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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Acesso aberto (Open Access)
As representações sociais de universitários de sexualidades LGBT sobre seus processos de escolarização e as implicações em seus projetos de vida
(Universidade Federal do Pará, 2015-08-25) DUARTE, Francisco Ednardo Barroso; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study aims at discussing and analyzing the social representations of LGBT university students (Lesbian, Gay, Bisexual, Transsexual and Transgender) on their educational processes and the implications of this trajetory in their life projects. In order to do this, four people were chosen based on their specific sexual identities according to the terms of LGBT acronym, i.e. a lesbian woman, a young gay man, a bisexual and a transsexual woman. Initially we situate the LGBT issues in the current scenario as well as their origin and basic characteristics. Then, questions about education, difference and schooling are problematized throughout the study as well as we present specifically the main features of the Social Representation Theory and Queer Theory, and then we try to compare both in terms of theoretical and methodological backgrounds. We firstly intend to comprehend their learning paths dividing them into three stages: basic, secondary and higher formal education, which we call the first, the second and the third schooling process, respectively. Their school trajectories were analyzed from the theoretical and epistemological framework of Social Representation Theory based on Moscovici (2003; 2002) and Jodelet (1989) and methodological theoretical framework of Queer Theory from Butler's studies (2014; 1993). This study can be considered a descriptive, qualitative and interpretative research, and concerning to the research method in use, part of the analytical framework of the Collective Subject Discourse (CSD) proposed by Lefevre and Lefevre (2012; 2005) is taken into account as well as the Queer Theory as methodological framework. As a result, we realize that the analyzed students are consensual by the sharing of images and meanings attributed to school and to their sexual identities, and they also try to reach ways of being legitimised by themselves, looking for in education a significant empowerment as a compensation for the school clashes which surely impacted on their life projects.
Acesso aberto (Open Access)
Representações sociais sobre crianças e infâncias em teses e dissertações da Amazônia
(Universidade Federal do Pará, 2019-02-25) TRINDADE, Marileia Pereira; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study deals with the social representations about children and childhood present in theses and dissertations of the Amazon. The main objective of this research is to: apprehend the social representations about children and childhood in theses and dissertations of graduate programs in education in the Amazon that have developed research with children. The theoretical field of this thesis was supported by the following tripod: social representations, children and childhood and research with children. The first theoretical field relies on such authors as: Moscovici (2003), Birth (2014), Jovchelovitch (2014) and Marková (2017). The second theoretical field is mainly based on: Bujes (2000, 2002); Quinteiro (2002); Faria, Demartini and Prado (2009); Corsaro (2011); Del Priore (2010); Ariès (2014); Qvortrup (2014, 2015) and Sarmento (2005, 2013, 2015). The third theoretical field is based on: Soares; Sarmento; Tomás (2005); Mullër; Redin (2007); Müller; Carvalho (2009); Oak; Müller (2010); Lee (2010); Agostinho (2010); Son; Barbosa (2010) and Fernandes (2016). This is a bibliographical study with a qualitative approach. It constitutes the corpus of analysis 2 theses and 20 dissertations registered in the Bank of Thesis and Dissertations of Capes. For the data analysis, we used the techniques of content analysis proposed by Bardin (1977), which involved the steps of pre-analysis, material exploration and treatment of results, inference and interpretation. In this process of analysis we identify meanings about children and childhoods, from which we perceive objections and anchorages that make up the social representations about children and childhoods present in the analyzed productions. The results revealed meanings about children and childhood, listed as follows: 1) senses about childhood: childhood as historical, social and cultural construction; childhood as a social category of the generational type; childhood as an individual life time; 2) senses about child: child as social actor; child as subject of law; play and imaginary as essential elements for children; 3) senses about the children of the Amazon: the children of the Amazon are immersed in daily activities; the natural environment is an important element in the daily life of children; the life of children is permeated by universal and unique aspects. Based on these meanings, we have grasped the following objections and anchorages about children and childhood: childhood has an image of a permanent social structure, anchored in the sense of a social category of the generational type, the individual image, anchored in the meaning of individual life time lived by the subject and the image of diversity, anchored in the changes through which childhood permeates both from a structural and individual perspective; children are characterized by the image of a social actor, anchored in their agency about the world and the image of plural subjects, which denotes that children live in a specific childhood, coexist in a multiplicity of social contexts and seize the most diverse social elements arising from their life contexts and other contexts with which they establish relationships. Faced with these images about children and childhood, the thesis is that the authors of the analyzed productions, when developing research with children, have social representations about children and childhoods sustained in the social valorization of them. They recognize the protagonism of children and the notoriety of childhood in the social world.

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