriculum during the First Republic? The object investigated is in the field of curriculum history and history of school subjects, according to the propositions of Ivor Goodson and André Chervel. However, the key concept that led to the formulation of the thesis was that of organic intellectuals, elaborated by the Italian philosopher Antônio Gramsci. It is a qualitative research, of the historical type, based on the historical-dialectical materialism, whose main historical sources were the mathematics teaching programs, the books of trades dispatched, the correspondence folder received, the point books, the historical record book of the employees, the book about contest of the teacher and the didactic books adopted by the teachers of mathematics. The analysis of the historical sources allowed to conclude that, during the First Republic, the mathematical school discipline of the Pará secondary education, in Gymnasio Paes de Carvalho, underwent epistemic-didactic transformations that contributed to the elevation of its status in the curriculum of that institution, that fact It is explained because there was a need for secondary education offered in this educational institution, to come to effectively meet the corporate project established by the Republic in Brazil and, more particularly, in Pará, in which the teachers who ministered this discipline in the gymnasio, considered in this Work as organic intellectuals, engaged in exercising in their classes, so the transformations occurred were linked to the changes that occurred in the national context, materialized through the programs of the Gymnasio Nacional/ Colégio Pedro II, but with some singularities, as a result of the performance of their teachers.
Acesso aberto (Open Access)
Dispositivo-formação em psicologia: processos medicalizantes, silenciamentos, diferenças
(Universidade Federal do Pará, 2017-04-07) GOMES, Geise do Socorro Lima; GALINDO, Dolores Cristina Gomes; http://lattes.cnpq.br/6781116835399339; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
The finality of this research was to analyze how the training-device in psychology is constituted from documents that engender the relations of knowledge, power and subjectivation, inciting medical practices. We deploy this goal in the following guiding questions: What conditions of possibilities allowed the construction of the Pedagogical Political Project of the Psychology Course of the Federal University of Pará of the year 2010 in order to operate medical practices? By means of which devices of power-knowledge do these practices materialize as a biopower in the formation of the psychologist? What circulating forces operate through the project and in the project composing knowledge presented as important for the practice of the profession of psychologist, researcher and professor in psychology? How can the production of the difference be evident in this curriculum proposal of 2010 as resistance to the medicalization processes? This thesis was based on the consideration that insofar as the curriculum is a multiplicity, it is asserted that among the various elements that compose it and make it work there are medicalizing elements in discursive differences, being produced by this curriculum of UFPA psychology, and these medicalizing practices function as a reductive control filter in the processes of difference production practices. This curriculum is therefore apprehended as a strategy of know-power-subjectivation that sets in motion a training device evidencing a medicalizing logic within the mechanism of biopower, since both resources, tactics, strategies, knowledge that are producers are triggered of subjectivation modes of this subject that is intended to form, as well as at broader levels of government of the population, inserting the analysis of the psychologist's formation within the governmentality strategies underlined by the education policies developed in Brazil. The theoretical-methodological framework used to examine these objectives was focused on the theoretical and archaeological production of the French thinker Michel Foucault, using as main analytical operators the concepts of: device, knowledge, power, governmentality, norm, medicalization. In the curriculum, we align this reference to curricular studies that take this same perspective as analytical trigger, as found in the authors: Veiga-Neto, Silvio Gallo, Sandra Corazza, Tomaz Tadeu and Thomas Popkewitz. The study was based on documentary analysis coming from public domain documents and documents produced from conversational wheels and individual interviews. It is concluded that the formation in psychology acting in the configuration of a device has its sedimentation points, but also places of fractures. In this way reverberates in the formation in psychology of the UFPA, heterogeneous elements that during the history of the formation of the psychologies in Brazil punctuated and updated medical practices. In the multiplicity of power relations these practices are also questioned, extending the focus of medical practices to the practices of psychology within the field of governmentalities. However, one of the reducing effects of the processes of difference in this formation in the UFPA has been seen in the little incidence given to the regional aspects, which could bring the specificity of the knowledge production to be developed in the Amazon Region.
