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) A epistemologia da educação museal na Amazônia paraense: um estudo sobre o programa o Museu Goeldi de portas abertas(Universidade Federal do Pará, 2019-06-03) QUADROS, Helena do Socorro Alves; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056; https://orcid.org/0000-0002-4528-9907The Doctoral Thesis The Epistemology of Museum Education in the Paraense Amazon: a study about the Goeldi Museum of Open Doors is part of the Education, Culture and Society research line of the Postgraduate Program in Education - PPGED, of the Institute of Educational Sciences - ICED of the Federal University of Pará - UFPA. The object of study is the Institutional Program The Goeldi Museum of Open Doors, managed by the Education Service of the Goeldi Museum, which has historically constituted a link between the Scientific Community and the Society. The problematic of this thesis comes from the following question: to what extent the Institutional Program The Goeldi Museum of Open Doors provides a pedagogical environment for the socialization of scientific knowledge through several formal science ventures (scientific areas) developed in MPEG to contribute for the construction of the epistemological field of Museum Education? The general objective of the Thesis is to analyze, to make explicit, the questions related to the scientific culture that go through the Goeldi Museum Open Doors program, in the sense of the composition of the field of the Epistemology of Museological Education. The path followed by the research is based on the qualitative approach of Education, with data collection procedures based on the references of bibliographic research, documentary research and field survey. The investigation took place in two phases: in the first one, questionnaires were applied in 2016 and the people surveyed were the mediators of the Program: researchers, technologists, educators and trainees of the Goeldi Museum; the professors and students of the public and private networks of the city of Belém and advisors of the Memory Point Program of the neighborhood Terra Firme. In the second phase, semi-structured interviews were conducted with three selected subjects, due to their actions in the Program: a researcher from the Goeldi Museum; a representative of the monitors/mediators; a representative of the neighborhood community of Terra Firme. The text was distributed in five chapters, addressing the main themes of the object of study. The analysis of the results obtained in this research confirms the thesis that the Goeldi Museum of Open Doors effectively contributes to the composition of the Epistemological Field of Museological Education in the Paraense Amazon.Item Acesso aberto (Open Access) Escola itinerante: uma experiência de formação de professores indígenas no estado do Pará, Brasil(Universidade Federal do Pará, 2015-04-30) MARRA, Maria Lúcia Martins Pedrosa; ASSIS, Eneida Corrêa de; http://lattes.cnpq.br/7712390425145521; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016The theme of this work is the training of indigenous teachers in the state of Pará, Brazil. His research object is a training experience entitled "Course in Middle Level Teacher Training Indians do Pará", treated and identified by those involved as "Itinerant School", implemented by the Education State Secretary of State of Pará - SEDUC. We start for the study based on the following research question: to what extent the training policy of indigenous teachers, implemented by SEDUC / PA, secured a differentiated education, in view of the constitutional rights acquired by indigenous peoples in Brazil? The overall guiding aim established was: to analyze the training of indigenous teachers developed the Itinerant School, from the Theory of Structuring and Contemporaneity in Giddens, based on the methodology of phenomenological comprehensive sociology of Schultz and research techniques of ethnographic, aiming understand their place and their historical and socio-pedagogical significance, especially with the people Tembé Tenetehar. Specifically, we establish the following objectives: (a) Identifying the educational needs of indigenous groups, considering the demands of indigenous social movements in Para State; (b) Describe the institutional and pedagogical processes of Indigenous Teacher training policy implemented by the Itinerant School SEDUC-PA. From Giddens we used the concept of reflexivity and undock, besides the theory of structuration, articulating those concepts with the reality experienced by the subjects submitted to indigenous training politics investigated. Methodologically, we work with seven (7) groups of subjects: 1) Direct Institutional actors, ie those individuals who participated directly in the training proposal; 2) institutional Indirect actors, who are the ones who, in addition to participate in the construction of the proposal, coordinated its execution; 3) Political actors, subjects that, institutional and politically are accountable for proposal; 4) Teachers of the First Generation who have been involved, and elaborated the proposal; 5) Remaining teacher, who was involved, drafted the proposal and remains in the administrative framework; 6) Recent Period teachers, those who joined later; 7) Indigenous (Tembé the Guama, Tembé the Gurupi and indigenous from other ethnicities). Technically, inspired by Schultz, we apply the In-Depth Interview. The results make us defend the thesis that the political project of formation analyzed was developed from a single pedagogical corpus, which ignored the indigenous ethnic differences in undock the 40 ethnicities covered by this action, triggering a scenery of confrontation with the teacher's movement.Item Acesso aberto (Open Access) Infância, educação e criança: um estudo histórico-literário nas obras Serões da Mãe Preta e Chove nos Campos de Cachoeira (1897-1920)(Universidade Federal do Pará, 2015-06-19) LIMA, Maria do Socorro Pereira; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661In the field of social history of childhood in the Amazon, the thesis titled Childhood Education and Children a historical-literary study Serões da Mãe Preta and Chove nos Campos de Cachoeira (1897-1920) is guided by the following research question: Which place the child take, as a subject, in Firesides works Serões da Mãe Preta, de Juvenal Tavares and Chove nos Campos de Cachoeira,de Dalcídio Jurandir, from the relationship with the historical contexts, economic, cultural and educational in State o Para, between the years 1897 to 1920? To answer this question, the study’s main idea was to examine childhood, education and the place that the child occupies, as a subject, in Firesides works of Serões da Mae Preta, de Juvenal Tavares and Chove nos Campos de Cachoeira, de Dalcídio Jurandir, the from the historical contexts, socio-political, economic, cultural and educational in State of Para, between the years 1897-1920. The study was based on the theoretical and methodological assumptions of the New Cultural History, with an emphasis on the concepts of representation, practices and ownership, and the relationships established between history and literature associated with the sociological concept of childhood. The first milestone marks the height of the rubber boom, favoring the republican government’s investment in childhood education, leading to the publication of the fireside work Mãe Preta for children's reading in schools in the state of Pará. The end of cycle rubber shows political context of firesides work of Chove nos Campos de Cachoeira. In constant dialogue with the literature and the historical, political, economic, cultural and educational context, the corpus of analysis made by these works considers the proposition articulated by the author. The place of his speech, his ideas, his productions and his broader social relations overtaking the limits of a biographical characterization are indispensable. Also, it uses subsidiary documentary sources to dialogue with literary texts. From the analysis, the thesis points out that those writers do different childhood representations displaying the different places that the child occupies in the literary discourse. In Serões da Mãe Preta, there are clues that the author reports, through his characters, to a childhood under construction supported by a comfortable economic situation in which the child is represented as a person who needs to learn moral values and social to be recognized and accepted socially. Already in the Chove nos Campos de Cachoeira, the misery of the place refers to a poor childhood. The child is represented as knowledgeable of their environment, their situation of oppression and the will to break away from that which ails them, using imagery as a backdrop to leave the real world, characterized by the absence of the right to live and educate in dignity.