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 - 3 de 3

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A identidade profissional dos professores do Curso de Licenciatura em Educação Física da Universidade Federal do Pará
(Universidade Federal do Pará, 2013-11-08) NASSAR, Sérgio Eduardo; MOREIRA, Wagner Wey; http://lattes.cnpq.br/5798244047692726
The present study describes the understanding that the university teacher attaches to his/her professional identity and to the identity that the Physical Education course aims to beuild in its students, and was developed with 10 teachers at the College of Physical Education, Castanhal Campus of Pará Federal University. The central thesis is that the area of Physical Education, as it does not have an object of study of its own that sustains a professional identity, is in an epistemological crisis, slithering in pedagogical practices of teachers that tend to reproduce contents learned in their initial academic courses and from dialogues established with theoretical-methodological conceptions that do not match with the Pedagogical Project of the Course. It is a qualitative research, with phenomenological approach, meant to answer the following questions: What professional identity(s) do College Teachers assume in the Castanhal/Pará Physical Education Course? What professional identity(s) does the Castanhal/Pará Physical Education Course forge in students? Empirical data were produced by means of a questionnaire and a structured interview, based on the “Técnica de Elaboração e Análise de Unidades de Significado” (Development Technic and Units of Meaning Analysis) (MOREIRA; SIMÕES; PORTO, 2005), which resulted in the units of meaning. The empirical data is supported by the discussion on the professional identity by Dubar (1997, 1998, 2005, 2009), Sergio (1995, 1999, 2003, 2008) and Bento (2004, 2006, 2012). The study revealed the difficulties of teachers who work in the Physical Education College establishing the professional identity of the area, due to the absence of such discussions, ever since their graduation courses and in their professional lives. We point out to the need to broaden the debate on these issues that evidence the gap between the Pedagogical Project of the Course and the teachers‟ practice in classroom. We conclude that the collerge‟f teachers do not establish this consensus between what the PPC proposes and what the curriculum explains, not defining the identity of the future teachers that they intend to place in the job market.
Acesso aberto (Open Access)
Professoras aposentadas em território rural/ribeirinho: identidades e práticas socioculturais
(Universidade Federal do Pará, 2013-02-28) RODRIGUES, Isabel Cristina França dos Santos; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This paper aims to analyze the meanings that retired teachers, who worked at elementary schools, as well as other people give to the identities and practices developed by women from the Moiraba and Carmo do Tocantins villages, especially in the interaction with a new teachers‘ generation. To accomplish the investigation, three movements of insertion were done in the focused communities to collect narratives from the people involved; the first phase was the exploratory one, the second phase involved interviews with different groups from the mentioned communities and the third phase involved ―Memory workshops‖ in 2009, 2011 and 2012 respectively. This way, we used theories from the Oral History especially to organize the Memory workshops. The narratives were analyzed from themes that involved the experience knowledge, the occupations, the work, the professional cycle, and the teacher‘s knowledge associated with the bakhtinian dialogism and the culture perspective related to the ways of living. This way, the retired women will continue to invest in other kinds of productive activities and they are willing to live new experiences showing that in certain communities in the Amazon, Pará, the imbrication between school, church and community leaderships is still recurrent. These are groups that don‘t work under political-administrative demands but through affective and respectful relationships. These groups value shared experiences especially with elementary school teachers contributing with their intellectual and human formation. They put new projects of life into practice and they try to keep the status the retired people who are available in different public spheres especially sharing knowledge with elementary school teachers. These procedures give them not only social acknowledgment but it also gives well-being which is an important aspect to construct a well succeed old age. Therefore, retirement is not an end, but an evaluation stage and a preparation for projects of life that are supported in more collective projects to give new meanings of life.
Acesso aberto (Open Access)
A tradução da tradição em práticas curriculares no colégio estadual Paes de Carvalho
(Universidade Federal do Pará, 2013-04-15) RIBEIRO, Joyce Otânia Seixas; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
The curricular practices of translation tradition cepeceana are the subject of this thesis. This object was produced through ethnographic experience postmodern in the State College Paes de Carvalho, located in the Historic Centre of Belém do Pará. In the ten months of field work I made everyday observation during the morning, searched school documents, photographed the object and talked with the interlocutors - teachers, employees, pupils, and two groups, the students called Belíssimas, and gay students called Lorranys. The problem was so produced: which the meanings of practices reinvention of architectural space, the normalist uniform and school events sponsored by students? How these practices are crossed by generation, gender and sexuality? The central aim of the research is to interpret the practices of architectural reinvention of tradition, the normalist uniform and events promoted by pupils, considering the crossings generation, gender and sexuality. With the information produced, began the process of cultural translation and ethnographic writing. Cranked up the cultural translation in two ways: as a methodological tool of ethnography and as an analytical tool for interpreting the curricular practices of cultural translation. I argue that the encounter between tradition and cultural difference, brings forth the pedagogical between-site and between-time, favorable areas to translational curricular practices, marked by generation, gender and sexuality. Such translational curricular practices are expressed acceptance of gendered staircases, translating space, normalist uniform by Belíssimas and events Lorranys by drag queens with their shows.

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