Acesso aberto (Open Access)
Dos cursos da vida e das vidas em curso: práticas de medicalização da infância e suas relações com currículos de profissionais de saúde em um CAPSi em Belém do Pará
(Universidade Federal do Pará, 2017-05) SANTOS, Daniele Vasco; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
The following research was raised from medicalization practices focused on childhood care in a mental health service and its relationship with the health professional‟s curricula. Intensive medicalization has increasingly improved strategies that employ expert- oriented clinical practices and diagnosis concerning social deviations, based on pathologizing, psychologizing and biomedical rationalities. Brazilian public policies are among these children and adolescent‟s mental health practices at Children and Youth Psychosocial Care Center - CAPSI, which have been officially established since 2001, under the law number 10.216 that converts health care to population that suffers mental disorder. This research object was shaped by coupling medicalization practices with subjectivation/objectification modes of children and the discourses produced on health professional curricula. This study started at the point it was realized the professional‟s performance were based on some curricula, and from its analysis it is also possible to understand the processes by which certain settings that intend to frame subjects. Thus, in order to enhance this thesis, it was employed these issues: How can subjectivation/ objectification modes find mental disorders in children at CAPSI? To what extent do the discourses which support medicalization practices at CAPSI correspond to the curricula of professionals working in these places? In order to look into medicalization practices at CAPSI and their relationship with the curricula of health professionals, the following purposes were developed: To analyze subjectivation/objectification modes whereby such children are diagnosed as "mentally disabled"; investigate medicalization discourses given by professionals who care children with “mental disorder”. It was used as theoretical and methodological framework Michel Foucault‟s theory of power-knowledge, biopolitics, governableness, among other scholars such as Veyne (1998), Silva (2006), Veiga-Neto (2003), Corazza; Aries; Robert Castel, Jacques Donzelot. Main analysed documents were the medical records registered at CAPSI and interviews with professionals by using general principles of archaeological procedures as methodological tools of historical-documentary research. Therefore, it was asserted with this thesis that the modes of subjectivation and objectification which yield children with "mental disorders" are constituted through a close relationship with medicalizing discourses which have been given in the curricula of health professionals in their official education, daily service routine and in different fields of life.
Acesso aberto (Open Access)
Os elementos de inclusividade na prática curricular de uma professora: uma análise a partir da cultura escolar
(Universidade Federal do Pará, 2013-03-25) MESQUITA, Amélia Maria Araújo; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This thesis aimed to analyse the argument of the school community of the Pará School on the nomination of the practice of a teacher as inclusive, searching from this point identify the elements of inclusion present in a practice with strong feature of traditional education. It worth to say, that the expression curricular practices with elements of inclusion, understands the inclusion as a thing that is materialized in state, situation or quantity. Therefore, the inclusion as noun (inclusion) applied to the term curricular practices comes from an adjective dimension, this way, it reveals materiality. This movement is necessary because the practice indicated as inclusive presented strong characteristic of what the literature of inclusion calls excluding or failed inclusion. At this point emerged the following problem: Why a practice that can be considered non inclusive in the literature of inclusion is recognized as inclusive by the school community of Pará School? This problem was unfold on the following lead questions: 1) What elements of inclusion compose/ change the objectified culture of the school materialized in the curricular practice of the teacher L? 2) What curricular practices are considered inclusive by the school community of Pará School? 3) What influence does the school culture has in what is underlying the idea of inclusion understood by the school community of Pará School? The research was developed in a qualitative approach through a study of case, using as data collect technique the observation, the semi structured interview (applied to two responsible for the handicapped students, a teacher and a pedagogue who works at the multifunctional resources room, a pedagogic coordinator and the teacher pointed by the school community) and as complement a documental analysis. The data revealed among other things the expectation that the school community of Pará School has about the educational inclusion of the handicapped students, turning evident that this one is settled in the possibilities of participation in the school activities that occur in different spaces and time, in the acknowledgement of the handicapped student “only” as a student, in the appropriation of knowledge properly from school and in the use of determinate and typical school workmanship. It was from these aspects and of the understanding that practice is objectified culture that school culture appeared as a central category for the analysis of the elements of inclusion present in the practice of the teacher subject of the research. From the present argument, was developed the thesis that the inclusive curricular practice for the school community of Pará School is the one that enables the handicapped student to participate/produce and appropriate itself of the school culture, as an own school culture.
