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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Item Acesso aberto (Open Access) Educação ambiental: saberes e percepções socioambientais dos docentes de uma escola ribeirinha do Assentamento Agroextrativista do Anauerapucu, Santana-AP(Universidade Federal do Pará, 2017-01-25) GOMES, Raimunda Kelly Silva; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007Understanding the teachers’ knowledge and conceptions on environmental education contributes to a holistic, social, and environmental vision in training of environmental educators in contemporary society. The study was developed at the State School Francisco Filho, an agricultural and extractive settlement from the village of Anauerapucu in Santana city in the state of Amapa. The intention was to reflect on the knowledge and environmental perceptions in a holistic and/or environmental theoretical perspective. The research was qualitative-quantitative approach, with a case study procedure, following the steps: 1) bibliographic survey; 2) direct observation; 3) documentary research of the projects and plans at the school; 4) semi-structured interviews with the teachers of all levels; 5) focus group sessions with all the teachers; and 6) analysis-quantitative of the data collected. Most of investigation subjects are young people, single; and have completed higher education. Among them, 10% have Lato Sensu specialization course, and for this reason, most of the teachers work at the second level of Elementary Education and/or high school. In spite of most of them work in a romantic/naturalist environmental perception, they are aware of the main local environmental problems, in other words, despite their fragmented view, they are careful about everyday students problems. Most teachers had difficulties to express their understanding about environmental education (EE). During the data collection, it was observed that teachers do not get to untie the notion of EE and environmental problems to the myth of unspoiled nature. Regarding the transversality of EE in the curriculum, interviews shows that teachers cannot conceptualize the EE. However, in the focus group sessions teachers demonstrated knowledge and methodological alternatives for teaching transversally EE in the curriculum. In this sense, we can say that the day-to-day knowledge acquired in teaching educational practice, are essential to perform EE in a holistic and socio-environmental way. Although, we know that one of the biggest challenges of EE, today, is to ensure the development of a curriculum based on an interdisciplinary, transversal, and problematizing perspective of the social-environmental reality in the educational process.Item Acesso aberto (Open Access) Infância, linguagem e educação: o texto escrito por crianças no 3º ano do Ensino fundamental(Universidade Federal do Pará, 2017-05-30) TRESCASTRO, Lorena Bischoff; AMARILHA, Marly; http://lattes.cnpq.br/7415412765980423; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661This doctoral thesis, related to the research line in Education, Culture and Society of the Postgraduate Program in Education, at Federal University of Para, presents the research about the text written by children in the 3rd year of Elementary Education, in the interface between childhood, language and education. The aim of the research was to study texts written by children of the 3rd year of Elementary Education, in writing activities mediated by oral reception, visual reception and reading of questions, in order to investigate the condition of production that allows the creation of more creative than reproductive texts. This study, based on Bakhtin, Bruner and Vigotsky, sought contributions in the Sociology of Childhood, Narrative Studies and Discourse Analysis. This is a documentary research. The corpus consisted of twenty-five texts written by eight-year-old children, in the 3rd year classes of elementary school, at city public schools in Belem-PA. The children's text, written in a school context with the teacher's mediation, was seen as a school text in which it is possible to establish interlocution, taking it as an object of analysis in the course of the research in order to value the child's discourse. In the exploratory research of children's texts, three different production conditions for the child's writing were found, as it follows: (1) a story read aloud by the teacher, (2) a comic strip read silently by the child, and (3) reading a command from questions. Considering these three activities of school text writing, the guiding question of the research in the analysis of the corpus was: What activity of school text writing, among those mediated by oral reception, visual reception and reading of questions, enables the child of the 3rd year of the Elementary Education to write texts with elements that are more creative than reproductive? The study of the children’s texts pointed out that the production condition influences the text writing of the child: (1) the text written from a heard history tends to be more reproductive, pointing out the elements of the narrative; (2) text written from reading a comic strip tends to include dialogues between characters and new elements that were not in the comic strip; (3) in the text written from the reading questions what prevails is the answers to the questions that seem to function as a template to the answer-text. From the analysis of children's texts written from these three conditions of production, we found what prevails in the text writing by children in school literacy, the reading of stories enables the child to notice the structure of the narrative, the reading of imagery texts helps the construction of dialogues and the writing of more creative rather than reproductive texts and the reading of questions provides an answer-text template.