Acesso aberto (Open Access)
O ensino de ciências naturais nos anos iniciais: concepções e práticas pedagógicas dos docentes em formação pelo PARFOR/Pedagogia/UFPA
(Universidade Federal do Pará, 2014-09-01) OLIVEIRA, Sônia Maria Maia; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The study had as main objective to understand the Teaching of Natural Sciences in public schools in the metropolitan area of Belem from the conceptions and pedagogical practices of teachers in training at PARFOR working in the early years of elementary school. The specific objective are summarized in analyzing the concepts of natural science teachers in training who work in the early years; describe the pedagogical practices that are adopted by professors to teach Natural Sciences and assess whether there is influence of the National Curriculum Parameters of Natural Sciences in the design and pedagogical practice adopted by these teachers in training (who are students of PARFOR / UFPA). As object of study, focused on public school in Science Teaching in the metropolitan area of Belem from the perspective of teachers in training at the Faculty of Education of the UFPA. This is a qualitative research. The data collection technique was done by means of document analysis and field, whose sample of 20 teachers from public schools, who are currently in training at the PARFOR Degree in Bethlehem Pa-Campus Pedagogy. During data collection, we used official documents such as the NCP of Natural Sciences, Management Report PARFOR / UFPA and the Pedagogical Political Project of the Education Course / PARFOR. It was applied a questionnaire with open and closed questions to investigate the variables: socioeconomic, vocational training, labor market, conceptions of science and pedagogical practices. Adopted the content analysis data. Finally, in the final considerations spoke on the central and relevant aspects of the research, presenting the results and most significant analysis. The locus of research took place at the Institute of Educational Sciences - Faculty of Education - Campus Silveira Neto - Belem, Para Brazil. It is believed that this study will subsidize other research on science education in the early years, as in the databases of indexed events and magazines of the area, yet there is no work that report to this issue here in the state of Para. You can also serve as a source of research for other studies that arise in the line of Education: Curriculum, Epistemology and History.
Desconhecido
Integração no ensino médio: luta hegemônica pela significação do currículo
(Universidade Federal do Pará, 2017-02-23) CARDOSO, Maria Gorete Rodrigues; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
In the course of the High School curricular reforms placed in action in Brazil between 1990 and 2010, an idea that has gained strengh and that has remained as a signifier around which has been articulating a varied number of demands and motivated intense disputes and negotiations of meanings and the idea of integration. The theme of curricular integration has assumed a remarkable centrality in the contemporary curricular debates due to the very importance given to the issue of curricular organization as a condition to operate changes and innovations required for this level of education at the present time. Due to the centrality that the theme presents in the context of the Brazilian curricular policy, this research focuses the discursive formations that seek to signify the integration in the official curricular texts produced in the period from 1998 to 2012. The questions that gave rise to the study aims to answer the following questions: How and when does the signifier integration emerge in the Brazilian curricular policy for high? What meanings of integration have been played out in the official curricular texts? which operations of equivalence and differences some meanings have achieved hegemony? What are the antagonisms and demands that form the articulatory chain of integration discourses? Based on these questions, the main objective of the research is to understand the process of production of the discourses of integration in the curriculum policy for high school as a hegemonic struggle for the signification of curriculum. Methodologically, the research is based on a qualitative approach and is characterized as a bibliographic and documentary study that brings together various works and official documents related to the history and curriculum policy of the Brazilian high school. Ernesto Laclau's Theory of Speech, Stephen Ball's Continuing Cycle of Policies and the incorporation of these theoretical-analytical perspectives into the curriculum field by Alice Casimiro Lopes, Elizabeth Macedo and Lourdes Rangel Tura are the strategic contributions that subsidize research. The results obtained allow me to confirm the hypothesis that hegemonized integration discourses do not carry unique and stable meanings, but they link changing and sliding senses, even because they were constructed through a dispute between old and new demands that claim space in the official political text. I therefore argue that around this signifier have articulated different demands placed by groups and individuals with power to influence the production of politics in the focused context, which compete for hegemony within the scope of official curriculum policy. By the impossibility of establishing a literal and transparent sense capable of encompassing or canceling all the differences that cross the political struggle, the negotiation around integration makes it emerge as an empty signifier, under which ambiguous, contradictory and fluid senses slide as a condition of their own possibility of existence.
Desconhecido
A relação entre currículo e educação integral em tempo integral: um estudo a partir da configuração curricular do Programa Mais Educação
(Universidade Federal do Pará, 2017-02-22) RIBEIRO, Madison Rocha; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The thesis in question discusses the relationship between the curriculum configuration of the More Education Program and the perspective of full-time integral education adopted in this program by the Brazilian government. For this, it analyzes the curriculum prescribed in the More Education Program, in order to show the relationship between this curricular structure and the conception / purposes of the full-time integral education perspective expressed by the program. The research was based on the principles of the qualitative research approach, using documentary research as an operational method and content analysis as a technique for organizing and understanding documentary messages. The discussion of the object of investigation was based on the theoretical production of the field of curriculum and integral full-time education, which, together with the empirical corpus of research, constituted by six documents of the More Education Program, made it possible to construct the arguments in favor of Thesis defended. The analysis of the curricular prescriptions and the conception / purposes of full-time integral education showed the correspondence between the curricular configuration and the perspective of integral education prescribed in the PME. Based on this result, we develop and confirm the thesis that due to the conception of integral education, understood by the binomial formation and integral protection, as well as by its aims: reduction of educational inequalities and improvement of learning, Curricular configuration favoring the development of this conception / purposes of integral education, thus justifying the creation of thematic macro fields and the extension of school time, factors that can cause significant changes in the historical role of the public school, since this, besides developing a role Scientific educator, will also develop a protective role among the most vulnerable socially. In this sense, the thesis reaffirms the conception that the curriculum is a sociocultural and historical artifact, bearer of interests, beliefs and ideologies, capable of forming personal and social identities.
Desconhecido
Relações raciais: a pesquisa na pós-graduação em educação no Brasil (2005 – 2010)
(Universidade Federal do Pará, 2014-08-29) PADINHA, Maria do Socorro Ribeiro Padinha; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
Education is the process of placing men and women in the cultural world. And education, within the most complex societies such as industrial capitalists, is a planned activity, which entails the development of objectives and indicating means for achieving them. Understanding the plots of building formalized and linked to agents that determine the goals of education and their educational intentions on Race Relations in Brazil. I devoted myself to the academic survey on the production of doctoral theses activities, completed in 2005-2010, and about researches and studies on Education and Race Relations in the Post-Graduate Programs in Education. I investigated about the movement of the thematic areas of race relations in educational policies, specifically federal government programs that meet the demand for inclusion of the theme in the education system in Brazil. Because, since 2003, the theme goes through a phase of institutionalization, primarily by the legal set that establishes a new legal mark to the education. The object searched included the setting of formalized practices that develop cadres of specialized agents on race relations. Analyze the intentional relationship between formalized practices on race relations that prescribe the formulation of educational objectives at different levels and social levels. Identify the goals of the education system described in the Federal Government's programs aimed at promoting education for racial equality. Relate the formalized practices in the field of educational research to the intentions described in Federal Government programs. Explain what are the interests that drive these formalized practices from the educational demands of the subject race relations. The writing of the thesis is guided in defense analysis at which the obligation of the theme race relations is driven by two antagonistic forces, one directed the establishment of the right to citizenship moved by the intention to build a society for racial equality, opportunities of access to material and symbolic goods and free of discriminatory practices; another related to existing interests within a game of power to the point of converting education at the center of such bitter dispute that covertly discriminates against racial equality in Brazil.
Desconhecido
Tramas de subjetivação: analítica da fabricação do PARFOR-Pedagogia-Campus de Bragança/UFPA
(Universidade Federal do Pará, 2014-06-27) REIS JÚNIOR, Leandro Passarinho; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
The training model of Brazilian teachers refers to the democratization of the country and leveraged social changes in the 1980s, with the legal framework to the 1988 Constitution and the educational and curricular reforms that followed. This work constitutes a arqueogenealógica a Foucauldian analysis of the discursive practices devised over the course of Pedagogy of the National Teacher Training for Basic Education (PARFOR) Campus Universitario de Bragança - Federal University of Pará (UFPA). We start from the archaeological study of the historical emergencies teacher training to locate and give visibility to the arena of teacher education as contemporary contingency arising from capillary forces that aim and, at the same time, subjectivate the teacher in training. Sustentamo us dwell on the hypothesis that, in this game of power-knowledge, plots of embodied subjectivity in the curriculum in practice governmentalisation. Such plots, in turn, culminates in the production of documents among which some were selected to compose the critical analysis of this work. Thus, we aimed to discuss the formation of the student while manufacturing PARFOR-Pedagogy, with an emphasis on curriculum developed by Campus de Bragança/UFPa order to perceive it in its articulation with certain emergency training and regulation of teachers. The research had as source documents installing the policy of teacher education in the country, viewing them as monuments to effects on subjectivity and objectivity of the subject, and teacher training as historical practice and strategic device governmentality. Organized documents in subfiles, the analysis was conducted by questioning - archaeological and genealogical Michel Foucault, Gilles Deleuze articulated to the devices and the historical practices of Paul Veyne. Stuck as affirmative and connected to the roster of contemporary educational policy action, PARFOR despite having driven in-service training, the subjects that are part of it are still targeted by disciplinary and curricular requirements prominently generalists, paradoxically described in pedagogical project of the Education Course and Course Plans as interdisciplinary training strategy of teachers. Concomitant to this, subjects are subjectified by becoming a minority due to the structural model that the policy was architected by exercising their power for practical resistance. According to the practices analyzed in this study, PARFOR - Campus Education of Bragança / UFPA is manufactured by historical plots of subjectivity , which are supported both in govenamentalidade as for biopolitical strategies driven curriculum that forge devices while they are forged games by knowledge-power resistance.

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